Wednesday, November 11, 2020

Piet Mondrian

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Piet Mondrian, is probably one of the most profound, influential, and revolutionary artists of the twenty-first century, and one that has demonstrated a great ability to create. He has also had major influence over domestic interior decoration, such as carpets, linoleums, the painting of woodwork and walls, for his modern compositions featuring black lines and blocks of primary colors. He was an artist strictly devoted to his beliefs and commitments. The move Mondrian made away from realistic ideals towards Cubist beliefs placed him among the most highly influential artists of all time. He is known best for his days with the De Stijl (Art Movement/Dutch Magazine created between friendship of Mondrian and Theo Van Doesburg) and his style of Neo-Plasticism. That is how he translated his own Dutch phrase nieuwe beelding, which also means new form or new image. The style was based, he explained, "On an absolute harmony of straight lines and pure colors underlying the visible world.", but his influence has grown to influence new styles of modernism to this day. Mondrian never abandoned his style, and always stuck firmly to his beliefs, and was not above saying things like, The position of the artist is humble. He is essentially a channel.


His reputation rests on about 50 abstract paintings dating from 117 to 144, over 5 years of work. Each painting was worked and reworked, built layer by layer toward an equilibrium of form, color, and surface. Mondrian begun a transistion in around 11, where he started arranging rectangles of primary color around his studio walls starting in 11.


Mondrian believed that the nature of urban life like traffic, buildings, fashion, jazz, and dance . He lived in Paris (11-18), London (18-140) and New York (140-144), searching each metropolis for evidence of the harmony that he tried to manifest in painting. Throughout his career, which spanned the world wars, he believed that art could redeem tragedy, he wrote in 141, If we cannot free ourselves, we can free our vision.


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"I began to paint at an early age . . . . I was always a realist."


Mondrian did not find his identity as an abstract painter easily. At fourteen he began studying drawing under the guidance of his father, an amateur artist who ran a Calvinist school. He moved to Amsterdam to study full-time in the official art school, the Rijksacademie, in 18-184.


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Monday, November 9, 2020

Social inclusion from the point of view of the 'gifted' child

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My initial understanding of the phrase 'social inclusion' was the need to include children with special educational needs (SEN), disabled pupils, and pupils who belong to a different cultural background into mainstream schools and how we could best implement this idea. The importance of the concept lay in being able to provide effective and appropriately differentiated learning opportunities for all children, especially those who were perceived to be 'disadvantaged' in some way. I believe this to be an important issue if our aim is to create a society in which no one is discriminated against because of his or her abilities and individualities. However, through further study, discussion and experience of the topic, my views have altered slightly and it is precisely this alteration that I will be discussing in this essay. Although I still recognise the importance of inclusion for children who society believes need to be included, I also firmly believe that it is inclusion for all that we should be dealing with. There is a very broad spectrum of learners in every school and we need to ensure that each individual pupil is achieving to the very best of their own ability.


When we first discussed the issues raised by 'social inclusion' it was my belief that we were speaking of children with emotional, behavioural, or learning needs (SEN), disabilities such as cerebral palsy, visual and hearing impairments, those for whom English was a second language, ethnic minorities, travellers, and the list goes on. I am suggesting that it is a relatively simple task to identify the above groupings of pupils using specific judgement criteria. It may be more difficult to pinpoint the exact nature and cause of the need but the fact that a need is present can become obvious if you are aware of what to look for. The identification of 'needy' pupils makes the follow through process of full inclusion more able to achieve if you know what the exact difficulty is, it becomes easier to prepare for and evaluate it.


I have developed an interest in how the very able or 'gifted' child should be thought of as needing to be socially included also. From my observation during school placement it is my opinion that it is not as straightforward to identify the gifted child. Some pupils may stand out immediately as being extremely bright and enthusiastic about certain subjects, whereas at the opposite end, a pupil who becomes bored easily and can be destructive if not given a challenging piece of work, may be just as intelligent but has not been given the opportunity to shine ( Teele, 000, pp 64-8). Identification can be more difficult and may challenge our views on exactly what constitutes an intellectually able child (Gardner, 1). As Joan Freeman states, the definition of a gifted child is unclear (Freeman, 000). I would reply that there does not have to be a clear definition simply because intelligence can cover such a broad spectrum. We should be focussing only on the fact that a particular child is gifted in some way and that as such, they have abilities that are more advanced than those of their peers. Educational theorists can get bogged down on the discussion of what intelligence is and how we should define it and put it into neat little categories. This, I believe, has no relevance to the child whatsoever. The gifted child only cares about the fact that they have a capability for doing something very well and they don't want to be caught up in discussions of what makes them gifted. They want and need, understanding, challenges and results (Delisle, 1).


What the gifted child actually receives from the education system depends largely on the attitude of individual teachers. Carol Ann Tomlinson discusses the attitude of teachers who believe that, 'advanced learners are fine without special provisions because they are 'up to standards' already' (Tomlinson, 1, p ). This, as she states, is a grave misconception. The follow through of such an attitude would result in a curriculum that is inflexible, unvaried and unchallenging, leading to a child who becomes disinterested and apathetic. The time I would take, as a teacher, to provide differentiated and suitably challenging work for pupils will reflect on my ability as a facilitator of learning, whose main focus is on caring and catering for the needs of highly individualised pupils. The same belief is discussed by Nick Peacey; 'every child is special. Every child has individual educational needs' (Capel et al, 001).


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My main concern for gifted pupils is that they may feel in some way alienated from their peers due to their specific talents. The child might also feel under severe pressure to perform consistently well by their parents and the school. I feel that these are valid concerns to which a fine balance between encouragement and 'pushiness' must be established. I have also found that very able children, who have amazing aptitudes for learning, are sometimes subject to poor social skills. Possibly these communicative skills are being overlooked as the child has developed so well in other areas.


In order to examine whether these ideas were fitting or not, I have studied a few journal articles. Joan Freeman is of the mind that, in Britain, our education system is lagging behind other countries where it is commonplace that, 'all children have the right to do their best including the most able' (Freeman, 000). I tend to agree that we focus more attention of the SEN pupil having the right to do their best rather than every pupil. For some strange reason, the Scottish psyche does not like people to do very well, high achievers are seen as some alien race, which we must be very wary of and put down at every opportunity. This is where I propose that the challenge for every teacher lies we have to try to change this attitude of national disapproval of high achievers. However, the world was not created in one day! Therefore we need to take the first steps of supporting and encouraging every child in their specific talents and most importantly, getting the child to believe that they can achieve and will achieve and we may just be able to start changing the future. In extending this belief to every pupil and providing each with hope, I would feel secure in the knowledge that, as a teacher I had initiated change. If I am to back this up by constantly reviewing and updating my skills through a whole school approach of ongoing training then I think that full inclusion is not as far away as I had at first anticipated.


James R Delisle, however, contends this viewpoint by maintaining that full inclusion for all is a step backward rather than forward. (Delisle, 1). In purporting that the issue of full inclusion is only a 'panacea', he believes that, ' schools who integrate and include fully, are continuing to address only partially the needs of selected students. Gifted students are no exception to the rule'. I do agree with Delisle on his opinion that we should be personalising learning for individual pupils but I recognise that this would mean the need for a huge overhaul of the entire educational system class sizes of around ten pupils, individualised work programs for every pupil, more teacher planning and assessment time and at the end of the day this is a more segregated and exclusive program, the very idea we are trying to let go of! We should be able to strike a comfortable balance between these two stances.


To operate full inclusion to the best of its ability, a positive school ethos must be developed and maintained and in doing so we would be providing a stimulating and rewarding environment for children of all needs and abilities. The school should be looked upon as a 'mini-community' in which pupils learn the benefits of non-discrimination and learn that everybody (including the teachers!) bring their own unique perceptions, interests and abilities with them. Pupil will then move into a future society where they will be more eager to apply to values they have learnt in school. In effect, pupils are the citizens of the future but as citizens of today we must provide each and every one with the abilities, skills and attitudes needed to cope in their lives of tomorrow.


Full social inclusion, if operated successfully by every pupil, every teacher, every department and every school can only be of benefit to all.


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Celtic Culture

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When most people think of the Celtic culture, they see images of the druids performing magic, old castles, and gorgeous, lush green, rolling hills. Well, these things are a part of the Celtic culture, but there is so much more depth to the Celts, most of which is unknown, but in this paper what is known, will be uncovered…


The Celts were a dramatic and romantic society. The reason that so little is known about them is because they were a non-literate culture. The only things that were recorded about them were by classical authors. These authors recorded things about them by hearing of their legends, myths, traditions, etc. Since they were non-literate, only oral tradition preserved their history and culture. The Celts had a love for beautiful things. So they honored beauty of people, nature, and the arts. They considered vanity normal and admirable, which represented a proper sense of self-worth. This belief is much different than what we believe today, but this doesn't mean that the Celts were a vain and greedy society. They strongly praised generosity and selflessness. To give open-handedly was the mark of a true hero or heroine. The Celts impressed the Greeks and Romans with their bold dress and powerful appearance. Generally characterized by classical authors as a people with fair hair, of red or gold, and fair complexions, (although the people of the British Isles were described as small and dark-haired) most Celtic women apparently stood taller than the average Roman citizen. Celtic women, upon reaching maturity, adopted a complex braided style for their hair, and wore dyed and embroidered dresses. Plaids, or wrapped woven cloaks, were common for men and women alike, and gold and silver torques and arm rills, as well as rings, adorned wealthy Celts. Brooches that held closed the openings of dresses and plaids were another common feature of Celtic dress. Gaelic men commonly spiked their hair and bleached it to an almost white color with chalky water, and wore their beards long, while the Bretons and Picts tattooed their arms and faces with blue. Many Danish and English bogs have shown archeological evidence of cloth and dress, and Roman historians such as Tacitus also document some of the customs of everyday Celtic life. These things show that the Celts were a society that was very sophisticated.


The Celts occupied land in modern day Eastern Europe, Greece, Spain, Northern Italy, Western Europe, England, Wales, Scotland and Ireland. They occupied these lands mostly from 400 to 00 B.C. Since this was such a large area of land, they spoke different languages. North of the Alps and Pyrenees was the area known as Celtica. In this area they spoke Gaulish. In Spain, Celtiberian was spoken. British and Pictish was spoken in Britain. In Ireland, Western Scotland, and the Isle of Man they spoke Gaelic.


The Celtic people lived very healthy lives, considering the time period that they lived in. In the time that the Celts were living, they had a long lifespan. Most Celts lived to be about 40 years old. This was considered a long lifetime back then. One probable reason of this was that the Celts learned to extract salt from the earth in about 1000 B.C. This enabled them to preserve meat and fish, which kept them healthy all year round. Along coastal areas the Celts were sailors, fishermen, and traders. Inland, they were farmers and miners.


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Celtic people were usually polytheistic and they believed in many gods and goddesses. They practiced a religion that is similar to modern day Wicca. Their religion honored a mother goddess and a father god. They believed that the mother goddess and father god created the other gods and goddesses and also created the Celtic people. A basic tenet in the Celtic religion was, 'an harm none, do what ye will.' This means to not harm anything, but do what you want to. The Celts religion was based upon magic and worshiping the earth. In the Celtic religion, women were of equal or greater importance than men.


By now, if you read closely, you know that the Celts were a very interesting culture. I think that when you will imagine the Celts, you see a more detailed representation of the Celtic culture. So now, the old castles, lush green, rolling hills, and druids performing magic, seem more detailed and intricate than they were before. So now when you think of the Celts, what do you think of?


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Friday, November 6, 2020

Beowulf as a Hero

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In the online dictionary of Merriam-Webster, the definition of a hero reads as follows "a mythological or legendary figure often of divine descent endowed with great strength or ability; an illustrious warrior; a man admired for his achievements and noble qualities; one that shows great courage." Beowulf is a hero who embodies the ideal characteristics of Anglo-Saxon culture, and, according to the dictionary, of today's society as well. Although we may not necessarily approve of a man dragging the head of a monster across the floor, he does possess the virtues, traits, and beliefs that were respected in his time. Perhaps the greatest of all his qualities as a hero, his great strength, shone through during the most challenging and captivating moments of the epic.


Beowulf was considered "the strongest of the Geats" and also "greater and stronger than anyone anywhere in this world." These statements alone can describe his incredible physical strength which was very much envied by the Anglo-Saxon culture. He defeated the dreaded monster Grendel with his bare hands, "Hygelac's kinsman kept him helplessly locked in a handgrip…The monster's whole body was in pain, a tremendous wound appeared on his shoulder. Sinews split and the bone-lappings burst. Beowulf was granted the glory of winning; Grendel was driven under the fen-banks, fatally hurt, to his desolate lair." (81-80) He later defeats Grendel's mother in a daring fight that takes place under the water in the monster's lair. Beowulf manages to kill her by using a sword "from the days of the giants, an ideal weapon…but so huge and heavy of itself only Beowulf could wield it in a battle." (155-156) Beowulf's strength takes on almost a super-human quality when he fights Grendel's mother. His last great battle is against the dragon, which he overcomes, but with that defeat, loses his own life. "Once again the king gathered his strength and drew a stabbing knife he carried on his belt, sharpened for battle. He stuck it deep into the dragon's flank. Beowulf dealt it a deadly wound." (70-706)


Beowulf's immense physical strength allows him to defeat the terrors of the Danes and the Geats. He is able to conquer these demons using his bodily power, and he is forever remembered as a true hero.


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Tuesday, November 3, 2020

Comparison and Contrast between the book the Giver and the movie Gattaca

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The Underground Railroad


There are probably many people who wonder about the Underground Railroad or how slaves could travel on trains and ships without being discovered. Well, for those who may not know, the Underground Railroad was a secret network organized by people who helped men, women, and children escape from slavery to freedom. It existed before the Civil War ended slavery in the Unites States. The Underground Railroad gave hiding places, food, and transportation for the people who were trying to escape slavery. Equally important, slaves trying to escape to freedom were also given directions for the safest way to get further North on the risky road trip to freedom.


The people who helped slaves escape were called conductors or engineers. The places where people stayed on their way to escape were called stations. Escaping slaves were called passengers, cargo, or goods. Conductors helped passengers get from one station to the next, and traveled with escaping slaves from the South, where they had been slaves, to the North where they would be free. Sometimes, the conductors traveled a certain amount of distance and then handed the escaping slaves to another conductor.


Besides wondering what the Underground Railroad was about, a question that may remain in people's minds is, "How could slaves travel on trains or ships without being discovered?" A large number of slaves who escaped in trains or ships borrowed or forged legal papers that said that they were free. One of the reasons that slaveholders did not want


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slaves to learn how to read and write was because they were afraid that slaves would forge these papers. Surprisingly, slaves borrowed papers from free blacks. An example of this is Frederick Douglas. When Frederick Douglas escaped by riding the train from Baltimore to New York, he borrowed the freedom papers of a black sailor. Obviously, he could show these to the train's conductor, as evidence that he had the right to be going northward. He later mailed these back to his friend.


One way to free slaves out of the South was to pack them up and ship them as packages. For example, in the winter of 1857, a young woman in Baltimore was boxed up by her friend, taken to a train station, and sent to Philadelphia. The woman did not have a lot of air, water, and food. The box rolled over numerous amounts of times in which the woman tumbled along. The following day, the box got to Philadelphia around ten in the morning. The free friend traveled to Philadelphia to be there when the box came. He hired a man who drove a one-horse wagon to pick up the box and bring it to Mrs. Myers' house, a free black woman. She received many people traveling on the Underground Railroad. Mrs. Myers was afraid that the woman could be dead after the long ride, but she survived, although she was very weak. She could not speak at first, and it took her three days to become strong enough to talk in a normal way. She almost died in the box, but the eagerness to become free was so strong that she risked it and was successful.


The work of the Underground Railroad helped earn freedom for many men, women, and children. It also helped reduce slavery, which was finally stopped in the United States during the Civil War.


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In my opinion, a lot of slaveholders must have been angry at the success that the Underground Railroad had, but in reality, what the slaveholders were doing was wrong. I'm glad that many people had the opportunity to become free. There are people today that take living a free life for granted and put it into jeopardy by doing inappropriate things like using drugs, using weapons for violence etc…and do not realize that people like the slaves in the Underground Railroad risked their lives by trying to travel North in boxes as freight and forging papers saying they were free. You only live once and what better way to enjoy it while being free.


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Monday, November 2, 2020

Biomolecules

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#Biomolecules Identification


1. A- I would test for a monosaccharide by mixing ml of a particular solution with 6 ml of Benedict's solution in a test tube. I would then heat the test tube in a boiling water for three minutes, then let it cool. If the solution turns a yellow/orange/red color it is positive for glucose. If the solution stays blue then there is no presence of glucose.


1. B- I would test for starch by placing ml of a particular solution in a test tube. I would then add - drops of Iodine. If the Iodine turns blue/black, starch is present.


1. C- I would test lipids by placing a small amount of a solution in a test tube. I would then add several drops of Sudan IV. I would then shake the solution vigorously and set it aside for observation. When the mixture has settled I would observe for the presence of droplets. The solution is positive for lipids if it has formed pink droplets.Help with essay on biomolecules


1. D- I would test for the presence of proteins by placing a particular solution in a test tube. I would then add 10-15 drops of Biuret solution . If the solution turns blue/violet color, proteins are present. I could also perform the same test using Nitric acid. The solution would then turn a yellow color if proteins are present.


. Sucrose is a disaccharide. To do a Benedict solution test I would have to hydrolyze sucrose into its two monosaccarides. To break it down I would put 5 ml of sucrose solution and ml of 1 M Hydrochloric Acid in a test tube. I would then heat the solution in boiling water for minutes. Then I can perform the Benedict solution test.


. Benedicts solution reacts with exposed aldehyde groups.


4. A- To hydrolyze a solution means to break a compound down into monosaccarides.


B- It is down with sucrose because sucrose is a disaccharide. For sucrose to be tested for glucose it has to be broken down into monosaccarides for the test to give a positive result.


5. Biuret reagent reacts with peptide bonds.


6. A- A 5% Vitamin C solution is more concentrated than a 10% Vitamin C solution.


B- I Can prove this by performing the following test


1. I would put 10 ml of Vitamin C indicator into test


tubes.


. I would then add drops of 5%Vitamin C solution in


one test tube and 10% solution in the other.


. Which ever solution turns colorless first has the higher.


concentration of Vitamin C


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Friday, October 30, 2020

Flight in James Joyce's "A Portrait of the Artist as a Young Man"

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"A Portrait of the Artist as a Young Man" is a coming-of-age story. A story in which Stephen Dedalus moves from the insecurities of childhood to the confidence and determination of adulthood. Stephen always wanted the same basic thing the freedom to live as he pleased free from the rule of others. Stephen's name, Dedalus, is a reference to flight in Greek mythology. Like his martyred namesake, Stephen suffers because of his unique perception of the world. He works his way through the labyrinth of school, Dublin, and the church before he transcends this maze. Stephen reflects on life in Ireland saying "When the soul of a man is born in this country there are nets flung at it to hold it back from flight" (0). Throughout the novel, Joyce relates flight and the beings of flight to the experiences that move Stephen in the direction of attending his goal. Stephens ultimate desire to live for himself and to have the ability to realize his own dreams without the limitations of others is represented by the concept of flight.


One of the earliest examples of the connection of freedom with flight can be found at the end of the first chapter as Stephen's classmates are cheering him as a hero. In a literal and physical sense Stephen is essentially flying above his classmates as they made a cradle of their locked hands and hoisted him among them and carried him along (60). Stephens flight cannot be contained to this simple physical experience. Stephen, a socially challenged child who referred to himself as small and weak, is now being cheered as the champion of the College. His euphoria and sense of flight goes beyond the gratification of being accepted by his schoolmates. It represents the beginning of Stephens independence of thought and freedom from the rules of others. He has taken a stand against Father Dolan's unjust punishment at the hands of the Catholic Church. Stephen goes through life trying to escape those who control him, in particular, the Church. At this point in his life, he is still very much a child. Stephen is not yet ready to throw away his allegiance the church, and says that he must remain, very quite and obedient and he wished that he could do something kind for [Father Dolan] to show him that he was not proud (60-61). At this stage in his life, Stephen is still comfortable pledging allegiance to others around him, but he is at his happiest when he can act as he chooses.


Stephen again encounters the imagery of flight after his family has been forced to move from their home in Bray and Stephen begins his studies at Belvedere College in Dublin. There he meets Vincent Heron, a boy whom he describes as having, a birds face as well as a birds name and a shock of pale hair like a ruffled crest (80). Heron represents everything that Stephen secretly yearns for. While the rest of the student body is obediently inside the assembly hall waiting for the play to begin, Heron and his friend are outside enjoying a cigarette. Heron is independent and refuses to fall in line with the demands of the faculty at Belvedere College. He has not allowed anyone to get in the way of his thoughts and desires, and as a result he is portrayed by Joyce as having birdlike characteristics. Heron is free to fly away to the world he desires, a quality Stephen admires.


Custom Essays on Flight in James Joyce's "A Portrait of the Artist as a Young Man"


Stephen's fear of being unable to fly leads him to momentarily return to the Catholic Church of his childhood. The sermon given to Stephen and his classmates during their Saint Xavier retreat at Belvedere College entails the reasons one may be sentenced to eternity in Hell and the suffering of its inhabitance. The preacher tells Stephen, who has recently taken to a life of debauchery and visiting prostitutes on a regular basis, that in Hell both the flesh and the soul suffer always. The image of Lucifer, the fallen angel, is the central image of the sermon. This is where Stephens desire to take flight is captured. Lucifer was an angel who had the ability to fly and was unbound by the rules of others. Through his sin, however, all of that was lost. Stephen fears that he too has been sentenced to lose his wings and will be forever Hell bound. It is this fear that causes Stephen to repent.


Flight is again the theme when Stephen realizes that for his entire life he has been stopping short of living a life that is truly free. He has lived a life so meticulous in its adherence to the practices of the Catholic Church that he is approached by the director of Belvedere and asked if he has ever considered a vocation in the priesthood. The priest tells Stephen that he is marked off from his companions by his piety (170). Although much of the imagery associated with the Catholic Church seems to imply flight flying towards heaven on the wings of angels, being born up on eagles wing by the Hand of God, the idea of Christs Ascension into the sky, these are nowhere to be found in Stephens mind. Instead Joyce tells the reader how Stephen is not destined to be a member of the priesthood because being a member of any order would prevent him from learning the wisdom of others among the snares of the world (175). Stephen believes that freedom in life must not be restricted.


Stephen begins to comprehend his need for freedom and desire for flight as he is making his decision to reject the priesthood. As Stephen walks around the streets of Dublin thoroughly convinced that he must turn away from the priesthood, he looks skyward and focuses on the slowdrifting clouds, dappled and seaborn. They were voyaging across the deserts of the sky (181). The vision that Stephen sees, a hawk-like man flying sunward above the sea (18), is a foretelling of his final decision to leave the land that he calls home in search of freedom and artistic identity. Joyce connects the sky with the concept of journeying and freedom. It is at this moment that Stephen begins to realize the desire that has been within him all along. He has been trying to find freedom within a system which is founded upon strict rules and regulations. The only answer to his problem is, like the clouds, to journey away from that which controls him.


Stephens change in thinking is best represented when he wades out into the water and a beautiful girl suddenly appears before him. Much as Stephen describes Heron earlier, the features of this girl are bird-like in nature. He refers to her as being


. . . like one whom magic had changed into the likeness of a strange and beautiful seabird. Her long slender bare legs were delicate as a cranes and pure save where an emerald trail of seaweed had fashioned itself as a sign upon the flesh. Her thighs, fuller and softhued as ivory, were bared almost to the hips where the white fringes of her drawers we like featherings of soft white down. Her slateblue skirts were kilted boldly about her waist and dovetailed behind her. Her bosom was as a birds soft and slight, slight and soft as the breast of some darkplumaged dove. (185-186).


This girl, like Heron, represents the freedom that Stephen can have if he makes the choice to fly over the nets that are holding him back. The girl differs from Heron because she is there for Stephen to accept as his own. When Stephen was following Heron, he was on the outside looking into a life of freedom. In this instance, the opportunity is set before him, and he is given the ability to choose for himself.


As Stephen is standing on the steps of the library, he comes to a realization while watching a flock of birds fly overhead. He feels the need to depart from the world he has established for himself and start again fresh just as birds are "ever leaving the homes they had built to wander" (45). He feels that "the augury he had sought in the wheeling darting birds and in the pale space of sky above him had come forth from his heart like a bird from a turret quietly and swiftly" (45). As he takes off into the unknown, he calls on his old father, Daedelus, the old artificer, to stand [him] now and ever in good stead (76). He has created for himself, just as his legendary namesake, wings to fly from his oppression into a world where he will be free to exercise his own desires.


Works Cited


Joyce, James. The Portrait of the Artist as a Young Man Text, Criticism, and Notes. Ed. Seamus


Deane. University of Minnesota Penguin Books, 164.


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