Monday, January 27, 2020
What It Means To Be Canadian
What It Means To Be Canadian To no ones surprise, being a Canadian means different things to different people and it is quite commonplace for many Canadians to have multiple identities and even multiple allegiances. Predictably, it is not always clear how these multiple identities can fit into Canadian society and fault lines inevitably arise between those with different identities. The next several pages will look at the oldest fault-line of them all at least among Canadians of European extraction which is the fault line between English-speaking Canadians and French-speaking Canadians. It resonates with this writer because, frankly, so much of our constitutional and political history has been wrapped up with trying to resolve the grievances and insecurities of French Canadians. For those within and without this fault line, Canadian identity is complicated because those who fall outside it people who have arrived from Asia or the Caribbean or from various other parts of the world are subtly reminded, through official bilingualism and through the constant constitutional wrangling over whether or not Quebec is a distinct society, that perhaps they are not true or authentic Canadians in the way some other groups are. Further, for French Canadians, the battle has always been between identifying themselves as Canadians or identifying themselves as French-Canadians who deserve to stand apart from other Canadians. This paper will look at the French-English divide in Canada by providing a brief historical overview of the tensions that have long existed between the two sides; as should be plain, the divide has been with us since before Confederation and will surely be with us for some time still to come. The paper will then turn to look at the introduction of Bill 101 in 1977 and how that ushered in a new era of strained English-French relations. With that out of the way, the paper will subsequently observe how the fault line in general has complicated how people who associate with this group identity interact within Canadian society? In short, how have French Canadians (the minority group and the group most likely to be inflamed by linguistic considerations) interacted within Canada in light of the powerful divide that separates them and that exacerbates their hostilities towards one another? With special reference to French Canadians, what does it mean to them (or what has it meant to them rec ently) to be Canadian within the context of Canada? Last of all, the essay will explore what the future of the Canadian national identity might well be should tensions in this fault line increase or tensions in other fault lines increase. We can all imagine that simmering tensions will weaken the connective tissue that binds Canadians together and will create the prospect for the fragmentation of Canadian society unless common ground is found. The only saving grace for Canada with regards to this particular English-French divide is that demographic factors may end up resolving it by changing the composition of Quebec and of Canada so dramatically that the country no longer much cares about English-French hostilities. Historical context of the English-French divide The simple reality is that tensions between English and French have always been a part of the Canadian landscape. In the eighteenth century, the British and French bitterly wrestled for control of North America and, at the end of that century and in the early decades of the next one, there was a significant divide between the French Canadians of Lower Canada and the English elites of that province who deigned to pass measures from on high. Suffice it to say, the educated professional elite that dominated the legislative assembly of Lower Canada from the turn of the nineteenth century onwards reacted most negatively to the disproportionate power held by (and general unresponsiveness exhibited by) the English-dominated colonial executive (executive council) and by the British-appointed governor (Greer, 1993). The end result was the ill-fated and violent 1837 Rebellion in Lower Canada when French-Canadian nationalists finally exploded in armed outrage at the refusal of the British gover nment to seriously contemplate the democratization of the Legislative Council (Breakenridge Read, 2008). As most students of Canadian history are aware, the aforementioned rebellion led to the Durham Report of 1839 wherein John Lambton, the Earl of Durham, advocated the cultural assimilation of French Canadian Lower Canada into a larger union with Lower Canada that would be dominated by the English. In effect, the best way to resolve the sense of grievance percolating in the hearts of French Canadians was to simply assimilate them (Van Male, 1997). For Lord Durham, what was tearing at the entrails of Lower Canada was a profound ethnic and linguistic conflict that fundamentally involved two nations warring in the bosom of a single state (quoted in Greer, 1993, p.153). Ultimately, though tensions did lessen somewhat from their high water mark in the late 1830s, the old animosity never completely went away: at least one observer has written about this tragic element in our historyà ¢Ã¢â ¬Ã ¦.this is a country of ingrown prejudicesà ¢Ã¢â ¬Ã ¦.unthinking, irrational and mean (Lower Q uoted in Cameron, 1997, p.372). During the subsequent generations, the animus between French Canadians and English Canadians always lurked just beneath the surface and could burst into flame at any moment. In general, many of the most significant moments in Canadian history have either revolved around French-English rapprochement the original constitutional deliberations of the 1860s or have revolved around French-Canadian animosities spilling into the open: the Conscription Crises of Two World Wars; the Richard riots of the 1950s; the Quiet Revolution of the 1960s and the federal governments attempts to head off Quebec nationalism; and the hotly-contested separatist referenda of 1980 and 1995. If one wants to understand the constitutional morass of the 1970s and 1980s (or 1990s) or if one wants to understand the original inspiration for Canadian multiculturalism (for more on how official multiculturalism under Trudeau was chiefly a response to Quebec nationalism, please see Tierney, 2007), then one must understand the fault line between English and French in Canada. Naturally, one of the greatest sources of tension of all was the battle on the part of French Canadians to protect the ir linguistic inheritance from the encroachment of the English majority. Discussion and analysis: how has the divide between English and French, and the formulation of Bill 101, impacted the interactions between the two groups within Canada? The 1977 Quebec language law was probably an inevitable consequence of the Quiet Revolution of the 1960s; protecting French culture from Les Anglais, after all, necessarily meant protecting the language from desecration and from conquest at the hands of English. Specifically, French-Canadian academics at the start of the 1970s wrote that the history of French Canada within the Canadian Confederation was very often a history of fighting to maintain the integrity of the French language. The passage of the Trudeau governments Official Language Law in 1970 saw French recognized as an official language in all federal affairs and constituted a victory of sorts, but the corresponding (and rather surprising) efforts of the Quebec government to pass Bill 63 a bill that would have granted the English language official status in Quebec was perceived as a direct threat to the primacy of the French language and viewed as setting the groundwork for the anglification of the population of Quebec ( Angers, 1970). Obviously, this raised the temperature in the room when it came to the ongoing debate about what measures should be taken to protect the French language in Quebec and expedited the arrival of Bill 101. The fault line between French Canada and English Canada has impacted or complicated how both groups (but particularly French Canadians) interact with Canada and with their Canadian identity in the sense that it has created a hyphenated group of Canadians who can be reliably expected to break down on the issues according to their linguistic background. The great conscription crises and the animus unleashed in the two referendum campaigns nearly a generation apart attest to how people on both sides (but especially French Canadians) have elected to define themselves by the language they speak than by the country of which they are a part. Bill 101, maybe more than any other single piece of legislation, reminded all Canadians of how the fault line between English and French was predicated upon concerns over language and, specifically, whose language would survive over time. Examining the act itself, Bill 101 was an act that mandated a number of things that could only have heightened the mistrust and paranoia of the English-speaking minority in Quebec at the same time as it surely disenchanted new arrivals from elsewhere in the world. Notably, Bill 101 decreed that French-only public signs were to be a feature of the province; French became the language of work in public institutions; and the autonomy of English schools in Quebec was sharply reduced (Levine, 1990). And, as most students are aware, and as our course notes remind us, Bill 101 also mandated that all students receive their schooling in French. The bill was a shot across the bow of English Quebec and divided Canadians dramatically along ethic and linguistic affiliation. To get to the heart of the matter, for French Canadians, Bill 101 was simply a re-conquest that merely asserted that French was the dominate language of la Belle Province; for English-speaking Quebeckers, however, the passage of Bill 101 was a clear repudiation of the English language as it stripped away the Charter status of the English language and also limited the rights and privileges of a linguistic group that, historically, had wielded most of the power in Quebec (Levine, 1990, p.119). Now, and maybe forever after, the centrality of language to ones conception of his or herself and his or her place in Canada could no longer be swept under the rug and the pretence that we were/are all loyal Canadians first was shattered. In general, Bill 101 has allowed the French language to retain somewhat of its lustre amongst visible minorities arriving in Quebec: recent data compiled by the Canadian Human Rights Commission indicates that, by a 2 to 1 margin, French is the first official language of visible minorities in the province (Canadian Human Rights Commission, 2007). Source: Canadian Human Rights Commission. (2007). Strategic Initiatives: section 6 Quebec. Retrieved August 5, 2010 from http://www.chrc-ccdp.ca/proactive_initiatives/bvm_mvb/page6-en.asp Information such as that above indicates that any hopes of complete English conquest of Quebec will have to wait for a little while longer. In fact, a closer look at the data reveals that the number of Quebeckers who identify English as their Mother Tongue appears to be declining and has been for several years (Office of the Commissioner of Official Languages, 2007). Source: Office of the Commissioner of Official Languages. (2007). Ethnolinguistic composition of the population. OCOL. Retrieved August 5, 2010 from http://www.ocol-clo.gc.ca/html/ar_ra_04_05_v1_14_e.php We can safely conclude that language laws have contributed, even if indirectly, to the exodus of English speakers out of Quebec and to the polarization of sentiments between English and French within Quebec. However, such language laws do not guarantee the future of the French language in the province given the mass influx of new Canadians who speak neither English nor French or who are disinterested in learning French. For many French Canadians, being Canadian may still mean being French Canadian first above all else; however, as the demographic shape of Canada changes due to high immigration, they may find themselves even more isolated than ever before but this time isolated within a huge polyglot nation where the competing languages are not just English but dozens, or even hundreds, of others. At the end of it all, any increased tensions between French and English in Canada will tear at the Canadian national identity in the sense that it undermines the legitimacy of the confederation to have the two founding languages fighting with one another. On the other hand, even if simmering tensions will only intensify the self-identification of French Canadians with their French heritage, the reality is that all the chauvinism in the world may not matter chiefly because French Canada and English Canada are becoming relatively smaller pieces of the Canadian mosaic as the nation welcomes in people from Asia, from Africa, from South America and from Eastern Europe who do not have either language as their first language. Ultimately, if other divides in Canada fall the French-English model and grow more acrimonious, then the countrys future could be at risk; however, the French-English divide will probably become less important over time. Conclusion The past several pages have looked at the English-French divide in Canada, the ancient fault-line, and have argued that language laws instituted in Quebec surely did not help in bringing the two sides together; if anything, ancient animosities were revived. However, Canada is a changing nation and that means that no one can safely assume that Canada will tear apart if the gulf between English and French widens. The future is uncertain, but it is unlikely that the French and English divide will remain the dominant one in Canadian life simply because Canada is a country that is moving beyond its French/English past.
Sunday, January 19, 2020
Biology Lab
Labà #1à ? Introductionà toà theà Microscopyà & Observationà ofà Prokaryoticà andà Eukaryotic Cells Introduction Manyà ofà theà cellsà andà organismsà thatà youà willà beà studyingà areà atà theà lowerà limitsà ofà visibilityà ofà lightà microscopes;à therefore,à ità isà extremelyà importantà thatà youà attainà criticalà lightingà andà focussing. Ità isà alsoà importantà toà handleà theà microscopeà competentlyà toà avoidà damagingà eitherà theà microscopeà orà theà preparationà youà areà studying. Evenà studentsà whoà haveà previouslyà usedà microscopesà shouldà readà theà instructionsà carefully. Guideà Biolabo Using a web rowser, go toà theà followingà webà site: http://salinella. bio. uottawa. ca/biolabo/à (youà canà tryà ità fromà home). Underà Microscopyà youà willà findà linksà toà pagesà thatà describeà bothà typeà ofà microscopesà youà willà useà thisà semester,à asà wellà asà howà toà setà upà andà useà them. Ità isà stronglyà recommendedà thatà youà visità theseà pagesà priorà toà attendingà yourà firstà lab. Imageà Jà /à Qcapture Althoughà youà canà makeà allà yourà observationsà byà watchingà directlyà throughà theà oculars,à ità alsoà canà beà doneà onà theà computerà screenà usingà theà digitalà cameraà attachedà toà eachà microscope.Forà that,à youà willà useà theà Imageà Jà programà togetherà withà aà captureà plugin calledà Qcapture. Visità theà labà websiteà toà learnà howà toà useà Imageà Jà (linkà onà theà homepage). Allà observationsà canà beà madeà onà yourà computerà screenà orà inà theà oculars. Eachà methodà hasà itsà advantagesà andà drawbacks;à youà willà haveà toà chooseà whichà oneà ità moreà appropriateà (orà theà oneà youà prefer): Oculars Screen ? Greaterà resolution ? Widerà fieldà ofà view ? Canà shareà observationà withà others ? Moreà comfortableà forà users ? Takeà picturesà whileà observing Lab1à ? Microscopy Theà Compoundà Microscope Onà theà Guideà Biolaboà pageà clickà onà theà CX41à Compoundà Microscopeà linkà thenà onà Partsà andà Function. Thisà willà bringà upà aà labelledà lineà diagramà ofà yourà microscope. Familiarizeà yourselfà withà theà variousà componentsà shownà inà thisà figure. Then,à clickà onà Setupà andà Brightà fieldà alignmentà inà orderà toà knowà howà toà useà andà handleà theà microscope. Now,à locateà yourà compoundà microscopeà inà theà cupboardà belowà theà sinkà ofà yourà workstation. Placeà ità onà theà counterà betweenà the omputerà andà theà endà ofà theà counter. Beà sureà thatà wheneverà youà transportà theà microscope,à ità isà alwaysà keptà upright;à theà ocularà lensà willà fallà outà ifà theà scopeà isà tiltedà orà swung. Evenà thoughà youà donââ¬â¢tà needà theà dissectingà microscopeà rightà now,à takeà ità outà ofà theà cupboardà andà installà ità besideà theà compoundà microscope. Connectà oneà firewireà cableà toà eachà ofà theà camerasà installedà onà topà ofà theà microscopes. Thisà way,à everythingà isà setupà forà furtherà observationsà bothà onà yourà computerà screenà andà throughà theà oculars. Partsà ofà theà compoundà microscopeTheà microscopeà consistsà ofà aà systemà ofà lenses,à aà lightà source,à andà aà gearedà mechanismà forà adjustingà theà distanceà betweenà theà lensà systemà andà objectà beingà observed. Thereà areà aà numberà ofà importantà componentsà andà ità isà essentialà thatà youà beà ableà toà identifyà themà andà understandà theirà functionà beforeà youà canà proceed. Byà goingà throughà theà differentà modulesà inà Biolaboà andà usingà theà microscopeà youà willà developà aà competencyà forà brightà fieldà microscopy. Identifyà theà followingà componentsà usingà Biolaboà (Partsà andà functionsà figure)à andà yourà microscope:REVOLVINGà NOSEPIECE:à Supportsà theà variousà objectivesà ? Youà willà onlyà useà theà 4x,à 10xà andà 40xà objectivesà inà theà BIO1140à labsà (notà theà 100x). STAGE:à Supportsà theà specimenà beingà observed. Aà systemà ofà knobsà onà theà sideà ofà theà stageà allowsà youà toà moveà theà specimenà underà theà objectiveà onà theà Xà andà Yà axes. Tryà andà moveà theà stage. COARSEà FOCUSà KNOB:à Permitsà rapidà changeà inà distanceà betweenà theà specimenà andà theà objectiveà therebyà allowingà forà roughà focussingà ââ¬âà Doà notà useà whenà focusingà withà theà 40xà objectiveFINEà FOCUSà KNOB:à Permitsà smallà changesà inà distanceà betweenà theà specimenà andà theà obje ctiveà andà therebyà allowsà forà finalà focussingà ofà theà image. 10 Lab1à ? Microscopy OCULARà ORà EYEPIECE:à Aà magnifyingà elementà inà theà microscope,à usuallyà 10X. Ità isà throughà theà ocular,à orà eyepieceà thatà oneà looksà atà theà specimen. Allà ourà microscopesà areà parfocal,à soà thatà whenà anà objectà isà inà focusà withà oneà objective,à theà focusà willà notà beà completelyà lostà whenà changingà toà theà nextà objective. OBJECTIVES:à Theà magnifyingà elementà whichà isà closestà toà theà specimen.Seeà figureà 1à toà findà outà aboutà theà engravingsà onà theà sideà ofà eachà objective. CONDENSER:à Systemà ofà lensesà thatà concentratesà theà lightà furnishedà byà theà illuminator. Ità doesà notà magnif yà theà object. CONDENSERà HEIGHTà ADJUSTMENTà KNOB:à Allowsà oneà toà focusà theà concentratedà lightà ontoà theà specimen. APERTUREà IRISà DIAPHRAGM:à Usedà toà reduceà glareà fromà unwantedà lightà byà adjustingà theà angleà ofà theà coneà ofà lightà thatà comesà fromà theà condenser; Productionà ofà Imageà byà aà Compoundà Microscope Theà mostà importantà partà ofà aà microscopeà isà theà objective.Allà theà otherà partsà ofà theà instrumentà areà designedà toà helpà theà objectiveà produceà theà bestà possibleà image. Theà bestà imageà isà notà theà largest;à ità isà theà clearest. Thereà isà noà valueà toà aà highà magnification. Ifà theà resolutionà isà poorà youà willà haveà noà betterà understandingà ofà theà specimen. lightà beam ocularà lens Magnification Numericalà apertureà (NA) Determinesà theà resolving powerà ofà theà objective* Opticalà tubeà lengthà /à max. coverslipà thicknessà inà mm prism objectiveà lens specimen condenserà lens Figureà 1:à Objectivesà engravings lightà sourceFigureà 2:à Imageà productionà inà aà compoundà microscope. 11 Lab1à ? Microscopy *Resolvingà powerà isà theà abilityà toà seeà twoà objectsà thatà areà veryà closeà asà twoà separateà objects. Theà humanà eyeà willà resolvingà powerà isà aboutà 100à µm. Usingà theà compoundà microscope Alwaysà handleà theà microscopeà GENTLY! Ità isà anà expensive,à delicateà andà heavyà instrument. Carryà ità withà twoà hands,à oneà handà onà theà arm,à andà theà otherà handà underà theà base. Ifà theà ocularà orà objectiveà isà dir ty,à wipeà ità cleanà usingà ONLYà Kimwipesà orà specialà lensà tissueà andà cleaningà fluidà supplied.Ifà youà useà anythingà elseà youà mayà scratchà theà lens. Wipeà upà anyà cleaningà fluidà immediately;à otherwiseà ità willà dissolveà theà glueà whichà holdsà theà lensà inà place. REMEMBER,à yourà demonstratorà isà hereà toà help,à soâ⬠¦ ASK! 1. Makeà sureà thatà theà powerà cordà isà pluggedà intoà theà backà ofà yourà microscopeà andà intoà aà powerà outlet. 2. Usingà theà letterà ââ¬Å"eâ⬠à microscopeà slideà provided,à followà stepsà 2à throughà 13à inà theà Setupà andà Brightà fieldà alignmentà procedureà ofà Biolabo. Remember,à observationà canà beà doneà onà screenà orà throughà theà oculars. Orientationà an dà workingà distance . Startingà yourà examinationà withà theà 4Xà objective,à positionà theà letterà ââ¬Å"eâ⬠à slideà onà theà stage. 2. Drawà whatà youà seeà inà theà microscope:_________________ 3. Whatà wouldà aà slideà withà theà letterà ââ¬Å"tâ⬠à lookà likeà underà theà microscope? _________________ 4. Usingà theà knobsà locatedà onà theà sideà ofà theà stageà andà lookingà throughà theà microscope,à moveà theà slideà slowlyà toà theà right,à thenà toà theà left. Recordà yourà observations. ___________________________________à 5. Now,à moveà theà slideà slowlyà awayà fromà you,à thenà towardsà youà whileà observingà throughà theà microscope.Recordà yourà observationsà ____________________________________ 6. Focusà onà theà slideà atà 10X. Checkà theà dist anceà betweenà theà objectiveà lensà andà yourà slideà (=à theà workingà distance,à seeà alsoà theà referenceà atà theà endà ofà thisà chapter). Nowà switchà toà theà 40Xà objectiveà andà checkà theà workingà distance. Whatà happensà toà theà workingà distanceà asà yourà magnificationà increases? 12 Lab1à ? Microscopy Depthà ofà fieldà (depthà ofà focus) Lensesà haveà aà depthà ofà focus. Ità isà theà numberà ofà planesà inà whichà anà objectà appearsà toà beà inà focus.Extendà yourà fistà atà armââ¬â¢sà lengthà inà frontà ofà youà andà holdà yourà thumbà up. Concentrateà onà yourà thumbà andà noticeà thatà theà objectsà pastà yourà thumbà onà theà otherà sideà ofà theà roomà areà notà clearlyà seen. Similarlyà withà aà microscope,à whenà ità isà focussedà onà oneà surface,à theà surfacesà lowerà orà higherà willà beà outà ofà focus. 1. Positionà aà preparedà slideà withà colouredà threadsà uponà theà stage. Atà lowà power,à 4X,à focusà onà theà areaà whereà theà threadsà cross. 2. Usingà theà fineà focusà adjustment,à focusà upà andà downà slowly. 3. Repeatà usingà differentà objectives.Whatà canà youà sayà aboutà theà depthà ofà fieldà atà differentà magnifications? Hasà ità increasedà orà decreased? (i. e. ,à canà youà seeà moreà threadsà inà oneà focalà planeà atà 4Xà orà 40X? ) ____________________________________________________________ Magnification Theà magnificationà givenà byà objectivesà andà ocularsà isà engravedà onà them. Theà totalà magnificationà forà anyà combinationà ofà objectiveà andà ocularà isà theà productà ofà theà magnificationà ofà eachà lens. Objectiveà magnification Ocularà magnification Totalà Magnification Lightà intensity Workingà distance 4x 10x 40x High 22mm 10x 10x 100xMedium 10. 5mm 40x 10x 400x Low 0. 56mm Table1à . Comparisonà magnification,à workingà distanceà andà brightnessà atà threeà differentà objectiveà magnifications. Youà alsoà canà calculateà theà magnificationà ofà yourà pictureà usingà theà followingà formula: Magnificationà factor=à measuredà sizeà ofà objectà =à (à à à à à à à à à à à à à X) Actualà sizeà ofà object 13 Lab1à ? Microscopy Specimenà sizeà andà Magnificationà of theà picture Beforeà youà startà thisà exercise,à makeà sureà youà haveà carefullyà readà theà websiteà sectionà rele vantà toà theà softwareà youà willà useà toà takeà digitalà picturesà (ImageJ/Qcapture).Theà goalà ofà thisà sectionà isà toà teachà youà differentà techniquesà thatà willà allowà youà toà determineà theà sizeà ofà objectsà youââ¬â¢reà observingà underà theà microscope. Theà generalà principleà isà fairlyà simple:à 2à objectsà haveà theà sameà relativeà sizeà (expressedà asà aà ratio)à inà theà realà worldà andà underà theà microscope. actualà sizeà ofà objectà Aà à à =à on? screenà sizeà ofà objectà Aà à ? A1à =à A2à à actualà sizeà ofà objectà Bà à à à à à on? screenà sizeà ofà objectà Bà à à à à à à à à B1à à à à B2 Theà followingà exercisesà areà applicationsà ofà thisà formula. Placeà aà sli deà underà theà microscope.Chooseà theà rightà objectiveà andà adjustà theà focusà andà lightà level. Then,à chooseà aà structureà youà wantà toà measureà andà takeà aà picture. A? Firstà method:à Measuringà anà objectà usingà theà fieldà ofà viewà (FOV): Theà simplestà wayà toà determineà theà sizeà ofà anà objectà isà toà useà theà knownà sizeà ofà theà wholeà fieldà ofà viewà (FOV,à theà wholeà pictureà fromà leftà toà right). 1? Onà theà computerà screenà (usingà aà rulerà andà withoutà writingà anythingà ofà theà screen),à measureà theà objectà ofà whichà youà wantà toà determineà theà sizeà (=à A2) 2? Then,à measureà theà widthà ofà theà wholeà pictureà onà theà screenà (=B2). ? Referà toà tableà 2à onà pageà 20à toà knowà theà actualà sizeà ofà theà fieldà ofà viewà forà theà objectiveà youââ¬â¢reà usingà (=B1) 4? Useà theà followingà formula: Actualà sizeà ofà theà objectà (A1)à =à Actualà sizeà ofà theà FOVà (B1)à à à à à xà à à on? screenà sizeà ofà theà objectà (A2) on? screenà sizeà ofà theà FOVà (B2) Example:à Onà aà snapshotà usingà theà 4xà objective,à anà insectà hasà anà on? screenà lengthà ofà 10cm. Theà wholeà pictureà isà 20cmà wide. Whatà isà theà actualà sizeà ofà theà insect? ______________________________ 14 Lab1à ? Microscopy B? Secondà method:à Measuringà anà objectà usingà aà scaleà barà file:Fromà Imageà Jà (usingà theà fileà /à openà command),à openà theà fileà thatà containsà theà relevantà scaleà barà inà the à (T:/BIO/BIO1140):à new10X. jpgà forà theà 10xà objective,à andà new40X. jpgà (forà theà 4xà andà 40xà objectives). Then,à usingà aà rulerà measureà theà followingà distancesà directlyà onà theà computerà screen: 1? Theà on? screenà lengthà (orà width)à ofà theà objectà whoseà sizeà youà wishà toà determineà (=A2) 2? Theà widthà ofà theà scaleà barà onà theà screenà (=B2)à Youà nowà canà calculateà theà actualà sizeà ofà theà objectà usingà theà formula: actualà sizeà ofà objectà =à on? creenà lengthà ofà objectà à xà à actualà sizeà ofà scaleà bar*à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à à on? screenà lengthà ofà scaleà bar ?à à à à A1à =à A2à xà B1 B2 *Theà actualà sizeà ofà theà scaleà barà isà indicatedà onà theà scaleà barà fileà (ex:à onà theà new10x. jpgà file,à theà barà representsà 0. 2mmà atà 10xà orà 0. 02mmà atà 100x)à =à B1 Example:à Ià tookà aà pictureà ofà aà smallà insectà larva,à usingà theà 4xà objective. Theà larvaà lengthà isà 60mmà onà theà screen. Theà scaleà barà onà theà new40x. jpgà isà 30mmà andà representsà 0. 2mm. Whatà isà theà actualà sizeà ofà theà larva? _________________________Doà notà putà theà compoundà microscopeà backà inà theà cupboardà youà willà needà ità laterà thisà afternoon. Pointsà toà rememberà concerningà microscopes 1. Alwaysà workà withà aà cleanà microscope. Useà onlyà theà lensà paperà provided. Don'tà forgetà toà cleanà theà slideà too! 2. Alwaysà locateà theà specimenà underà lowà powerà andà workà yourà wayà upà toà theà highà powerà objective. 3. Neverà useà theà coarseà focusingà knobà whenà theà highà powerà lensà isà inà position. Useà onlyà theà fineà focusà knob. 4. Neverà useà theà 100xà inà 1stà yearà labsà (weà didnââ¬â¢tà teachà youà how)à 5.Alwaysà readjustà illuminationà wheneverà youà changeà theà objective. Tooà muchà lightà willà giveà youà aà blurryà imageà thatà youà cannotà focusà on. 15 Lab1à ? Microscopy Theà stereoscopicà microscope (dissectingà microscope) Theà stereoscopicà microscope,à alsoà calledà stereoscopeà orà dissectingà microscope,à isà usedà toà viewà objectsà thatà areà tooà largeà orà tooà thickà toà observeà underà theà comp oundà microscope. Stereoà microscopesà areà alwaysà equippedà withà twoà ocularsà producingà aà stereoscopicà orà three? dimensionalà image. Unlikeà theà compoundà microscope,à theà imageà isà notà inverted.Ourà stereoà microscopesà provideà magnificationà inà theà rangeà ofà 6. 7Xà ? 45Xà usingà aà zoom? typeà lensà system. Byà rotatingà aà dialà locatedà onà theà rightà sideà ofà theà stereoà microscopeà head,à theà viewerà obtainsà aà continuousà changeà ofà magnification. Ourà stereoà microscopesà canà beà usedà withà reflectedà orà transmittedà light. Reflectedà lightà isà directedà untoà opaqueà specimensà fromà aboveà andà isà reflectedà toà theà viewer. Transmittedà lightà isà usedà withà translucentà specimensà andà passesà throughà theà specimenà fromà beneathà theà stageà andà intoà theà viewer'sà eyes.Useà ofà theà stereoscopicà microscope 1. Onà theà Biolaboà homeà pageà leftà clickà onà Stereoscopeà (Dissectingà microscope)à andà thenà onà Stereoscopeà setup. 2. Clickà onà Stepà 1à andà readà ità carefully. Obtainà aà stereoà microscopeà fromà theà sameà cupboardà asà yourà compoundà microscopeà ifà youà havenââ¬â¢tà yet. 3. Clickà onà andà readà stepsà 2à throughà 7. 4. Placeà aà coinà onà theà stage. 5. Usingà theà focussingà knobà onà eitherà sideà ofà theà arm,à lowerà orà raiseà theà objectiveà untilà theà coinà isà inà focus. Examineà ità inà bothà reflectedà andà transmittedà light.Whichà isà bestà forà anà opaqueà specimen? Tryà t heà variousà magnificationsà byà turningà theà zoomà knob. Theà reflectedà light sourceà isà similarà toà aà spotlightà andà itsà orientationà canà beà adjustedà manually. Tryà rotatingà theà lightà upwardsà andà downwards. 6. Examineà otherà materialsà suchà asà brineà shrimpà larvaeà (Artemia)à inà aà watchà glassà usingà bothà reflectedà andà transmittedà light. Addà 1? 2à dropsà ofà ââ¬Å"proto? slowâ⬠à solutionà toà slowà downà theà larvae. Estimateà theà actualà sizeà ofà oneà larva:à __________ 16 Lab1à ? Microscopy Prokaryoticà andà Eukaryoticà cellsItà hasà longà beenà recognizedà thatà livingà organismsà areà composedà ofà basicà structuralà andà functionalà unitsà calledà cells. Cellsà canà beà dividedà intoà twoà generalà type s:à prokaryoticà andà eukaryotic,à basedà onà theà presenceà ofà aà nucleusà andà otherà membraneà boundà organellesà inà theà latter. Prokaryoticà cellsà belongà toà 2à bigà groups:à archaeaà andà eubacteria. Theyà areà usuallyà smallerà thanà eukaryoticà cellsà (typicallyà 1? 5à µm). Theseà unicellularà organismsà mayà beà small,à butà theyà areà theà mostà abundantà organismsà onà theà planet,à representingà aboutà halfà theà biomassà (Biology,à Brookerà età al. 010,à McGraw? Hill&Ryerson). Theyà areà devoidà ofà membraneà boundà organelleà suchà asà theà nucleus,à mitochondriaà orà chloroplasts. Theirà geneticà materialà isà usuallyà composedà ofà oneà circularà chromosomeà plusà otherà extraà chromosomalà elementsà calledà plasmids. Euka ryoticà cellsà areà usuallyà muchà larger. Theyà possessà aà membraneà boundà nucleus,à theirà organellesà areà moreà complexà andà numerous,à andà theirà genomeà isà largerà thanà prokaryotes. Eukaryoticà organismsà canà beà uni? orà multicellular. Youà willà haveà aà chanceà toà observeà manyà eukaryoticà cellsà duringà thisà semester:à Amoeba,à Lilly,à Whitefishâ⬠¦.Inà today'sà exerciseà youà willà takeà aà firstà lookà atà theà similaritiesà andà differencesà betweenà prokaryoticà andà eukaryoticà cellsà asà wellà asà theà diversityà withinà theseà groups. Youà shouldà familiarizeà yourselvesà withà aà wholeà arrayà ofà cellularà structuresà andà organellesà youà willà probablyà encounterà duringà theà courseà ofà thisà exercise. Beforeà yourà scheduledà labà session,à writeà downà theà definitionà andà functionà forà eachà ofà theà followingà terms:à plasmaà (cell)à membrane,à cellà wall,à protoplast,à cytoplasm,à vacuoles,à nucleus,à nucleolusà andà chloroplasts.Eukaryoticà Cells:à Elodeaà (plant) 1? Getà aà youngà greenà Elodeaà leafà fromà theà jar. Mountà ità inà aà dropà ofà waterà onà aà cleanà microscopeà slideà withà theà convexà sideà ofà theà leafà uppermost. Coverà theà preparationà withà aà coverslip. 2? Observeà theà preparationà atà 4X,à thenà atà 10X. Ifà youà seeà brownishà ovalà structuresà onà theà leafà surface,à ignoreà then. Theseà areà probablyà epiphyticà diatoms. Concentrateà yourà attentionà onà theà cellsà nearà theà cent ralà ribà atà theà baseà ofà theà leafà andà onà theà marginalà cellsà atà theà edgeà ofà theà leaf. Canà youà distinguishà severalà layersà makingà upà theà leaf? ____ ? Whatà isà theà averageà lengthà ______à andà widthà ______à ofà theà cellsà inà micrometres? 17 Lab1à ? Microscopy 3? Focussingà atà 40Xà locateà theà cellà wall,à theà vacuole,à theà cytoplasmà andà theà numerousà greenà chloroplasts. ? Whatà importantà biologicalà processà takesà placeà inà theà chloroplasts? _____________________________________ ? Whatà pigmentà isà responsibleà forà theirà greenà colouration? ________________________________________________ ? Whatà isà theà shapeà ofà chloroplasts? ____________________________________________ ? Areà theà chloroplastsà moving? Whatà sortà ofà movement? ____________________________ _____________________ ? Theà phenomenonà youà areà observingà isà calledà cytoplasmicà streamingà orà cyclosis. Whatà doà youà thinkà theà functionà ofà suchà aà processà couldà be? ___________________________________________________ 4? Youà haveà probablyà realisedà thatà theà plasmaà membraneà cannotà beà seenà inà plantà cells. Ità isà tooà thinà toà beà resolvedà withà theà compoundà microscope.Inà orderà toà seeà theà trueà limitingà boundaryà ofà theà cytoplasmà ità isà necessaryà toà treatà theà cellsà inà suchà aà mannerà thatà theà plasmaà membraneà becomesà withdrawnà awayà fromà theà rigidà cellà wall. Thisà canà beà doneà byà placingà theà cellà inà aà strongà saltà solution. Thisà willà causeà waterà toà diffuseà outà ofà theà cellà byà osmosis,à therebyà decreasingà theà cellà volume. Theà unaffectedà cellà wall remainsà inà itsà originalà state. Whatà canà thenà beà seenà isà aà spaceà betweenà theà cellà wallà andà theà limitingà boundaryà ofà theà protoplastà (theà cellà minusà theà cellà wall)à whichà therebyà becomesà visible. Removeà yourà Elodeaà slideà fromà theà microscopeà stage. Delicatelyà removeà theà coverslip,à addà oneà dropà ofà 5%à NaClà solutionà thenà putà backà theà coverslipà onà yourà preparation ? Refocusà atà 40xà (don'tà forget:à youà mustà firstà focusà atà 4X,à thenà 10Xà andà finallyà atà 40x). ? Areà theà cellsà plasmolyzed? (Ifà notà waità aà whileà longer). Howà doà theyà lookà likeà now? __ ____________________ ? Hasà theà cellà wallà beenà affected? _________________à ? Whatà becomesà ofà theà largeà centralà vacuoleà duringà plasmolysis? ______à _______________________________________________ Takeà aà pictureà ofà aà plasmolyzedà Elodeaà cell. Howà doesà ità compareà toà theà previousà picture? 18 Lab1à ? Microscopy Prokaryoticà Cells:à Lyngbyaà (eubacteria:à cyanobacteria)à 1. Takeà aà closeà lookà atà theà sampleà inà theà jar. Whichà colourà wouldà bestà describeà itsà appearance? ___________________ 2. Prepareà aà wetà mountà ofà freshà Lyngbyaà byà theà followingà procedure:à ? Withà forcepsà orà anà eyeà dropper,à putà aà veryà smallà amountà ofà greenà matterà onà aà cleanà slide ? Addà aà dropà ofà waterà fromà theà jar. ? Carefullyà placeà aà co verslipà overà it. Makeà sureà ità liesà flatà onà theà preparation.Don'tà worryà ifà thereà areà justà aà fewà airà bubbles. Withà practice,à yourà skillsà willà improve. However,à ifà tooà manyà airà bubblesà areà present,à yourà preparationà risksà toà dryà outà veryà quicklyà duringà viewing,à compromisingà yourà observations. 3. Startingà withà theà 4Xà objective,à focusà onà yourà preparation. ? Canà youà seeà numerousà greenà filaments? _______ ? Areà theà filamentsà moving? __________ 4. Switchà toà theà 10Xà thenà theà 40Xà objectiveà andà focusà usingà theà fineà focusà knobà only: ? Doà youà seeà theà individualà cellsà makingà upà eachà filament? ________ ? Estimateà theà widthà ofà oneà filamentà inà micrometres:_______ Whatââ¬â¢sà theà filamentà widthà inà millimetresà (mm)? ________ ? REMEMBER:à Youà areà workingà withà livingà cells. Workà quicklyà andà keepà yourà specimenà wetà atà allà times. Dead,à dryà orà damagedà biologicalà preparationsà areà useless. Returningà theà microscopesà afterà use Afterà completingà allà observations,à turnà andà clickà theà lowà powerà objectiveà (4X)à onà theà compoundà microscopeà intoà position. Removeà theà slideà fromà theà stageà andà returnà ità toà itsà correctà box. Wipeà theà stagesà withà aà cleanà paperà towel. Carefullyà disconnectà theà cameraà fromà theà firewireà cable.Makeà sureà youà turnedà offà theà lightà onà eachà microscope,à thenà unplugà theà powerà cordà andà makeà aà looseà coilà ofà ità aroundà theà eyepieces. Returnà theà microscopeà inà theà cupboard. 19 Lab1à ? Microscopy TAsà willà checkà thatà youà properlyà returnedà theà microscopesà inà the cupboardà withà theà cordà properlyà attachedà andà noà slideà presentà onà theà stage. Youà willà loseà marksà forà thisà labà (andà otherà labs)à ifà youà donââ¬â¢tà doà so. Evaluation Aà shortà quizà onà microscopeà components,à specimenà observationsà andà measurementà ofà objectsà willà takeà placeà atà theà beginningà ofà Lab2.Beà onà time,à theà quizà willà startà atà 2:30. References: 1? Metricà systemà (seeà alsoà appendixà IVà atà theà endà ofà labà manual):à 1à centimetreà cmà =à 10? 2à metresà (m) 1à millimetreà mmà =à 10? 3à metres 1à micrometreà ? mà =à 10? 6à metres 1à nanometreà nmà =à 10? 9à metres 2? Sizeà ofà cameraà fieldà ofà viewsà (fov): Tableà 2:à Fieldsà ofà View:à Olympusà CX41à Compoundà Microscopeà Objective 4X 10X 40X 100X Cameraà fieldà ofà view (widthà inà mm) 1. 75 0. 70 0. 175 0. 070 Tableà 3:à Fieldsà ofà Viewà ââ¬âà Olympusà SZ61TRà Dissectingà Microscopeà Zoomà Setting 0. 67X 0. 8X 1X
Saturday, January 11, 2020
Napoleon Bonaparte Rise to Power Essay
In 1784 to 1785 Napoleon attended the Ecole Militaire in Paris. That was the place where he received his military training. He studied to be an artillery man and an officer. He finished his training and joined the French army when he was 16 years old! Soon after that his father died and he was left with the responsibility of taking care of the huge Bonaparte family. Napoleon was stationed in Paris in 1792. After the French monarchy was overthrown on August 10, 1792, Napoleon decided to make his move up in the ranks. After this, Napoleon started becoming a recognized officer. In 1792 Napoleon was prompted to the rank of captain. In 1793 he was chosen to direct the artillery against the siege in Toulon. He seized ground where he could get his guns in range of the British ships. Soon after that Toulon fell and Napoleon was promoted to the rank of brigadier general. In 1795 he saved the revolutionary government by dispersing a group of rioting citizens by using his famous ââ¬Å"Whiff of grapeshotâ⬠ââ¬â He loaded a bunch on pellets into a cannon and fired it at the crowd. Napoleon was made commander of the French army in Italy. He defeated four Austrian generals in succession, and each army he fought got bigger and bigger. This forced Austria and its allies to make peace with France. But after this Napoleon was relieved of his command. He was poor, he was suspected of treason, he had no friends. No one would have suspected what Napoleon would do next. In 1795 Napoleon was appointed to put down a revolt in Paris. He calmly took complete control of the situation. He just had his men shoot all the rebels in the streets. The French government was saved, but they decided to form a new government called the Directory. Under the new government Napoleon was made commander of the French army in Italy. During this campaign the French realized how smart Napoleon was. He developed a tactic that worked very efficiently. He would cut the enemyââ¬â¢s army in to two parts, then throw all his force on one side before the other side could rejoin them. This method was extremely effective against the Sardinian troops, because he defeated them five times in 11 days!! This made the King of Sardinia to try to make peace. Napoleon could not be stopped. He was a fast thinker who moved his troops extremely fast. Soon, instead of taking the defensive position Napoleon started taking the offensive position and thus, he started his conquest of Europe. He started his attack on Austria. It was his first big campaign. During one attack he showed his bravery by forcing his way across a burning bridge. After that his troops gave him the name Petit Caporalâ⬠or in English ââ¬Å"Little Corporalâ⬠the name stuck to him. He then attacked the Austrians in Mantua. Austria sent troops there four times, and every time Napoleon crushed them. In 1797 he came within 80 miles of Vienna when Austria surrendered. Napoleon had won 14 pitched battles and 70 combats. He had made the rich lands he conquered feed and pay the French soldiers. Plus millions of francs were send back to France. This helped Franceââ¬â¢s poor economy tremendously. Napoleon negotiated a treaty called Campo Formio with Austria. Austria gave up itââ¬â¢s Netherlands and Lombardy to France. Austria also recognized the Rhine as the eastern boundary of France. In return France gave Austria most of the old Venetian Republic. When Napoleon returned to Paris he received a huge welcome. He then began thinking of pursuing political power and military power. He wanted to become the next Alexander the Great, so he asked the Directory if he could take a large army to Egypt. That way he could conquer an empire that included Egypt, India, and other middle and far east places. Napoleon came up with a neat idea to accomplish this. If he conquered Egypt, he could attack the Englishââ¬â¢s route to India. He won the battle of the Pyramids in July 1798. But his fleet was destroyed at the Battle of the Nile in Aboukir Bay. So Napoleon decided to invade Syria. The English and Turkish troops in Syria had held up against Napoleon. Napoleon then retreated to Egypt. Then later in July 1799, he defeated 10,000 Turks at Aoukir. He returned to France shortly after. Napoleon returned to find the Directory was a mess. He, in his selfish way, saw this as the perfect time for self-advancement. So in November of 1799 he overthrew the Directory. Napoleon set up a government called the Consulate. He was the first of three consuls. About three years later he made himself first consul for life. Everyone in France loved Napoleon at that time. Then he started increasing his power Napoleonââ¬â¢s impact is still around today. Many laws are based on the Napoleonic Code. In Paris there are many monuments saluting him. His remains were brought to Paris in 1840 and placed in the Invalides, where they still lie.
Thursday, January 2, 2020
Problems Afflicting the Native Americans - 1991 Words
The American Indians are still fighting for more benefits and rights. To get a realistic impression of the Native Indians, it is absolutely necessary to look at them from all the sides and to realize their problems. Though the reservations in the USA, in fact, are on a different level of development. The problems of the Native Americans are varying and of different graveness. But one problem produces the next, in many cases. So there is no shortage of the worrying aspects among the American Indians definitely in the reservations as well as outside. There are only 52 million acres left today from the original American Indian homeland of about 6.1 billion acres which form North America. This land is mostly of inferior quality. The Bureau ofâ⬠¦show more contentâ⬠¦The Social challenges In and outside the reservations the Native Americans have to deal with more worrying social developments. All the ethnic groups in the USA the American Indians have the highest rate of school drop outs (about 54%),the highest rate of suicide, the highest rate of teenage pregnancy, the highest rate of teenage suicide, the highest rate of child mortality and lowest life expectancy. The drug abuse and the alcoholism have become a very common problem among the American Indians. Even in some reservations eight families out of ten have the problems with alcoholism. Most unfortunately it spreads among their children too. For those the problem with the unemployment, the decay of the reservations, environmental destruction and the lack of any positive future prospect are probably very hard to bear. Being promoted by the drug abuse, there are a lot of crimes in the reservations and outside also. The American Indians, especially the children, are becoming victims and offenders. At the same rate the domestic violence, child abuse, rape and child neglect are reported to take place regularly in the reservations. The estimated number of the unknown cases is also very high. In the recent years the gang violence in the reservations has increased a lot. It is fuelled by the weak law enforcement. The youth unemployment and the lack of activities for the young Indians result in vandalism, sexual assaults, theft and streetShow MoreRelatedKnowledge Gained Outside of a Formal Education Essay554 Words à |à 3 Pagesand blindness that was afflicting the black race in America.â⬠Being in prison, there was not much to do except read. His period in solitude and indiscriminate literary choices led to a better understanding of the extent of his raceââ¬â¢s lack of education. Knowledge gives individuals a chance to become more than what society expects of them. By knowing more, people are set free from superficial assumptions that they have of things. 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