Tuesday, September 23, 2014

Canterbury Tales (II)

The Canterbury Tales Summary:
Theseus, Duke of Athens, imprisons Arcite and Palamon, two knights from Thebes. The two knights fall in love with Theseus’s sister-in-law, Emelye. It is love at first sight. Arcite is freed from prison, but banished from Athens. He returns in disguise so that he can see Emelye and enter her chamber by being a page.. Palamon escapes from prison and the two encounter one another and fight for the love of their lives, Emelye. The two fight in a tournament for Emelye as the winner’s prize. Arcite wins, but falls off his horse and dies so Palamon marries Emelye by default.

Main Characters:
*The Knight:
-symbolizes the medieval Christian soldier
-He served in fifteen great crusades
-Characteristics: brave, experienced, prudent, etc.
-Narrator admires him

*Theseus:
-Duke of Athens/has the final say
-most powerful ruler in the story
-good listener

Palamon:
-brave, strong, sworn to everlasting friendship with Arcite
-loves Emelye
-loses the tournament against Arcite, but wins Emelye by default and marries her

Arcite:
-brother to Palamon
-falls equally in love with Emelye
-released from imprisonment by the King
-falls off his horse due to an ironic earthquake as he rides off with his prize, Emelye

Emelye :
-sister to Hippolyta (Theseus’s domesticated Amazon Queen in the Knight’s Tale)
-Fair-haired and glowing
-Doesn’t want to marry anyone or have children (unique from other women of that time)/independent/feminist in a way
-Pledges herself to Arcite/marries him after the tournament and death of Arcite

Themes:
*Romance:
-Palamon and Arcite’s battling love for Emelye
-Polamon and Emelye’s marriage
*Fabliaux: comical/grotesque
-irony of Arcite falling off his horse


-witty remarks by the characters

Declaration of Learning Independence

The Declaration of Learning Independence is a document that allows for students to learn what they want to learn. Instead of having a standardized curriculum, the students get to use their passions and direct them toward their individual learning. Open source learning helps direct students and gives them the opportunity to communicate their learning experience through technology. Every individual has their own thoughts and habits that defines our character and makes us unique. This Declaration of Learning Independence encourages uniqueness and individuality by providing the opportunity to apply our own individual interests to our academic learning voyage. America strives for leaders and this document allows individuals to excel in their passions through the opportunity of free, yet guided learning. This prevents the future leaders of America from just going through the motions and instead encourages them to take the first step into their own individual journey to success. In total, the Declaration of Learning Independence, I think, allows for the freedom to learn more about ones passions and embrace individuality and uniqueness through a guided, open source learning education. 

PHONAR14VIDEO

     The Phonar Video was very time consuming, but beneficially informational. I learned about the influence of habits and how they are passed on from some bigger source. He encourages us to strengthen the habits we have created and develop new habits that can be proven beneficial to your life and the lives of others. The lecture progressed and drew an analysis of a photographer and his pictures. A key point from that element in the video was that a photograph is an experience rather than evidence. In the past, photographs were used to prove the existence of an event that took place rather than today, where we use photographs to represent our experiences and create a reputation for ourselves. Social media is an example that demonstrates this difference between experiences versus evidence. Information has expanded and popularized through image making and photography. It is evident that our society is traveling through life looking in a rear view mirror of past experiences rather than the present and future. We are stuck on our reputation rather than our development of our character. A bold statement that spoke to me was “If you want to change the world, then describe it differently.” Several revolutionaries and powerful leaders of our time, past and present, have used this rhetorical device to help society view the world differently (aka: from the photographer’s perspective). I learned a new term called transmedia which is a story told on multiple platforms of fan-based media that characterizes someone/allows for an image or reputation. This video identifies collaboration to be beneficial and defines individuals in society as trusted collaborators and more than just suppliers. This video connected to Canterbury Tales by incorporating several stories to portray the theme and bigger picture of life. The collaboration of different lecturers and their emphasis on the importance of collaboration in our daily lives related to the collaboration of the 29 pilgrims and their voyage as a pack. Every story and was biased and only revealed that one person’s perspective just like the stories from the pilgrims. Also, the story was not linear and varied from topic, but somehow made its way to portray the theme of life and how to live it successfully and beneficially. 

My Masterpiece

     "How is dance a language of its own?" Dance is a language of movement that communicates through expression as a physical art. The vast majority defines language solely as a form of verbal communication with a written language which is not absolute. Language is communication whether it be through verbal communication, hand gestures for the mute, vibrations from music for the deaf, the physical movement of dance, etc.. My masterpiece is to open society's eyes to the ability to communicate through dance. While there are several languages that span across the globe, there are several genres and languages of dance. For example, Mexico is known for their Folklorico and Salsa dance while America is a symbol of Contemporary and Modern dance. Each country has its own style of dance to use as a language of self expression just like verbal language varies from country to country. My main focus is to depict the elements that make dance a language and prove, through written words and physical movement, that dance is a language of its own.

Canterbury Tales (I)

Canterbury Tales (I)
P. 90-115

Geoffrey Chaucer (1343-14000)
*aka: “Father of English Poetry”
-Medieval world experiences (14th century England)
-Son of a merchant, page in a royal house, soldier, diplomat, and royal clerk
-used experiences to write The Canterbury Tales
*Born into middle-class family
-page job opened his eyes to England’s aristocratic society
-captured and held prisoner in 1359 (English Army Soldier in France)
-married Philippa Pan (Princess in line for throne)
*Poet Matures
-replicated his poems on European poets/translations of French poets
-wrote: The Book of the Duchess, Troilus and Criseyde, and Canterbury Tales

Literary Analysis:
*Direct Characterization: presents direct statements about a character, such as Chaucer’s statement that the Knight “followed chivalry,/Truth, honor…”
*Indirect Characterization: uses actions, thoughts, and dialogue to reveal a character’s personality. By saying “he was not gaily dressed,” for instance, Chaucer suggests that the Knight is not vain and perhaps takes the pilgrimage seriously enough to rush to join it straight from battle

Literary Elements/Techniques:
*Social Commentary: writing that offers insight into society, its values, and its customs. In Canterbury Tales, we draw conclusions about Chaucer’s views on English society by noting the virtues and faults of each character

Vocabulary Development:
*Solicitous: showing care or concern
*Garnished: decorated; trimmed
*Absolution: act of freeing someone of a sin or criminal charge
*Commission: authorization; act of giving authority to an individual
*Sanguine: confident; cheerful
*Avouches: asserts positively; affirms
*Prevarication: evasion of truth

Prologue:
-Chaucer meets 29 pilgrims at the Tabard Inn in the suburb of London
-Harry Bailey sets a challence; to make the journey more entertaining, he suggests that each pilgrim tell two stories on the way to Canterbury and two stories on the return trip. The person with the best tale will have a feast prepared by the other pilgrims. Bailey judges the competition.
-24 different tales overarching the tale of the pilgrimage.
-Chaucer describes each pilgrim and describes the setting (medieval society with the courtly world)
*stories were mainly romance stories (tales of chivalry), fabliaux (short, bawdy, humorous stories), the stories of saint’s lives, sermons, and allegories (narratives in which characters represent abstractions)


Bede
P.74-82

Summary:
-writing about English history
-Languages in Britain: English, British, Scots, and Picts
-God and Faith/Spirituality unites them together
-Picts aligned with the Scots
-Setting: comfortable weather and seasonal patterns
-Isle: safe, no "poison" and abundance of water good for food
-Migrants inhabited Britain and fighting/controversy between the Danes and the English broke out

Canterbury Tales (II) : What a Character

Collaborated With : Haley Stowe, Tia Jones, Taylor Williams, Megan Stevens,  & Haley Kestler 
Character Analysis: The Knight
- The author uses direct characterization but the narrator relies on indirect characterizing to reveal key aspects about the knights personality
   Ex: Indirect: the author shows that the knight is a leader when he takes on the roll to tell the first story. Direct: the narrator states that in line 86 "...with agility and strength."
- Chaucer displays a large and diverse range of attitude towards life. The tales are satirical and comical. Another tone is also very admiring towards the knight.
- Humor: As the plot continues to follow the plan, the irony between the good knight and his death after achieving the goal of his dream girl. The knight was given the chance to become free and leave his life behind yet he returns to battle in order to win over the love of another girl. The knight ultimately lead himself into his own death which was ironic because he was originally freed by the other knight.

CHARACTER STUDY (I)

Today was one of those days where home felt so foreign and distant. Here I am at UCLA, freshman class and I should be excited and inspired by all that I'm surrounded by, but I can't help, but miss home. The home I miss isn't the beautiful, Spanish-styled building I spent my adolescent years in with its blooming flower baskets and balconies perfect for watching the sunrise and sunset. No, my home is the concrete building with flickering lights, chipped paint on the walls, the bacteria-infested fungus floors, and the splotched mirrors that lined the West wall. My dance studio at Allen Hancock College was my home. Yes, UCLA's campus impresses many with its traditional architecture, carefully designed outdoor landscapes, brilliant professors, etc, but not me. It just makes home feel even further away. Today, I'm paralyzed... my body cannot create words through movement like it used to because I'm homesick. I can't help, but feel like my voice is faded from the bustling of students and busy college life. The one thing that gave me confidence back home was dance. I was able to finally exist and be heard through movement unlike today as I lay in bed, homesick. Dance was my outlet. When words couldn't describe my happiness, pain, love, stress, and conflicted stream of consciousness then my body would become my words and create a language of my own. College is supposed to make me feel independent and free, but all I feel is trapped in this college life. Dance gave me an independence like no other.. freedom to move in any direction, pace, tempo, etc. and it didn't even need to require technique if you didn't want to. Sometimes the most awkward moves or choreography geared away from technique such as those used in Modern Dance allowed for creativity and a better connection to the imperfections of life. With dance, I was able to create whatever story with movement and beauty. It was all me. No technology was needed. I didn't have to depend on anyone or anything. As I sit here in my dorm, I watch students pass in the hall looking directly at their cell phones in hopes of having a voice through Twitter, Instagram, Facebook, etc. and it makes me miss dance even more. Dance brought back the essentials; body, mind, and soul. Out of all these students at UCLA, I hope there is someone out there who can relate. While everyone is lost in a world of technology to feel somewhat connected to their families back home, I get lost in my own thoughts where my words were my spoken through the physical language of dance. Wiggling my toes triggers my muscle memory and brings me back to the one place that allowed for my voice to be heard.

Monday, September 22, 2014

Beowulf Comprehension Questions

[Prologue]
1.       Shield became ruler of the Danes which was unusual because he grew up as an abandoned orphan. Over the years he gained respect and power which made him king. His funeral was very elaborate and he was shipped off a boat with different treasures. Hrothgar is Shield’s great grandson.

[Heorot is Attacked]
1.       The magnificent work that Hrothgar undertook was Heorot which is a mead hall and was dedicated to Hrothgar and his men. Grendel, the monster, attacked the hall resulting in the death of Hrothgar’s men in a twelve-year battle. The response of the Danes was to turn to prayer and hope for Grendel’s death and defeat.

[The Hero Comes to Heorot]
1.       Beowulf hears of Hrothgar’s problems with Grendel and believes he can kill Grendel in return for the good deeds Hrothgar did for his father. He sets sail for Denmark with his army.
2.       The Geats first meet a Danish watchman in Denmark and he asks them lots of questions in suspicion. Beowulf clarifies that he is on his way to defeat Grendel with his men.
3.       Hrothgar’s herald is Wulfgar of the Wendla tribe and asks the Geats why they are carrying so much armor, but then infers they are going to help the Danish and aren’t just on vacation. Wulfgar tells Hrothgar that he should let them help because Beowulf is their leader of which Hrothgar mentions he knows Beowulf’s father and sends Wulfgar to get the Geats. I’m not surprised of Hrothgar and Beowulf knowing each other because they both have reputations of being great warriors and Beowulf wouldn’t put his life at risk or on hold if it wasn’t to repay a favor for a family friend.
4.       When Beowulf enters, he tells Hrothgar that he is very skilled and experienced, that he will battle Grendel without armor, and not to refuse his wishes. Hrothgar financially helped Beowulf’s father by paying off some debts.

[Feast at Heorot]
1.       Unferth accuses Beowulf of not being able to beat Grendel. Beowulf says that Unferth is drunk and retells the true story of his separation from Breca and the vicious sea monster that he later killed. This episode is relevant to the poem as a whole because it reveals Beowulf’s confident, courageous, and warrior-like character. Beowulf accuses Unferth of not being as brave as he claimed himself to be.
2.       Queen Wealhtheow is helping serve mead Goblets to all the men during the feast and prays to God, thanking him for Beowulf while sitting next to Hrothgar.

[The Fight with Grendel]
1.        The difference with Beowulf is that he is getting rid of his armor. He plans to take care of Grendel with his bare hands
2.       When Grendel enters Herot he immediately goes to his business of eating sleeping soldiers. When he gets to Beowulf, he isn't asleep and Beowulf immediately latches onto him. Grendel tries to flee but Beowulf's grip is too strong. Grendel barely escapes and leaves behind his arm.

[Celebration of Heorot]
1.       Sigemund was an incredible hero who slayed a terrible dragon that was hording a treasure chest that he won from his victory. Sigemund’s treasure symbolizes the gold rewards that Beowulf earned from the ring-giver, King Hrothgar. Sigemund’s story is told to celebrate Beowulf and compare both of their heroic victories. Heremod is known as an evil Danish king who turns against his own people which resembles the reverse of Beowulf’s characteristics and by comparing and contrasting Beowulf to two different kings, the narrator indicates that Beowulf will be king later in the story.
2.       Hrothgar responds to Beowulf’s deed by celebrating him. He announces Beowulf as his son and says that he will never be forgotten. He gives Beowulf numerous gifts including a sword. Unferth doesn’t have much to say to Beowulf unlike the first time they spoke. He is more humbled now that Beowulf has saved the Danes.
3.       The singer of Finn during the feasting in lines 1070-1158. The details of the Finn story aren’t really clear, but basically, the Lord of the Frisians, marries Hildeburg, a Dane, to end a feud between the two tribes. The bride was being used to ensure that families wouldn’t feud anymore, except this proved unsuccessful since the Frisians ended up killing Hildeburgh’s brother when he came to visit her. Finn ended up dying out of revenge, as well.
4.       Wealhtheow asks Hrothgar not to give the throne to Beowulf, but to trust in his biological son’s abilities to rule as king. She believes that the throne should stay in the bloodline.
5.       Wealhtheow gives Beowulf a large, broad necklace. Later, the necklace is given to his uncle, Hygelac, who wears it until he dies in battle. She asks Beowulf to guide and protect her children, but not to take the throne from them when Hrothgar dies.
6.       So many men remain in the beer hall to sleep because they believe it is as safe as it once was now that Grendel is dead which was a mistake because Grendel’s mother comes to the hall for revenge for her son. Grendel’s grandmother then takes one of Hrothgar’s esteemed men and the arm of Grendel back to her cave.

[Another Attack]
1.       Grendel’s mother came to Heorot to take her son’s claw. She was really mad, angry, and came out of vengeance, but not exactly similar to Grendel’s reason.
2.       Hrothgar’s response is asking Beowulf to go to her lair and kill her after she killed Hrothgar’s best friend.
3.       The mere is the sort of place I would describe to be kind of like an underwater lair under a lake that was very mysterious, dank, and eerie.

[Beowulf Fights Grendel’s Mother]
1.       Beowulf tells Hrothgar to respond in a compassionate way and for his army of men to leave him behind.
2.       Before Beowulf enters the mere, Beowulf sinks into the water for hours.
3.       Beowulf prepares for the battle by telling Hrothgar that the things he wants as if he is speaking his last works. He takes his rink-marked blade sword with him and then goes into battle.
4.       When Beowulf enters the mere, Grendel’s mother grabs him, but his armor saved him. It is surprising that Grendel and his mother live in the mere because it takes about 12 hours to get down to the mere.
5.       The sword Beowulf borrowed from Unferth breaks as he strikes Grendel’s mother.
6.       Beowulf’s armor saves him from the knife wound Grendel’s mother was trying to inflict on him; he then was able to use his strength to throw Grendel’s mother off of himself.
7.       Beowulf uses the sword of Eotens (forged by giants long ago) and cuts the mother’s throat. Seeking vengeance for those killed by Grendel, Beowulf brings his decapitated head home. But, his sword melts from the mother’s acidic blood; only the hilt is left.
8.       Beowulf safely swims back to the surface and none of his men are there because they doubted his ability to beat Grendel’s mother.
[Further Celebration]
1.       Beowulf gives Hrothgar Grendel’s head and sword hilt.
2.       The message Hrothgar gives to Beowulf is a story about how someone with good deeds and intentions doesn’t always mean they are/will be good people. Sometimes evil and greed can tempt them and take over to lead them to ultimate demise. Hrothgar wants Beowulf to know not to become big-headed/conceited.
3.       Beowulf gives Unferth the sword before he leaves.

[Beowulf Returns Home]
1.       Hrothgar predicts a future in which Beowulf will come back to protect the Danes once again.
2.       Hyd is the Queen of the Geatlands (young and wise), however, unlike Modthryth, she won’t kill and torture her people for simply looking at her.
3.       Hrothgar is hoping that by having his daughter, Freawaru, marry Ingeld, he can thus create peace between the Danes and Heathobards. However, Beowulf assumes that Hrothgar is only bringing back the feud and it’s inevitable that more conflict will arise because it’s difficult to simply to forget history. This is a different side to Beowulf because he previously wouldn’t put much thought theoretically and would result to acting on impulse rather than reason.
4.       Beowulf reports that he earned glory. He doesn’t add any false details to his stories but he does report them in a way that makes him sound very brave and glorified.
5.       Beowulf reports about his own adventures as “slightly exaggerated,” but pretty accurate.

[The Dragon Wakes]
1.       It takes fifty years later for Part 2 to begin. The kings that have died in the meantime include King Hygelac and King Heardred. The danger now exists due to the dragon.
2.       A man stole a golden goblet from the dragon guarding the treasure, which made the dragon very angry. The dragon was to guard the treasure for an ancient civilization since they all died out. The man took the cup because he wanted to take the cup to his master in return for his freedom.
3.       The dragon destroyed all the houses of the Geats to avenge his losing the treasure.
4.       Beowulf thinks that his house was burned down because the dragon burned all of his kingdom. He calls for an iron shield to be made for the battle against the dragon because he knows that a wooden shield would do nothing against a fire breathing dragon. He planned on fighting the dragon with a sword, too, due to its poisonous breath. He doesn't plan on being a hero but rather accepting his death and not calling for any assistance.
5.       Hygelec died in battle! Beowulf escapes and is offered to run the kingdom but he turns it down because he thinks that Headred should run the kingdom.
6.       Headred lets exiled Swedes into his kingdom. These Swedes are Orneala's brothers, which Orneala wants to kill... And he does! He kills Headred and Eanmund in battle and Beowulf vows to avenge their deaths by killing Orneala.
7.       Beowulf brings eleven men and the man who stole the goblet to confront the dragon, even though he vows to fight the dragon alone.
8.       Hygelac’s oldest brother, Herebeald, was accidentally killed with an arrow by Haethcyn while they were hunting. His father, King Hrethel, knew this was was an accident but died of grief (Herebeald was his eldest son). After Hrethel’s death, the Swedes and the Geats continued fighting which led to deaths of Haethcyn and Hygelac. Beowful avenged the death of Hygelac by killing the great Frankish warrior, Dayraven.

[Beowulf Attacks the Dragon
1.       Beowulf tells his companions to stick together and that he will provide armor and remain loyal to all of them. He tells this to Wiglaf who tells the others.
2.       The first time Beowulf and the Dragon fight, Beowulf enters the fight with confidence as he had defeated all of the major giants with just a sword and armor. When he throws his first blow with the sword, he is scared because the sword breaks. Beowulf’s companions all leave except Wiglaf who remains loyal. Beowulf gives him gifts for his loyalty and so Wiglaf couldn’t imagine going against someone who had remained so loyal to him and his family.Wiglaf talks highly of Beowulf and explains how kind Beowulf is for supplying armor and weapons. Wiflaf then goes to help Beowulf and the dragon blows fire, which makes his shield useless.
3.       Wiglaf and Beowulf work together as a team to defeat the dragon. Wiglaf fights bravely and is able to stab the dragon. Beowulf is bitten in the neck by the dragon but is able to deliver one last vital wound to the dragon. The killed the dragon together but Beowulf will die from his wound.
4.       Beowulf asks Wiglaf to find the gold they claimed from the dragon. He wants Wiglaf to bring the gold to him before he dies and when Beowulf sees the gols then he thanks God for allowing him to defeat the dragon and provide treasure for the people. Beowulf wants his body to be cremated at the coastal headland and to be renamed Beowulf’s Barrow.

[Beowulf’s Funeral]
1.       When the companions return, Wiglaf says Beowulf provided them with good armor and weapons and that if one man falls they all fall together. He explains how supportive Beowulf is and then Wiglaf calls out to Beowulf telling him that he has come to help him with the dragon who blows fire, making his shield useless.
2.       The messenger tells the city that Beowulf has died. At the Ravenswood, the Gaets were threatened by Ongetheow and his men, but Hygelac saved the Geats from Ongentheow the next morning. Although, Ongentheow and his men retreated, Hygelac still killed Ongentheow. The messenger says the gold is cursed and those who tried to steal it will also be cursed. The final image of the messenger’s speech was the dragon.
3.       Beowulf asks Wiglaf to find the gold they claimed from the dragon. He wants Wiglaf to bring the gold to him before he dies and when Beowulf sees the gols then he thanks God for allowing him to defeat the dragon and provide treasure for the people. Beowulf wants his body to be cremated at the coastal headland and to be renamed Beowulf’s Barrow.
4.       Wiglaf’s men pushed the dragon off the cliff and fell in to the ocean. Everyone was rejoiced after the death of the dragon.
5.       During the ten days of the funeral celebration, everyone mourns for Beowulf and place rings and jewelries around this grave. They talk about his war achievements and praised him.

6.       The Geats said that Beowulf was the “kindest of kings”, the friendliest, and most honorable man. The words kindest and friendliest would not be used to describe a military hero because Beowulf killed his enemies with no regrets. Although, he was honorable which is a characteristic used for a military hero. 

Thursday, September 18, 2014

VOCABULARY #4

Obsequious:
          1. (adjective) obedient or attentive to an excessive or servile degree.
          Ex.) They were served by obsequious waiters.
Beatitude:
          1. (noun) supreme blessedness.
          Ex.) All of our actions are to be directed toward such beatitude.
Bete noire:
          1. (noun) a person or thing that one particularly dislikes.
          Ex.) Great-uncle Edward was my father's bête noire.
Bode:
          1. (verb) be an omen of a particular outcome.
          Ex.) Their argument did not bode well for the future.
Dank:
          1. (adjective) disagreeably damp, musty, and typically cold.
          Ex.) He hid her body in a dank basement.
Ecumenical:
          1. (adjective) representing a number of different Christian churches
          Ex.) The local churches are sponsoring an ecumenical service on the green.Fervid:
          1. (adjective) intensely enthusiastic or passionate, especially to an excessive degree.
          Ex.) I sent her a letter of fervid thanks.
          2. (adjective) burning hot or glowing.
          Ex.) He was fervid when he asked her to marry him.
Fetid:
          1. (adjective) smelling extremely unpleasant.
          Ex.) I didn't want to drink the fetid water of the marsh even if it meant I would die of dehydration.
Gargantuan:
          1. (adjective) enormous.
          Ex.) I had a gargantuan appetite after my workout.
Heyday:
          1. (noun) the period of a person's or thing's greatest success, popularity, or vigor.
          Ex.) The paper has lost millions of readers since its heyday in 1964.
Incubus:
          1. (noun) a male demon believed to have sexual intercourse with sleeping women.
          2. (noun) a cause of distress or anxiety.
          3. (noun) a nightmare
          Ex.) Debt is a big incubus in developing countries.
Infrastructure:
          1. (noun) the basic physical and organizational structures and facilities
          Ex.) Assess what damage you can and rebuild the critical infrastructure systems.
Inveigle:
1.      (verb) persuade (someone) to do something by means of deception or flattery.
2.      (verb) gain entrance to (a place) by persuading (someone) with deception or flattery.
Ex.)
Kudos:
1.      (noun) praise and honor received for an achievement
Ex.) Kudos to everyone who put the event together.
Lagniappe:
1.      (noun) something given as a bonus or extra gift.
Ex.) I also learned to cook which as we say in New Orleans is Lagniappe.
Prolix:
1.      (adjective) (of speech or writing) using or containing too many words; tediously lengthy.
Ex.) He found the narrative too prolix and discursive.
Protégé:
1.      (noun) a person who is guided and supported by an older and more experienced or influential person.
Ex.) He was an aide and protégé of the former Tennessee senator.
Prototype:
1.      (noun) a first, typical or preliminary model of something, especially a machine, from which other forms are developed or copied.
Ex.) The firm is testing a prototype of the weapon.
2.      (verb) make a prototype of (a product).
Sycophant:
1.      (noun) a person who acts obsequiously toward someone important in order to gain advantage.
Ex.) I thought you wanted a competent assistant, not a nodding sycophant.
Tautology:
1.      (noun) the saying of the same thing twice in different words, generally considered to be a fault of style
2.      a phrase or expression in which the same thing is said twice in different words.
3.      a statement that is true by necessity or by virtue of its logical form.
Ex.) Avoid tautology which is the needless repetition of the same idea.
Truckle:
1.      (noun) a small barrel-shaped cheese, especially cheddar.

Ex.) Don't truckle to unreasonable demands. 

Thursday, September 11, 2014

VOCABULARY #3

Accolade:
1.      (noun) an award or privilege granted as a special honor or as an acknowledgment of merit.
2.      (noun) a touch on a person's shoulders with a sword at the bestowing of a knighthood.
Ex.) The ultimate official accolade of a visit by the president.

Acerbity:
1.      (noun) a sharp bitterness
Ex.) It's a strange experience to read a critic best known for extreme acerbity writing about a subject he loves.

Attrition:
1.      (noun) the action or process of gradually reducing the strength or effectiveness of someone or something through sustained attack or pressure.
2.      (noun) (in scholastic theology) sorrow, but not contrition, for sin.
Ex.) The council is trying to wear down the opposition by attrition.

Bromide:
1.      (noun) a compound of bromine with another element or group, especially a salt containing the anion Br– or an organic compound with bromine bonded to an alkyl radical.
2.      (noun) a trite and unoriginal idea or remark, typically intended to soothe or placate.
Ex.) Feel-good bromides create the illusion of problem solving.

Chauvinist:
1.      (noun) a person displaying aggressive or exaggerated patriotism.
2.      (adjective) showing or relating to excessive or prejudiced loyalty or support for a particular group or cause.
Ex.) She couldn't yet determine if the action were pure chauvinism or old-fashioned civility.

Chronic:
1.      (adjective) long lasting (illness, person, or a problem)
Ex.) She has chronic arthritis.

Expound:
1.      (verb) to present and explain (a theory or idea) systematically and in detail.
2.      (verb) explain the meaning of (a literary or doctrinal work).
Ex.) He was expounding a powerful argument.

Factionalism:
1.      (noun) of a faction or factions.
2.      (noun) self-interested; partisan:
Ex.) Factional interests had obstructed justice.


Immaculate:
1.      (adj.) spotless; without blemish or fault.
Ex.) I thought that room looked immaculate but because of her OCD, she continued frantically cleaning.

Imprecation:
1.      (noun) a curse; the act of cursing.
Ex.) After he set the curve at 100%, I said a few imprecations towards him that I should have kept to myself.

Ineluctable:
1.      (adj.) not able to be avoided, changed, or overcome.
Ex.) She acted like failing the class was ineluctable and she altogether stopped trying.

Mercurial:
1.      (adj.) characterized by rapid and unpredictable changes of mood; fickle or inconstant.
Ex.) She was very talented, but her mercurial personality made people not want to be around her.

Palliate:
1.      (verb) to make less serious or severe by glossing over; to relieve without actually curing, mitigate.
Ex.) We palliated the problems that our relationship was having but the underlying issues were still present.

Protocol:
1.      (noun) customs and regulations dealing with official behavior and etiquette; a type of international agreement; an official account or record.
Ex.) The protocol outlined very specific rules, and it was clear what was expected of the company members.

Resplendent:
1.      (adj.) shining or gleaming brilliantly; splendid or magnificent.
Ex.) She walked onstage looking resplendent and the audience immediately quieted down.

Stigmatize:
1.      (verb) to brand or mark as in some way discreditable, disgraceful, or ignominious.
Ex.) It is unfair to stigmatize someone based off of something you heard about them that may or may not be true.

Sub Rosa:
1.      (adv.) in secret; confidentially; privately.
Ex.) Someone leaked the game plans to the opponents sub rosa.

Vainglory:
1.      (noun) excessive pride in and boastfulness about one's own accomplishments or qualities; a vain show or display.
Ex.) He was a good player, but his vainglory made him an unpopular team member.

Vestige:
1.      (noun) a trace or visible evidence of something that once existed but is now lost or vanished.
Ex.) The pile of burnt items was the only vestige of my house after the fire.

Volition:
1.      (noun) the power to choose, will, or decide; the act of choosing, willing, or deciding.

Ex.) I ignored his warnings and acted on my own volition when deciding to get a tattoo.

Sunday, September 7, 2014

Beowulf Essay

The Evolution of Heroism

History illustrates heroes as those who sacrifice themselves for the betterment of others. This selflessness has carried on throughout history all the way from the Anglo Saxon period to present day. Anglo Saxon heroes such as Beowulf were defined by their physical strength, invulnerability, and confident character. Over time, society has developed new heroic characteristics that exemplify almost the complete opposite of the Anglo Saxon period heroes. History’s most significant heroes whose impact has changed society today served with humility, dignity, nonviolence and used language to create impact. Martin Luther King Jr. and Gandhi are two heroes our modern day society idolizes. Society has changed perspective from idolizing a hero by their strength versus their active knowledge and use of language, proven true in the comparison between Beowulf and the contemporary heroes respected today.
In the Anglo Saxon epic Beowulf, its main character demonstrates heroic deeds to society selflessly and physically by defeating the monster Grendel. Beowulf used physical strength to create impact for the betterment of society. While society during the Anglo Saxon period rejoiced as Beowulf held Grendel as he “twisted with pain” and his “muscle and bone split,” society today would turn their heads at such brutality and call it murder. Anglo Saxon literature defines heroism through atrocious acts of brutality and torture as a “new glory” of which Beowulf exemplified. The battle between Grendel and Beowulf gave insight into society’s respect towards heroes who demonstrate power through merciless destruction towards enemies.
Anglo Saxon’s perception of heroism obviously deviates from the heroes currently idolized today due to their verbal impact versus physical impact. Take Mohandas Gandhi and his Indian nationalism calling for Indian independence from the United Kingdom during the nineteenth century. Gandhi gave truth and justice a new respect to inspire Mankind. Beowulf was a kind character who believed in serving justice, but he did not teach nonviolence; he taught aggressive murder to glorify and call heroic. Martin Luther King Jr. compares to Mohandas Gandhi’s teachings of nonviolence exercised  in his speeches and peaceful protests to promote racial equality in the United States of America. The Washington March and “I Have a Dream” speech gave empowerment through language and nonviolent, peaceful protests to create impact upon unjustified racism and discrimination. Beowulf used physical strength to create such impact and justified issues with his bare hands rather than his words. Beowulf’s God-like strength put him on a golden pedestal declaring him King of the Geats. Mohandas Gandhi and Martin Luther King Jr. are idolized as heroes today with their monuments, memorials, and powerful words that live on today.
Society treasures those who make impacts and calls them heroes; whether impact is created through physical victory or verbal truth. Beowulf, Mohandas Gandhi, and Martin Luther King Jr. are significant heroes who define their individual time periods characterizing society’s perception of heroism. With these heroes and their quest to solve injustice whether it may be safety, national independence, or racism, they have impacted their societies and have demonstrated how heroism has evolved through the ages. Beowulf depicts a self-confident, invulnerable, and physically outrageous character who defeats evil with his God-like strength and brutality that today’s citizens would characterize as murder. Society leans more towards respecting those of nonviolence such as the famous Mohandas Gandhi and Martin Luther King Jr. as they have served justice with their wise words and peaceful protests. So, we have to ask ourselves, “Does physical strength or nonviolence depict a true hero?” Physical impact may create instant, yet temporary accomplishment, but impact through words has the capability of living on forever. 

Tuesday, September 2, 2014

MY UNIVERSITY

https://www.youtube.com/watch?v=56dsL57F09A

     My fifth period AP English Literature and Composition class and I decided to do the "Hokey-Pokey" together while Dr. Preston was away. This little dance gave our class a bonding experience and created a friendly, almost family-like atmosphere. It was a great idea and great way to start off the year, especially since we will be working with one another closely for the next year. I learned about friendship, togetherness, teamwork, leadership, and how to communicate all this with a little boogie.

1987 Essay Reflections






VOCABULARY #2

Accoutrements:
1.       (noun) additional items of dress or equipment, or other items carried or worn by a person or used for a particular activity.
Ex.) The new system will provide the country with all the communications accoutrements of a more developed economy.
Apogee:
1.      (noun) the highest point in the development of something; the climax or culmination.
2.      (noun) the point in the orbit of the moon or a satellite at which it is furthest from the earth.
Ex.) The White House is considered the apogee of American achievement.
Apropos:
1.      (preposition) with reference to; concerning.
2.      (adverb) used to state a speaker's belief that someone's comments or acts are unrelated to any previous discussion or situation.
3.      (adjective) very appropriate to a particular situation
Ex.) The composer's reference to child's play is apropos.
Bicker:
1.      (verb) argue about petty and trivial matters.
2.      (verb) (of water) flow or fall with a gentle repetitive noise; patter.
Ex.) Whenever the phone rings, they bicker over who must answer it.
Coalesce:
1.      (verb) come together and form one mass or whole
2.      (verb) combine (elements) in a mass or whole.
Ex.) The puddles had coalesced into shallow streams.
Contretemps:
1.      (noun) an unexpected and unfortunate occurrence
2.      (noun) a minor dispute or disagreement.
Ex.) The hotel had to deal with more than one contretemps before the end of the night.
Convolution:
1.      (noun) a coil or twist, especially one of many.
2.      (noun) a function derived from two given functions by integration that expresses how the shape of one is modified by the other.
Ex.) Crosses adorned with elaborate convolutions.
Cull:
1.      (verb) select from a large quantity; obtain from a variety of sources.
2.      (noun) a selective slaughter of wild animals.
Ex.) Anecdotes culled from Greek and Roman history.
Disparate:
1.      (adjective) essentially different in kind; not allowing comparison.
2.      (noun) things so unlike that there is no basis for comparison.
Ex.) They inhabit disparate worlds of thought.
Dogmatic:
1.      (adjective) inclined to lay down principles as incontrovertibly true.
Ex.) He gives his opinion without trying to be dogmatic.
Licentious:
1.      (adjective) promiscuous and unprincipled in sexual matters.
2.      (adjective) disregarding accepted rules or conventions, especially in grammar or literary style.
Ex.) Even the most licentious of these have been fitted by Mahommedan theologians with a mystical interpretation.
Mete:
1.      (verb) dispense or allot justice, a punishment, or harsh treatment.
2.      (verb) (in biblical use) measure out.
Ex.) He denounced the maltreatment meted out to minorities.
Noxious:
1.      (adjective) harmful, poisonous, or very unpleasant.
Ex.) They were overcome by the noxious fumes.
Polemic:
1.      (noun) a strong verbal or written attack on someone or something.
2.      (adjective) another term for polemical.
Ex.) His polemic against the cultural relativism of the sixties.
Populous:
1.      (adjective) having a large population; densely populated.
Ex.) That was a very populous island.
Probity:
1.      (noun) the quality of having strong moral principles; honesty and decency.
Ex.) The committee feels that he has demonstrated little probity in this matter.
Repartee:
1.      (noun) conversation or speech characterized by quick, witty comments or replies.
Ex.) It was an evening of wit and repartee.
Supervene:
1.      (verb) occur later than a specified or implied event or action, typically in such a way as to change the situation.
2.      (verb) (of a fact or property) be entailed by or consequent on the existence or establishment of another.
Ex.) Any plan that is made is liable to be disrupted by supervening events.
Truncate:
1.      (verb) shorten (something) by cutting off the top or the end.
2.      (adjective) (of a leaf, feather, or other part) ending abruptly as if cut off across the base or tip.
Ex.) His descriptions were truncated in the middle of words or phrases.
Unimpeachable:
1.     (adjective) not able to be doubted, questioned, or criticized; entirely trustworthy.
Ex.) She is an unimpeachable witness.