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€š ¬Ã‚ ¦.this is a country of ingrown prejudicesà ¢Ã¢â€š ¬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
Lab #1 ? Introduction to the Microscopy & Observation of Prokaryotic and Eukaryotic Cells Introduction Many of the cells and organisms that you will be studying are at the lower limits of visibility of light microscopes; therefore, it is extremely important that you attain critical lighting and focussing. It is also important to handle the microscope competently to avoid damaging either the microscope or the preparation you are studying. Even students who have previously used microscopes should read the instructions carefully. Guide Biolabo Using a web rowser, go to the following web site: http://salinella. bio. uottawa. ca/biolabo/ (you can try it from home). Under Microscopy you will find links to pages that describe both type of microscopes you will use this semester, as well as how to set up and use them. It is strongly recommended that you visit these pages prior to attending your first lab. Image J / Qcapture Although you can make all your observations by watching directly through the oculars, it also can be done on the computer screen using the digital camera attached to each microscope.For that, you will use the Image J program together with a capture plugin called Qcapture. Visit the lab website to learn how to use Image J (link on the homepage). All observations can be made on your computer screen or in the oculars. Each method has its advantages and drawbacks; you will have to choose which one it more appropriate (or the one you prefer): Oculars Screen ? Greater resolution ? Wider field of view ? Can share observation with others ? More comfortable for users ? Take pictures while observing Lab1 ? Microscopy The Compound Microscope On the Guide Biolabo page click on the CX41 Compound Microscope link then on Parts and Function. This will bring up a labelled line diagram of your microscope. Familiarize yourself with the various components shown in this figure. Then, click on Setup and Bright field alignment in order to know how to use and handle the microscope. Now, locate your compound microscope in the cupboard below the sink of your workstation. Place it on the counter between the omputer and the end of the counter. Be sure that whenever you transport the microscope, it is always kept upright; the ocular lens will fall out if the scope is tilted or swung. Even though you don’t need the dissecting microscope right now, take it out of the cupboard and install it beside the compound microscope. Connect one firewire cable to each of the cameras installed on top of the microscopes. This way, everything is setup for further observations both on your computer screen and through the oculars. Parts of the compound microscopeThe microscope consists of a system of lenses, a light source, and a geared mechanism for adjusting the distance between the lens system and object being observed. There are a number of important components and it is essential that you be able to identify them and understand their function before you can proceed. By going through the different modules in Biolabo and using the microscope you will develop a competency for bright field microscopy. Identify the following components using Biolabo (Parts andà ‚ functions figure) and your microscope:REVOLVING NOSEPIECE: Supports the various objectives ? You will only use the 4x, 10x and 40x objectives in the BIO1140 labs (not the 100x). STAGE: Supports the specimen being observed. A system of knobs on the side of the stage allows you to move the specimen under the objective on the X and Y axes. Try and move the stage. COARSE FOCUS KNOB: Permits rapid change in distance between the specimen and the objective thereby allowing for rough focussing – Do not use when focusing with the 40x objectiveFINE FOCUS KNOB: Permits small changes in distance between the specimen and the obje ctive and thereby allows for final focussing of the image. 10 Lab1 ? Microscopy OCULAR OR EYEPIECE: A magnifying element in the microscope, usually 10X. It is through the ocular, or eyepiece that one looks at the specimen. All our microscopes are parfocal, so that when an object is in focus with one objective, the focus will not be completely lost when changing to the next objective. OBJECTIVES: The magnifying element which is closest to the specimen.See figure 1 to find out about the engravings on the side of each objective. CONDENSER: System of lenses that concentrates the light furnished by the illuminator. It does not magnif y the object. CONDENSER HEIGHT ADJUSTMENT KNOB: Allows one to focus the concentrated light onto the specimen. APERTURE IRIS DIAPHRAGM: Used to reduce glare from unwanted light by adjusting the angle of the cone of light that comes from the condenser; Production of Image by a Compound Microscope The most important part of a microscope is the objective.All the other parts of the instrument are designed to help the objective produce the best possible image. The best image is not the largest; it is the clearest. There is no value to a high magnification. If the resolution is poor you will have no better understanding of the specimen. light beam ocularà ‚ lens Magnification Numerical aperture (NA) Determines the resolving power of the objective* Optical tube length / max. coverslip thickness in mm prism objective lens specimen condenser lens Figure 1: Objectives engravings light sourceFigure 2: Image production in a compound microscope. 11 Lab1 ? Microscopy *Resolving power is the ability to see two objects that are very close as two separate objects. The human eye will resolving power is about 100 µm. Using the compound microscope Always handle the microscope GENTLY! It is an expensive, delicate and heavy instrument. Carry it with two hands, one hand on the arm, and the other hand under the base. If the ocular or objective is dir ty, wipe it clean using ONLY Kimwipes or special lens tissue and cleaning fluid supplied.If you use anything else you may scratch the lens. Wipe up any cleaning fluid immediately; otherwise it will dissolve the glue which holds the lens in place. REMEMBER, your demonstrator is here to help, so†¦ ASK! 1. Make sure that the power cord is plugged into the back of your microscope and into a power outlet. 2. Using the letter â€Å"e† microscope slide provided, follow steps 2 through 13 in the Setup and Bright field alignment procedure of Biolabo. Remember, observation can be done on screen or through the oculars. Orientation an d working distance . Starting your examination with the 4X objective, position the letter â€Å"e† slide on the stage. 2. Draw what you see in the microscope:_________________ 3. What would a slide with the letter â€Å"t† look like under the microscope? _________________ 4. Using the knobs located on the side of the stage and looking through the microscope, move the slide slowly to the right, then to the left. Record your observations. ___________________________________ 5. Now, move the slide slowly away from you, then towards you while observing through the microscope.Record your observations ____________________________________ 6. Focus on the slide at 10X. Check the dist ance between the objective lens and your slide (= the working distance, see also the reference at the end of this chapter). Now switch to the 40X objective and check the working distance. What happens to the working distance as your magnification increases? 12 Lab1 ? Microscopy Depth of field (depth of focus) Lenses have a depth of focus. It is the number of planes in which an object appears to be in focus.Extend your fist at arm’s length in front of you and hold your thumb up. Concentrate on your thumb and notice that the objects past your thumb on the other side of the room are not clearly seen. Similarly withà ‚ a microscope, when it is focussed on one surface, the surfaces lower or higher will be out of focus. 1. Position a prepared slide with coloured threads upon the stage. At low power, 4X, focus on the area where the threads cross. 2. Using the fine focus adjustment, focus up and down slowly. 3. Repeat using different objectives.What can you say about the depth of field at different magnifications? Has it increased or decreased? (i. e. , can you see more threads in one focal plane at 4X or 40X? ) ____________________________________________________________ Magnification The magnification given by objectives and oculars is engraved on them. The total magnification for any combination of objective and ocular is the product of the magnification of each lens. Objective magnification Ocular magnification Total Magnification Light intensity Working distance 4x 10x 40x High 22mm 10x 10x 100xMedium 10. 5mm 40x 10x 400x Low 0. 56mm Table1 . Comparison magnification, working distance and brightness at three different objective magnifications. You also can calculate the magnification of your picture using the following formula: Magnification factor= measured size of object = (             X) Actual size of object 13 Lab1 ? Microscopy Specimen size and Magnification of the picture Before you start this exercise, make sure you have carefully read the website section rele vant to the software you will use to take digital pictures (ImageJ/Qcapture).The goal of this section is to teach you different techniques that will allow you to determine the size of objects you’re observing under the microscope. The general principle is fairly simple: 2 objects have the same relative size (expressed as a ratio) in the real world and under the microscope. actual size of object A   = on? screen size of object A  ? A1 = A2  actual size of object B      on? screen size of object B         B1    B2 The following exercises are applications of this formula. Place a sli de under the microscope.Choose the right objective and adjust the focus and light level. Then, choose a structure you want to measure and take a picture. A? First method: Measuring an object using the field of view (FOV): The simplest way to determine the size of an object is to use the known size of the whole field of view (FOV, the whole picture from left to right). 1? On the computer screen (using a ruler and without writing anything of the screen), measure the object of which you want to determine the size (= A2) 2? Then, measure the width of the whole picture on the screen (=B2). ? Refer to table 2 on page 20 to know the actual size of the field of view for the objective you’re using (=B1) 4? Use the following formula: Actual size of the object (A1) = Actual size of the FOV (B1)     x   on? screen size of the object (A2) on? screen size of the FOV (B2) Example: On a snapshot using the 4x objective, an insect has an on? screen length of 10cm. The whole picture is 20cm wide. What is the actual size of the insect? ______________________________ 14 Lab1 ? Microscopy B? Second method: Measuring an object using a scale bar file:From Image J (using the file / open command), open the file that contains the relevant scale bar in the  (T:/BIO/BIO1140): new10X. jpg for the 10x objective, and new40X. jpg (for the 4x and 40x objectives). Then, using a ruler measure the following distances directly on the computer screen: 1? The on? screen length (or width) of the object whose size you wish to determine (=A2) 2? The width of the scale bar on the screen (=B2) You now can calculate the actual size of the object using the formula: actual size of object = on? creen length of object  x  actual size of scale bar*                                          on? screen length of scale bar ?    A1 = A2 x B1 B2 *The actual size of the scale bar is indicated on the scale bar file (ex: on the new10x. jpg file, the bar represents 0. 2mm at 10x or 0. 02mm at 100x) = B1 Example: I took a picture of a small insect larva, using the 4x objective. The larva length is 60mm on the screen. The scale bar on the new40x. jpg is 30mm and represents 0. 2mm. What is the actual size of the larva? _________________________Do not put the compound microscope back in the cupboard you will need it later this afternoon. Points to remember concerning microscopes 1. Always work with a clean microscope. Use only the lens paper provided. Don't forget to clean the slide too! 2. Always locate the specimen under low power and work your way up to the high power objective. 3. Never use the coarse focusing knob when the high power lens is in position. Use only the fine focus knob. 4. Never use the 100x in 1st year labs (we didn’t teach you how) 5.Always readjust illumination whenever you change the objective. Too much light will give you a blurry image that you cannot focus on. 15 Lab1 ? Microscopy The stereoscopic microscope (dissecting microscope) The stereoscopic microscope, also called stereoscope or dissecting microscope, is used to view objects that are too large or too thick to observe under the comp ound microscope. Stereo microscopes are always equipped with two oculars producing a stereoscopic or three? dimensional image. Unlike the compound microscope, the image is not inverted.Our stereo microscopes provide magnification in the range of 6. 7X ? 45X using a zoom? type lens system. By rotating a dial located on the right side of the stereo microscope head, the viewer obtains a continuous change of magnification. Our stereo microscopes can be used with reflected or transmitted light. Reflected light is directed unto opaque specimens from above and is reflected to the viewer. Transmitted light is used with translucent specimens and passes through the specimen from beneath the stage and into the viewer's eyes.Use of the stereoscopic microscope 1. On the Biolabo home page left click on Stereoscope (Dissecting microscope) and then on Stereoscope setup. 2. Click on Step 1 and read it carefully. Obtain a stereo microscope from the same cupboard as your compound microscope if you haven’t yet. 3. Click on and read steps 2 through 7. 4. Place a coin on the stage. 5. Using the focussing knob on either side of the arm, lower or raise the objective until the coin is in focus. Examine it in both reflected and transmitted light.Which is best for an opaque specimen? Try t he various magnifications by turning the zoom knob. The reflected light source is similar to a spotlight and its orientation can be adjusted manually. Try rotating the light upwards and downwards. 6. Examine other materials such as brine shrimp larvae (Artemia) in a watch glass using both reflected and transmitted light. Add 1? 2 drops of â€Å"proto? slow† solution to slow down the larvae. Estimate the actual size of one larva: __________ 16 Lab1 ? Microscopy Prokaryotic and Eukaryotic cellsIt has long been recognized that living organisms are composed of basic structural and functional units called cells. Cells can be divided into two general type s: prokaryotic and eukaryotic, based on the presence of a nucleus and other membrane bound organelles in the latter. Prokaryotic cells belong to 2 big groups: archaea and eubacteria. They are usually smaller than eukaryotic cells (typically 1? 5 µm). These unicellular organisms may be small, but they are the most abundant organisms on the planet, representing about half the biomass (Biology, Brooker et al. 010, McGraw? Hill&Ryerson). They are devoid of membrane bound organelle such as the nucleus, mitochondria or chloroplasts. Their genetic material is usually composed of one circular chromosome plus other extra chromosomal elements called plasmids. Euka ryotic cells are usually much larger. They possess a membrane bound nucleus, their organelles are more complex and numerous, and their genome is larger than prokaryotes. Eukaryotic organisms can be uni? or multicellular. You will have a chance to observe many eukaryotic cells during this semester: Amoeba, Lilly, Whitefish†¦.In today's exercise you will take a first look at the similarities and differences between prokaryotic and eukaryotic cells as well as the diversity within these groups. You should familiarize yourselves with a whole array of cellular structures and organelles you will probably encounter during the course of this exercise. Before your scheduled lab session, write down the definition and function for each of the following terms: plasma (cell) membrane, cell wall, protoplast, cytoplasm, vacuoles, nucleus, nucleolus and chloroplasts.Eukaryotic Cells: Elodea (plant) 1? Get a young green Elodea leaf from the jar. Mount it in a drop of water on a clean microscope slide with the convex side of the leaf uppermost. Cover the preparation with a coverslip. 2? Observe the preparation at 4X, then at 10X. If you see brownish oval structures on the leaf surface, ignore then. These are probably epiphytic diatoms. Concentrate your attention on the cells near the cent ral rib at the base of the leaf and on the marginal cells at the edge of the leaf. Can you distinguish several layers making up the leaf? ____ ? What is the average length ______ and width ______ of the cells in micrometres? 17 Lab1 ? Microscopy 3? Focussing at 40X locate the cell wall, the vacuole, the cytoplasm and the numerous green chloroplasts. ? What important biological process takes place in the chloroplasts? _____________________________________ ? What pigment is responsible for their green colouration? ________________________________________________ ? What is the shape of chloroplasts? ____________________________________________ ? Are the chloroplasts moving? What sort of movement? ____________________________ _____________________ ? The phenomenon you are observing is called cytoplasmic streaming or cyclosis. What do you think the function of such a process could be? ___________________________________________________ 4? You have probably realised that the plasma membrane cannot be seen in plant cells. It is too thin to be resolved with the compound microscope.In order to see the true limiting boundary of the cytoplasm it is necessary to treat the cells in such a manner that the plasma membrane becomes withdrawn away from the rigid cell wall. This can be done by placing the cell in a strong salt solution. This will cause water toà ‚ diffuse out of the cell by osmosis, thereby decreasing the cell volume. The unaffected cell wall remains in its original state. What can then be seen is a space between the cell wall and the limiting boundary of the protoplast (the cell minus the cell wall) which thereby becomes visible. Remove your Elodea slide from the microscope stage. Delicately remove the coverslip, add one drop of 5% NaCl solution then put back the coverslip on your preparation ? Refocus at 40x (don't forget: you must first focus at 4X, then 10X and finally at 40x). ? Are the cells plasmolyzed? (If not wait a while longer). How do they look like now? __ ____________________ ? Has the cell wall been affected? _________________ ? What becomes of the large central vacuole during plasmolysis? ______ _______________________________________________ Take a picture of a plasmolyzed Elodea cell. How does it compare to the previous picture? 18 Lab1 ? Microscopy Prokaryotic Cells: Lyngbya (eubacteria: cyanobacteria) 1. Take a close look at the sample in the jar. Which colour would best describe its appearance? ___________________ 2. Prepare a wet mount of fresh Lyngbya by the following procedure: ? With forceps or an eye dropper, put a very small amount of green matter on a clean slide ? Add a drop of water from the jar. ? Carefully place a co verslip over it. Make sure it lies flat on the preparation.Don't worry if there are just a few air bubbles. With practice, your skills will improve. However, if too many air bubbles are present, your preparation risks to dry out very quickly during viewing, compromising your observations. 3. Starting with the 4X objective, focus on your preparation. ? Can you see numerous green filaments? _______ ? Are the filaments moving? __________ 4. Switch to the 10X then the 40X objective and focus using the fine focus knob only: ? Do you see the individual cells making up each filament? ________ ? Estimate the width of one filament in micrometres:_______ What’s the filamentà ‚ width in millimetres (mm)? ________ ? REMEMBER: You are working with living cells. Work quickly and keep your specimen wet at all times. Dead, dry or damaged biological preparations are useless. Returning the microscopes after use After completing all observations, turn and click the low power objective (4X) on the compound microscope into position. Remove the slide from the stage and return it to its correct box. Wipe the stages with a clean paper towel. Carefully disconnect the camera from the firewire cable.Make sure you turned off the light on each microscope, then unplug the power cord and make a loose coil of it around the eyepieces. Return the microscope in the cupboard. 19 Lab1 ? Microscopy TAs will check that you properly returned the microscopes in the cupboard with the cord properly attached and no slide present on the stage. You will lose marks for this lab (and other labs) if you don’t do so. Evaluation A short quiz on microscope components, specimen observations and measurement of objects will take place at the beginning of Lab2.Be on time, the quiz will start at 2:30. References: 1? Metric system (see also appendix IV at the end of lab manual): 1 centimetre cm = 10? 2 metres (m) 1 millimetre mm = 10? 3 metres 1 micrometre ? m = 10? 6 metres 1 nanometre nm = 10? 9 metres 2? Size of camera field of views (fov): Table 2: Fields of View: Olympus CX41 Compound Microscope Objective 4X 10X 40X 100X Camera field of view (width in mm) 1. 75 0. 70 0. 175 0. 070 Table 3: Fields of View – Olympus SZ61TR Dissecting Microscope Zoom 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 â€Å"Whiff of grapeshot†– 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 enemy’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 Caporal†or in English â€Å"Little Corporal†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 France’s poor economy tremendously. Napoleon negotiated a treaty called Campo Formio with Austria. Austria gave up it’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 English’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 Napoleon’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 of†¦show more content†¦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  | 3 Pagesand blindness that was afflicting the black race in America.†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 race’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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