Henry V and Picard :: Star Trek Essays Papers

Henry V and Picard "The Defector" is the 38th episode from Star Trek the Next Generation's third season. This episode is received well by many ST TNG fans. The episode deals with several interesting and conflicting issues such as a traitor / defector, innate human qualities and a Shakespearean type leader. The most intriguing personality on the episode is Jean Luc Picard, the great captain. Picard has many similarities to Henry V, they both probe into every conflict and always prove to be a strong and capable leaders. They are both of strong character, conscientious, objective and intuitive. The story requires the captain utilize his outstanding qualities to decide if the exiled Romulan on his ship is trustworthy. If Picard believes Jaroc, it would mean going into the neutral zone and destroying a base in order to prevent a war. However, if Jaroc is lying this course of action will make Picard the instigator of a futile war. In the same way, if Henry's cause is unjust, the guilt and blame will lay on his head(Fisher 51). One of Picard's greatest qualities is his objectiveness. When Jaroc refuses to disclose any information, Picard diligently explores all his options. He decides to send a probe in order to reach the truth. Later, Jaroc attempts to prove his sincerity by revealing his identity. He discloses the emotional reasons for his presence aboard the Enterprise. Picard is not affected by Jaroc. By reason of his intuition, Picard continues to demand "irrefutable evidence" because he will not risk the welfare of the crew. Not only is he concerned about the welfare of the crew as a whole, but also on an individual level. In the opening to the episode, Picard attempts to aid Data in furthering his understanding of human behavior. Upon Data's request for advice, he suggests Shakespeare. Data plays the role of King when he performs the first scene of Act IV from Henry V(Peterson). In this scene, Henry disguises himself and mingles with his troops to share their ultimate fears on the eve before battle. "They have a discussion of leading one's men to die"(Lynch). Ironically, Picard directs the scene which parallels his position through the story. The fact that Henry V is one of Shakespeare's histories is very significant because history is the backbone of the episode. References to their history with Romulans are made. Such as to events on Galornden Core, in which Beverly the doctor explains that she recently gained a lot of experience with Romulan physiology.

Relationships Between Humans & Plants& Animals Essay

Humans, animals and plants have a great relationship with each other, they need each other, and they make each other’s lives better. Without plants and animals, human won’t be able to survive or can not live till now because humans need plants and animals to feed themselves. On the other hand, plants aren’t able to grow, too because they need to be taken care by humans. Therefore, human should protect both animals and plants. But human couldn’t take good care of animals, most of the animals in the forests are extinct because of human acts, they kill those animals carelessly for their own needs. Although, humans also do animal science to help them from terrible sickness and their strange behavior. In our time, we are smart compared to ancient people. At first, humans don’t know how to fly. But then humans get smarter and smarter and they started to associate themselves with new knowledge, educate animal and analyze chemicals and animal’s tissue. Then they learned how to make airplanes by using birds’ shape. In other words, humans also need animals to study about them and use them to improve their technology. Humans also use animals for their agricultural setting, animals’ wastes are also important for plants; they use those wastes as natural fertilizer in agriculture, more than that, animals help us to protect our home, we also use animals for other things like using their skin as clothes or purses, eating them, killing them for their paws, claws, tails, cutting off their head and use them as home decorations, illegal hunting and more surprisingly some humans just kill animals for fun. Because of our careless acts, more and more animal species are e xtinct. Hundreds of thousand years ago, ancient people didn’t know how to make medicine, so many of them died because of diseases. But later on, humans started to learn that they can use plants as medicine, they use their roots, leaves, branches and more. Humans first learnt how to float on water by using boats that are made from woods. Almost every part of a plant is important to both humans and animals. We also eat plants which have been categorized in to crops, fruits, seeds, and vegetables, and we use plants to feed our livestock, too. For example, cows eat grass, chickens eat grain†¦etc. Humans also cut down trees and use those fine woods to make wooden furniture and houses. Plants also help to take in carbon dioxide which we might get carbon dioxide poisoning or carbon dioxide intoxication by breathing it too much, and more importantly they produce oxygen which both animals and humans use for breathing. At the very beginning of Earth, Earth’s atmosphere contained only carbon dioxide, nitrogen and other gases. But it almost contained no oxygen. Some time later, plants started to grow on Earth and they produce oxygen until then there were lives on Earth. Plants attract rain and help us to protect our planet from the sun. So, plants play a very important role in our and animals’ lives. As we all have known how plants, animals and humans are important to each other. In my opinion, we should all care more about those plants and animals, we should all take the responsibilities to protect those animals from extinction and plant more trees to protect our world and for our benefits,

Huck Finn Comparison Essay

Justin Esteves 1/18/12 Puddn’head Wilson and The Adventures of Huckleberry Finn Comparison Essay There are several differences that are evident between Puddn’head Wilson and The Adventures of Huckleberry Finn. One of the major differences between the two books is the characters that are involved in the stories. They have different personalities and react differently to different situations.The twins in Puddn’head Wilson are young men from noble descent from Italy who left their country. They are smooth talking, but really don’t lie about a situation. However the Duke and King in Huckleberry Finn aim to trick people in different towns by selling the people tickets to a show that never existed. In one instance a man dies and they pretend to be related to him so they can get his inheritance. The ages of the main characters are different as Huck is a boy while the characters in the other story are adults.In Puddn’head Wilson it is said not to have a spe cific plot line, but in Huck Finn the story follows the classic plot line scheme. There are many similarities between the two stories. One of them is that the settings are very much the same as they both take place on the Mississippi River. Actually when I was reading Huck Finn, I couldn’t get the picture of the setting of Puddn’head out of my head. Another similarity is that the twins and the King and Duke are similar characters since they are together in pairs all the time in the book.The final similarity is the involvement of death in both books. The whole story of Puddn’head is based around a murder. In Huck Finn, Huck makes it look like he was killed to escape from Pap and the town. After Mr. Wilks’ death, the Duke and the King go after the money in his will. Another death in Huck Finn was Pap who was found dead in a house during a flood. Overall The Adventures of Huckleberry Finn is a lot better than Puddn’head Wilson.After reading several re views more readers liked Huck Finn and some people really disliked Puddn’head Wilson. Both books were about life on the Mississippi River from a long time ago. It was interesting to see how people lived in that period of time. Even though the stories took place many years ago, there are many similarities between the people from then to now as to how they treat each other. People were the same then as they are now and have the same outlook on life. The books and life follow Mark Twain’s quote, â€Å"The damned human race. †

Analysis of Wilfred Owens The Last Laugh Essays

Analysis of Wilfred Owens The Last Laugh Essays Analysis of Wilfred Owens The Last Laugh Paper Analysis of Wilfred Owens The Last Laugh Paper Essay Topic: Poetry Wilfred Owen is well known for his portrayed war poetry on the trench and gas warfare. Owen wrote many poems during his lifetime and one of them is called ‘The Last Laugh’. ‘The Last Laugh’ is very short but incredibly effective because it’s from the weapon’s perspective and from his first hand experiences of war. The main idea Wilfred Owen wanted to convey was that it’s not the soldier’s who get the last laugh since many people died and many soldiers would not laugh about it. He shows that the machinery of the war is the master of the soldiers and that the weapons had the last laugh. In this essay I will talk about how Wilfred Owen conveys his feelings on war by his use of imagery, his choice of language, the structure of the poem and the voice and tone of the poem. First of all, Owen creates images that really convey his experiences of WW1. The poem starts off with a solider that shouts â€Å"Oh! Jesus Christ! I’m hit. † This solider is either just swearing because he was hit or he could have actually been crying out to God because he is religious. In the last stanza Owen shows an image of a solider who â€Å"slowly lowered, his whole face kissed the mud. You can really picture an image of a solider that just got shot and is about to die and the last thing he thinks of is his loved one. You can imagine him closing his eyes and thinking of her and just imagining that he is with her and kisses her, when he is actually kissing the mud. The soldier is not described at all only his actions are described. The lack of details of the soldier shows that he doesnt need any details because the reader already knows how the soldier is, a young man who just wants the war to end. Owen also uses personification to describe the weapons and make them look like they are alive by giving each weapon a capital letter just like they have names like humans. The weapons are also given physical features that a human would usually have. For example, the Bayonets have â€Å"teeth. † The bayonet has a human feature, which is teeth but not just normal teeth, â€Å"long teeth,† which makes the bayonets look like beasts. The weapons are very descriptive with detail and the soldiers are lacked in description and this shows how the weapons are dominant and that there were so many soldiers that died that there is no need for them to be described. Not only are the weapons personified like humans but also the bullets are personified. Owen used personification by giving the bullets voices. â€Å"The Bullets chirped,† This shows that the weapons have taken over of the war. Owen uses a metaphor when he compares the shrapnel from an exploding bomb to a cloud. This metaphor helps the reader use his or her imagination. In the poem ‘The Last Laugh, imagery was used to really convey Owens thoughts on WW1. Secondly, Owen’s choice of language conveys his experiences of WW1. Owen uses an interesting word to describe the bullets in the first stanza; he uses the word â€Å"chirped. † This makes it seem like the bullets are like flying birds, because it is the noise that birds make. Also you can imagine the bullets like birds flying freely through the air. On the other hand, the men have no freedom whereas the weapons do. Owen repeats the word â€Å"vain,† and this emphasizes that whatever the soldiers try to do and defend themselves, no matter what they try it won’t work. Another word that Owen repeats is the onomatopoeic â€Å"tut-tut. This makes it sound like the machine guns are telling off the soldiers, like a parent would to their son when they do something wrong. The weapons are telling off the soldiers for them trying to stay alive in front of them and they have no match for the weapons. The weapons are mocking the soldiers throughout the poem. In the line â€Å"The Big Gun guffawed,† the word â€Å"guffawed,† shows that the gun is mocking the soldiers and cannot stop laughing. As well, it is very weird to smile just before you die. However in the second stanza, the soldier â€Å"smiled. The soldier was probably described as smiling because maybe he was happy that he was dying due to the fact he was fed up with the war. This description of a dying soldier smiling before he dies confuses the reader and makes the reader think why is the soldier smiling. There were many young soldiers fighting for their country and Owen tells us by using the word â€Å"childlike. † Also, the soldier in the second stanza was crying out for his mother and father, tells us the soldier is young and all he wants his mother and father like a normal young kid would want and have when young. In most of his poems, he always refers to how young some of the soldiers were because he probably thought it was crazy how young the some of the soldiers were. The young soldiers didnt have a normal childhood like kids do today. A word that makes it look like the Shrapnel-cloud is a human is the description that it â€Å"leisurely gestured. † It suggests that the Shrapnel-cloud has arms because he is gesturing in a very relaxed way, just like a human would. The word â€Å"leisurely’ stands out because you think why would a cloud gesture something in an unhurried manor. The weapons were not only personified as humans but also as animals; we see this in the last sentence of the last stanza with â€Å"The Gas hissed,† where the onomatopoeic ‘hissed’, makes the gas sound like a snake. Gas makes a hissing sound and snakes hiss makes the gas sound like an evil weapon. Owens choice of language shows his attitude to WW1 and shows what he thinks about it. Thirdly, Owen’s choice of structure in the poem is very unique and conveys his experiences of WW1. Each stanza is five lines long and the first two lines of each stanza are about humans and the last three are the weapons response to the humans. The weapons have more to say then the humans and it makes it look like the weapons are the masters of the soldiers and are superior. Owen doesnt give an identity to the humans but he gives an identity to each weapon by giving it a capital. For the humans, Owen uses pronouns. There is also a very abrupt death to each soldier. â€Å"I’m hit, he said: and died. † It doesnt describe how he died; he just died like many other soldiers did. Also Owen makes it look like the deaths of the soldiers don’t really matter. â€Å"Whether he vainly cursed, or prayed indeed. It doesnt matter if he cursed or if he was praying, he still died. Owen also makes the three soldiers described in the poem are just fed up with the war, by using words like â€Å"said,† â€Å"sighed,† and â€Å"moaned. † These words described how the soldiers are speaking and they all sound like they are happy that they are dying because they are fed up with the war. The first soldier is crying out to God or cursing. The second soldier is crying out for his mother and father and the last one is thinking of his loved one. After each soldier speaks, there are weapons mocking the soldier that just died. The shortest line of the poem is the very last line, â€Å"and the Gas hissed. † World War 1 was when gas warfare was first used on a large scale. The gas is the thing that haunts Owen most and it is the last weapon he describes since its the weapon that he will remember for the rest of his life. Owen conveys his experiences of WW1 by choosing a certain structure of the poem. Fourthly, Owen conveys his experiences of WW1 by the voice and tone used in the poem. The last laugh sort of has a fun tone of voice to it. It is consistent throughout most of the poem until the last line, where it had more of a serious tone. I think this was done because gas was a very serious topic for Owen and he doesnt want to make it sound like it wasnt serious. There are different tones of voices for each weapon that speaks. For example, the Shrapnel-cloud has a very deep voice since its a massive big cloud so you can just imagine a deep tone of voice linked to the cloud. The language is more colloquial to formal because the poem has a fun tone of voice to it. Owen uses irony in the poem because the title â€Å"The last laugh† can be thought of as the last ones alive. The weapons were all in one piece and were unharmed, whereas the soldiers died. It’s also ironic because he says that the weapons had the last laugh however the weapons can’t even laugh. Owen expresses his feelings of WW1 by the tone and voice used in the poem. In conclusion, I think that Owens poem ‘The Last Laugh’ is a great poem and he was very successful at expressing how he feels about World War 1. The poem was effective in conveying Owens feelings because of all the techniques used in the poem. I would never think about the weapons having the last laugh, it would be the last thing I would think of. It was a very smart poem, how he personified the weapons to make them like humans. Every single thing was well thought of and I love how the humans have two lines and the weapons have three lines and how they respond to the humans. The last line also made me really think of gas and how it caused many harsh and painful deaths that I cannot even imagine. Overall, the poem was a great poem because it really conveyed Wilfred Owens experiences of WW1 by his use of imagery, choice of language, the structure of the poem and the voice and tone of the poem.

A List of Radioactive Elements

A List of Radioactive Elements This is a list or table of elements that are radioactive. Keep in mind, all elements can have radioactive isotopes. If enough neutrons are added to an atom, it becomes unstable and decays. A good example of this is tritium, a radioactive isotope of hydrogen naturally present at extremely low levels. This table contains the elements that have no stable isotopes. Each element is followed by the most stable known isotope and its half-life. Note increasing atomic number doesnt necessarily make an atom more unstable. Scientists predict there may be islands of stability in the periodic table, where superheavy transuranium elements may be more stable (although still radioactive) than some lighter elements.This list is sorted by increasing atomic number. Radioactive Elements Element Most Stable Isotope Half-lifeof Most Stable Istope Technetium Tc-91 4.21 x 106 years Promethium Pm-145 17.4 years Polonium Po-209 102 years Astatine At-210 8.1 hours Radon Rn-222 3.82 days Francium Fr-223 22 minutes Radium Ra-226 1600 years Actinium Ac-227 21.77 years Thorium Th-229 7.54 x 104 years Protactinium Pa-231 3.28 x 104 years Uranium U-236 2.34 x 107 years Neptunium Np-237 2.14 x 106 years Plutonium Pu-244 8.00 x 107 years Americium Am-243 7370 years Curium Cm-247 1.56 x 107 years Berkelium Bk-247 1380 years Californium Cf-251 898 years Einsteinium Es-252 471.7 days Fermium Fm-257 100.5 days Mendelevium Md-258 51.5 days Nobelium No-259 58 minutes Lawrencium Lr-262 4 hours Rutherfordium Rf-265 13 hours Dubnium Db-268 32 hours Seaborgium Sg-271 2.4 minutes Bohrium Bh-267 17 seconds Hassium Hs-269 9.7 seconds Meitnerium Mt-276 0.72 seconds Darmstadtium Ds-281 11.1 seconds Roentgenium Rg-281 26 seconds Copernicium Cn-285 29 seconds Nihonium Nh-284 0.48 seconds Flerovium Fl-289 2.65 seconds Moscovium Mc-289 87 milliseconds Livermorium Lv-293 61 milliseconds Tennessine Unknown Oganesson Og-294 1.8 milliseconds Where Do Radionuclides Come From? Radioactive elements form naturally, as a result of nuclear fission, and via intentional synthesis in nuclear reactors or particle accelerators. Natural Natural radioisotopes may remain from nucleosynthesis in stars and supernova explosions. Typically these primordial radioisotopes have half-lives so long they are stable for all practical purposes, but when they decay they form what are called secondary radionuclides. For example, primordial isotopes thorium-232, uranium-238, and uranium-235 can decay to form secondary radionuclides of radium and polonium. Carbon-14 is an example of a cosmogenic isotope. This radioactive element is continually formed in the atmosphere due to cosmic radiation. Nuclear Fission Nuclear fission from nuclear power plants and thermonuclear weapons produces radioactive isotopes called fission products. In addition, irradiation of surrounding structures and the nuclear fuel produces isotopes called activation products. A wide range of radioactive elements may result, which is part of why nuclear fallout and nuclear waste are so difficult to deal with. Synthetic The latest element on the periodic table have not been found in nature. These radioactive elements are produced in nuclear reactors and accelerators. There are different strategies used to form new elements. Sometimes elements are placed within a nuclear reactor, where the neutrons from the reaction react with the specimen to form desired products. Iridium-192 is an example of a radioisotope prepared in this manner. In other cases, particle accelerators bombard a target with energetic particles. An example of a radionuclide produced in an accelerator is fluorine-18. Sometimes a specific isotope is prepared in order to gather its decay product. For example, molybdenum-99 is used to produce technetium-99m. Commercially Available Radionuclides Sometimes the longest-lived half-life of a radionuclide is not the most useful or affordable. Certain common isotopes are available even to the general public in small quantities in most countries. Others on this list are available by regulation to professionals in industry, medicine, and science: Gamma Emitters Barium-133Cadmium-109Cobalt-57Cobalt-60Europium-152Manganese-54Sodium-22Zinc-65Technetium-99m Beta Emitters Strontium-90Thallium-204Carbon-14Tritium Alpha Emitters Polonium-210Uranium-238 Multiple Radiation Emitters Cesium-137Americium-241 Effects of Radionuclides on Organisms Radioactivity exists in nature, but radionuclides can cause radioactive contamination and radiation poisonin if find their way into the environment or an organism is over-exposed. The type of potential damage depends on the type and energy of the emitted radiation. Typically, radiation exposure causes burns and cell damage. Radiation can cause cancer, but it might not appear for many years following exposure. Sources International Atomic Energy Agency ENSDF database (2010).Loveland, W.; Morrissey, D.; Seaborg, G.T. (2006). Modern Nuclear Chemistry. Wiley-Interscience. p. 57. ISBN 978-0-471-11532-8.Luig, H.; Kellerer, A. M.; Griebel, J. R. (2011). Radionuclides, 1. Introduction. Ullmanns Encyclopedia of Industrial Chemistry. doi:10.1002/14356007.a22_499.pub2 ISBN 978-3527306732.Martin, James (2006). Physics for Radiation Protection: A Handbook. ISBN 978-3527406111.Petrucci, R.H.; Harwood, W.S.; Herring, F.G. (2002). General Chemistry (8th ed.). Prentice-Hall. p.1025–26.

Back-to-School After Hurricane Katrina

Back-to-School After Hurricane Katrina Contributed by Associate Writer Nicole Harms It has been a year since the devastation of Hurricane Katrina. As children around the country are out buying their school supplies, what will the children affected by Katrina be doing? How did Hurricane Katrina affect the schools of New Orleans and the other areas that were affected? As a result of Hurricane Katrina in New Orleans alone, 110 out of 126 public schools were completely destroyed. The children who survived the storm were displaced to other states for the rest of the school year. It is estimated that close to 400,000 students from Katrina-ravaged areas had to move in order to attend school. Around the country, school children, churches, PTAs, and other organizations have had school supply drives to help replenish the schools and students who were affected by Katrina. The Federal government has donated a substantial amount of money specifically for the cause of rebuilding post-Katrina schools. After a year, efforts have begun to rebuild in New Orleans and the other surrounding areas, but significant struggles face these schools. First, many of the students who were displaced have not returned, so there are fewer students to teach. The same goes for the staff of these schools. Many people had their homes completely destroyed, and have no intention of returning to the area. There is light at the end of the proverbial tunnel, though. On Monday, August 7, eight public schools in New Orleans opened. The city is attempting to transform the traditionally poor public schools in this area as they rebuild. With those eight schools, 4,000 students can now return to class in their hometown. There are forty schools scheduled to open in September, which will provide for 30,000 more students. The school district had 60,000 students before Hurricane Katrina hit. What will school be like for these kids? New buildings and materials may serve to make the schools better than they were before the storm, but no doubt children will be reminded every day of the devastation they just lived through. As they go to school without friends who are no longer in the city due to the effects of the storm, they will always be reminded of the horrors of Hurricane Katrina. The schools have had trouble finding enough teachers for the classrooms. Not only were students displaced by the storm, but most of the teachers were evacuated as well. Many of these have chosen not to return, finding jobs elsewhere. The lack of qualified teachers puts the re-opening date for some schools in limbo. Students who have returned to New Orleans after Hurricane Katrina can attend any school they choose, no matter where they are living. This is part of an effort to improve the district. By giving parents the chance to choose schools, officials believe they will force all schools to improve in order to draw post-Katrina students. Teachers and staff of these post-Katrina schools will not only be teaching academics to their students but also dealing with the continuing emotional trauma these students are facing. Nearly all of their students have lost someone they knew and loved as a result of Hurricane Katrina. This creates a unique atmosphere for these teachers. This year for New Orleans schools will be a year of catching up. Students who missed large portions of last years school year will need remedial instruction. All educational records were lost to Katrina, so officials will have to begin new records for every student. While the road ahead for post-Katrina schools is a long one, the officials and staff of the newly opened schools are optimistic. They have made great strides in one years time, and have proven the depth of the human spirit. As children continue to return to New Orleans and the surrounding areas, there will be schools with open doors ready for them!

How did Julius Caesar affect Rome Research Paper

How did Julius Caesar affect Rome - Research Paper Example This allowed Caeser to have an immense number of supporters during his leadership in Rome. From Inter-Connect Universe (2011), Caesar was involved in the renovation of the Roman Republic into the Roman Empire. Caeser went ahead and transformed Italy into one province thereby linking all the provinces to one central province. However, the prize was no longer the opportunity to further advance one’s career through even more illustrious service to Rome ; it was, instead, the power to make Rome accept the terms on which one justified one’s power (Griffin M, 205). Through this problem, of social wars that was present several years back was addressed. Individuals who were non Romans were able to get full citizenship and become Romans. Only when once power became concentrated under one man did concern for Rome’s overall urban image begin to be addressed (Galinsky, 235). Caeser appointed new senators who became subservient to him. Caeser realized that the republican institutions no longer operated effectively, and that only strong and enlightened leadership could permanently end the civil warfare destroying Rome (Perry M. 86). This minimized the effects of getting political challenge in Rome. What happens to Rome and the Romans in Julius Caeser, is that in the very process by which they are brought close to an apprehension in modernity, any proximity that may be established with them may be established with them disappears in a burgeoning complexity (Melehy 225). By passing the law to allow him to install consuls and magistrates, he appointed magistrates who became his representative and not representing the Romans, and he was able to dictate to the entire Rome. Bamber (1) in his journal contended that Caesars triumph in Rome surpassed all the others. Despite the hostility of his enemies, Caeser remained