Vocabulary 3

accolade - noun a tangible symbol signifying approval or distinction
acerbity - noun a sharp sour taste; a sharp bitterness; a rough and bitter manner
attrition - noun the act of rubbing together; wearing something down by friction; a wearing down to weaken or destroy; sorrow for sin arising from fear of damnation; the wearing down of rock particles by friction due to water or wind or ice; erosion by friction
bromide - noun any of the salts of hydrobromic acid; formerly used as a sedative but now generally replaced by safer drugs; a trite or obvious remark
chauvinist - noun an extreme bellicose nationalist; a person with a prejudiced belief in the superiority of his or her own kind
chronic - adj. being long-lasting and recurrent or characterized by long suffering
expound - verb add details, as to an account or idea; clarify the meaning of and discourse in a learned way, usually in writing; state
factionalism- relating to a group a belonging
immaculate - adj. completely neat and clean;free from stain or blemish; without fault or error
imprecation - noun the act of calling down a curse that invokes evil (and usually serves as an insult); a slanderous accusation
ineluctable - adj. impossible to avoid or evade:"inescapable conclusion"
mercurial - adj. relating to or containing or caused by mercury; relating to or having characteristics (eloquence, shrewdness, swiftness, thievishness) attributed to the god Mercury; relating to or under the (astrological) influence of the planet Mercury; liable to sudden unpredictable change
palliate - verb provide physical relief, as from pain; lessen or to try to lessen the seriousness or extent of
protocol - noun code of correct conduct; forms of ceremony and etiquette observed by diplomats and heads of state; (computer science) rules determining the format and transmission of data
resplendent - adj. having great beauty and splendor
stigmatize - verb mark with a stigma or stigmata; to accuse or condemn or openly or formally or brand as disgraceful
sub - noun a submersible warship usually armed with torpedoes; a large sandwich made of a long crusty roll split lengthwise and filled with meats and cheese (and tomato and onion and lettuce and condiments); different names are used in different sections of the United States; verb be a substitute
rosa - noun large genus of erect or climbing prickly shrubs including roses
vainglory - noun outspoken conceit
vestige - noun an indication that something has been present
volition - noun the act of making a choice; the capability of conscious choice and decision and intention

Beowulf essay

Transcendence

In today's society, confidence and liking of yourself is seen as being arrogant and a narcissist. However, there was not the case in the time of Beowulf. Being confident in that time period was seen as being an admirable trait. In modern society, we put our idols on pedestals because we perceive them as being flawless. We idolize superheroes because they are portrayed as characters who have better abilities. An example of a modern hero who has a similar personality to Beowulf is Tony Stark (Iron Man). Stark knows that he has brilliant mind that can not be matched. This makes him fearless when he goes into battle because he knows his mind can overcome any challenge that he is faced with. These characters are not over compensating for their insecurities by being cocky but rather confident in the fact that they are the best at what they do. These heroes are either glorified or looked down upon based on the values of the society that they live in. Society's values and opinions dictates whether certain characteristics are seen as admirable or shameful in a hero.
Society's perceptions play a huge role in portraying a hero. A hero can change depending on what society needs. In Beowulf's time, a hero being without fear, and being the best at something. In our society, intelligence is power. This is why Iron Man is set as Marvel's front man, because his personality is the easiest to perceive as a leader. If these two stories were told from a woman's perspective, these two characters would not both be considered heroes. In the time of Beowulf, a woman might have still perceived Beowulf as a hero because he was a strong man who could protect her and a family. In today's society however, a woman might perceive Tony Stark as a narcissist who is self righteous and pretentious. Its these perceptions in society that determine what makes a hero.
Each of these character's respective strengths gain them fame and heroism. Beowulf's heroic actions have gained him the status of hero. When he bold said he would slay Grendel naked, it was not because he was being foolish, but rather he knew that it would further prove his skill in battle. Similarly, Tony Stark uses his brilliant mind in order to gain fame and heroism. When imprisoned, Tony devises a elaborate suit of armor in order to escape. These characters do not show fear as they know that their strengths will win their respective battles. Both of these heroes have a code of honor. This sense of duty is what fuels their actions. Beowulf seeks awe from the crowds from his impressive feats. Iron man loves doing things in a grandiose way. These characters use their “powers” to seek the attention and awe of the masses.
Hero's live and die with their society. Beowulf in his time was seen as the ideal human. In our time however, he is seen as an over confident narcissist. Hero's are only given the amount of fame that their society allows them. Society's values and trends constantly change, which mean their idols and their personalty evolve as well. Hero's are made to be the idols that the average human strives to be. These traits change as society’s values do. Throughout time, one trait of heroes has remained constant, they are the best possible versions that someone can be. This constant glorification of the ideal human has fueled the constant perception of what heroes are throughout time.

WILL STUDY FOR FOOD

Santa Barbara County Boot Club Scholarship... More information to come but my grandma is on the board.

apogee - noun apoapsis in Earth orbit; the point in its orbit where a satellite is at the greatest distance from the Earth; a final climactic stage
apropos - adj. of an appropriate or pertinent nature; adv. by the way; at an opportune time
bicker - noun a quarrel about petty points; verb argue over petty things
coalesce - verb fuse or cause to grow together; mix together different elements
contretemps - noun an awkward clash
convolution - noun the action of coiling or twisting or winding together; a convex fold or elevation in the surface of the brain; the shape of something rotating rapidly
cull - noun the person or thing that is rejected or set aside as inferior in quality; verb remove something that has been rejected; look for and gather
disparate - adj. including markedly dissimilar elements;fundamentally different or distinct in quality or kind.
dogmatic - adj. characterized by assertion of unproved or unprovable principles; relating to or involving dogma; of or pertaining to or characteristic of a doctrine or code of beliefs accepted as authoritative
licentious - adj. lacking moral discipline; especially sexually unrestrained
mete - noun a line that indicates a boundary
noxious - adj. injurious to physical or mental health
polemic - adj. of or involving dispute or controversy; noun a controversy (especially over a belief or dogma); a writer who argues in opposition to others (especially in theology)
populous - adj. densely populated
probity - noun complete and confirmed integrity; having strong moral principles
.repartee - noun adroitness and cleverness in reply
supervene - verb take place as an additional or unexpected development
truncate - adj. terminating abruptly by having or as if having an end or point cut off; verb make shorter as if by cutting off; approximate by ignoring all terms beyond a chosen one; replace a corner by a plane
unimpeachable - adj. beyond doubt or reproach; completely acceptable; not open to exception or reproach; free of guilt; not subject to blame

The illusion of Aldulthood

Today, I was lectured for asking to use the restroom during my first class of the day. This upset me for many reasons. One, I'm an AP student. What I mean by that is, college applications are coming up. At our age, we are faced with choices that will effect the rest of our lives, and yet I was being lectured about my irresponsible action of asking to use the restroom. Two, it was in an intro to art class. I understand that it would be ignorant to say that we can't learn anything from art, or that art is pointless. What im saying is that it is hard for me to respect a class where I'm being taught how to water color a tree. This led me to start thinking of questions that i often think about it throughout my day. We've been in school for three weeks and I find myself only being able to respect 2 out 5 of my teachers this year. I don't mean to sound arrogant or pretentious but I fail to look up to these people who have openly admitted that they never took AP classes or advance classes of any sort and were perfectly fine with having average grades. I'm not saying that grades are everything but its hard to relate to heavy coursework to someone who doesn't quite understand the situation. Three weeks in and I've honestly have not learn a single thing that I think will help me in life in those classes. At this point, I realize that I sound like the average teenager who thinks he knows it all. But in reality, this is what society has taught us to think about anyone who has spoken out. We are told to be confident with our selves, but not arrogant. We are told that it is good to be goal orientated but not too ambitious. That its good to want to be wealthy but don't let it control your life. That its okay to have different views, just don't express it. We are told to get as much education that we can, but don't talk down to others. I tried to express these views to my mom tonight, and she replied with, "You're just a kid and you are supposed to respect your elders". I understand the importance of respecting for elders but when is it okay to say I'm sorry but i think i know more on this subject than you do. I'm a 17 year old student in my senior year in high school and it seems that I'm being taught to fear intelligence because "I'm just a kid".

I can read... I swear

Reading Notes

The Conquest of Britain

• Celts invade
• Gaels and Brythons settled in Ireland and Britain
• Romans Conquered in 55 B.C.\

The Coming of Christianity

• Christianity thrived in Britain even after the fall of Rome
• Monasteries were created throughout England

Danish Invasion

• Vikings invaded England
• Alfred the Great reigned in 871 

The Norman Conquest

• Descendants of vikings who conquered France
• Conquered England and established Feudal system. 

The Magna Carta

• First document that limited a kings power

Decline of the Feudal System

• Occurred after the great plague wiped out most of the peasant population

Anglo-Saxon Literature

• oral recitations of epics