National Centre for Missing and Exploited Essay Example for Free

National Centre for Missing and Exploited Essay With the advancement of technology; Desk top computers, lap tops or note book computers, PDAs, Mobile hand sets etc. and with the aid of wired and wireless networks, access to Internet world or Instant Messaging (IM) opened up a whole new dimension of human experience. Cyberspace has been mentioned so often that it may at this point seem trite and overly commercialised. Cyberspace is currently used in a primarily symbolic sense and is mostly associated with the Internet. When a user sits in front of a computer and switches it on, they can bring up an environment of hypertext. It can seem like there is, behind the screen, an immense reservoir of information, which is also constantly being added to. A user is certainly aware that the people and processes that generate this information, and places where the information is stored, are not behind the screen or in the hard drive, but we nevertheless take the computer as a gateway to another place where other people have done similar things. Conceptually, we tend to envision a non-physical space existing between here and there, and believe that we can access that space by utilizing computer-based technologies. We send messages to others by e-mail, or talk to others in a chat room. Cyber-culture is significant, but it is still non-consequential at the ontological level. The more exciting thing is that cyberspace and virtual reality can go even further. Combining it with the technology of teleoperation, we can enter into cyberspace and interact with artificial objects to manipulate the actual physical process. Cyberspace hasnt yet replaced the telephone, but instant messaging is becoming an indispensable means of teen socialization, according to a study out. Nearly three out of four online teens 13 million use instant messages (IMs), according to the study of kids ages 12 to 17 from the Pew Internet American Life Project. It clearly states that teens are fond of using instant messaging to pass information for various purposes. Cyberspace attracts teens who are between 14 and 16 year old, said Lisa Carlton. Instant messaging, which requires downloadable software (or comes built in with America Online and some other Net providers), allows users to carry on one or more real-time conversations simultaneously in text windows that pop up on a users computer screen. The above report says teens use IMs to communicate with teachers about schoolwork, flirt, ask someone out and even break up. Most of the teens realize that messaging system has become part of their life up to some extent. Some newer concepts of instant messaging try to make a decentralized instant messaging system via peer-to-peer technology. In such a system, a distributed hash table lookup is used to determine if buddies are online or not. This approach tries to make instant messaging independent of a central authority. Everything they talk about in the offline world has migrated online, says Pews Amanda Lenhart, principal author of the study. Some of the most difficult conversations these kids have happen over instant messaging. On average, a teen IM session includes online chat with more than three friends simultaneously, Pew says. This survey provides basis for teens trends of modern living. Instant messaging, a skill, maybe an ability, but its something our young people can do, says Joseph Walther, a communications professor at Rensselaer Polytechnic Institute in Troy, N. Y. , and editor of the Journal of Online Behavior. He says researchers at Cornell University define split or simultaneous attention as the capacity to do two different communication skills at the same time. Among other findings, Most online teens (69%) engage in IM conversations several times weekly; 35% IM every day; 45% IM every time they go online. Close to half of teens (46%) say they spend between a half-hour and an hour on instant messaging each session; and an additional 21% say they spend more than an hour on a typical session. Time span of using instant messaging system by teens reflects their requirement for availing these services to utilise every moment of life purposeful. But theres a flip side to continuous conversation. Cornell found that some students were using wireless devices to IM friends during class while pretending to take notes and had lower grades. Another study released last month found that college students -especially lonely freshmen -who stayed up late to IM friends tended to miss more classes and be unprepared for coursework. This is a drawback of such an advanced technology and students must be trained for proper utilisation of services. (USATODAY. com) Another report published in USA TODAY indicates- Thirteen-year-old singer Brittney Cleary wanted to debut with a song most kids her age could relate to. So she picked a tune about love. Her song is called IM ME, a reference to instant messaging, the online technology that allows computer users to carry on typewritten, private conversations in real time. Cleary, who lives in Nashville, Tenn. , says she and her buddies talk online about everything. David Silver, director of the Resource Centre for Cyber culture Studies at the University of Washington, likens abbreviated instant messaging talk to slang derived from hip-hop music. In some ways, its very clever, Silver says. Like other forms of slang, it allows youth to talk amongst themselves without adults really understanding what theyre saying. Consider, for example, the online term POS: parent over shoulder. Silver jokingly calls Clearys song the fall of Western civilization. But he adds, Actually, Im kind of wondering why it took so long. It really does reflect the rapid mainstreaming of cyber culture into American culture and especially youth culture. From the mundane to the emotionally charged, there are no limits to the ways todays kids connect and bond over instant messages (IMs) those pop-up text windows used for carrying on real-time conversations online. Its not just empty rattle on. Theyre using (IMs) to have difficult conversations- someones talking behind your back and you want to confront them, says Amanda Lenhart of the Pew Internet American Life project. Its survey, finds that nearly three-fourths of online kids ages 12 to 17 rely on IMs to keep in touch with friends. For example-Caroline Barker, 16, is among 35% of teens that use IMs daily; she chats with about 10 close friends and 50 acquaintances in the Bethesda, Md. , area. Its especially good for making plans, or if youre just bored, she says. Teens offer insight to the complex social rules that come with a form of communication that still has many adults bewildered. We see teens up at all hours of the night IM-ing. Thirty years ago, teens were on the phone all night, says Joseph Walther, editor of the Journal of Online Behavior. This could be another step in our own communication evolution. Pews survey of 754 teens finds that face-to-face interaction and phone contact have been partially replaced by IMs. Teens use them to nurture friendships, begin and end romantic relationships and mediate difficult conversations with the emotional distance the Net provides. Pew says 17% of the teens have used IMs to ask someone out, 13% to break up. Sometimes IM misunderstandings (text messages lack body language and voice tone) can spark hurt feelings and feuds, but different fonts and keyboard symbols can make smiley or sad faces, known as emotions. For Barker and her friends, even the subtle difference between Hi and Hey that most adults dismiss sets the whole mood for a conversation. â€Å"Hi is formal, and it means you’re busy and you don’t really want to talk. Or maybe you’re mad about something,† explains Hillary Lowenberg, Hey is more open and informal and friendly, and you’re in the mood to IM. † Many people find instant messages intrusive, and 57% of teens surveyed said they have blocked IMs, and 64% have refused to respond to IMs from someone they were mad at. Still, 48% of online teens believe IMs, warts and all, improve friendships. Among frequent users, 60% say it helps friendships. While 61% of teens agree that the Internet is not ideal for making new friends, they use Net tools to broaden their networks of friends. Pew used several teen focus groups and online discussions to delve more deeply into teen Net use. Some teens say they give out their IM user name instead of phone number to new friends or potential dates. Many believe that instant messaging allows them to stay in touch with people they would not otherwise contact for instance, those who are only casual acquaintances, or who live outside their communities, the report says. More than 90% of teens surveyed said they IM with friends who live far away, such as those they met at camp. The study found a growing number of teens sharing passwords a practice Internet service providers warn against. But more than a fifth of Pew respondents (22%) say theyve done it. Its a new symbol of trust and friendship, says Pew project director Lee Rainie. In the pre-Internet days, one way to show how fond you were of someone was to give out a locker combination. Lenhart notes that parents are a little mystified about why kids find this a satisfying conversation. If you didnt grow up with it, youd think in some way it was less than a face-to-face. But 64% of teens say they know more than their parents about using the Net — and 66% of parents agree. According to BBC NewsUS teenagers prefer instant messaging rather than e-mail to stay in touch with each other, research shows. A Pew Internet and American Life Project study found online teens are increasingly tech-savvy. Nearly nine out of 10 teenagers say they use the net, up from 74 percent in 2000, according to the Pew study. While e-mail is seen as a tool for communicating with adults, instant messaging was proving the most popular way to chat with friends. Three-quarters 75% of online teenagers in the US have used IM, the survey found, with personalised features proving popular. Features such as buddy icons are a popular way for teenagers to express and differentiate themselves. Major activity teens do online are-Send or read e-mail: 89%Visit websites about TV, music or sport stars: 84%Play online games: 81%Online news: 76%Send or receive instant messages: 75% half of these say they go online every day, according to the Pew study. The amount of time American teenagers are spending online and the range of things they are doing have both increased. Just over 50% of those online use a broadband connection, 81% play games online, 76% get news online and 43% make purchases. Increasing numbers of teenagers live in a world of nearly ubiquitous computing and communication technologies that they can access at will, said report co-author Amanda Lenhart. Their fondness with being online even extends to when they are physically away from the computer. Instant Messaging away messages, in effect, maintain a presence in this virtual IM space, said co-author Mary Madden. The power users of the online teen world are girls aged 15-17, the survey found. Some 97% of this age range has used instant messaging, and 57% have sent a text message. They are also more likely to have bought something online and used the web to search for information on health, religion and entertainment topics. A representative sample of 1,100 teens between 12 and 17 and their parents in the US were interviewed by phone. Teens and youth are excessively using IMs, It is imperative to develop certain rules and preventive measures to protect them from technology hazards. A Resource Guide for Parents covers a broad range of Internet privacy and safety topics. There are no easy answers to ensure your child has harm-free experiences on the Internet. Likewise, there are no truly effective technology-based solutions. In the final analysis, there is no substitute for parental involvement in childrens exploration of cyberspace. Following are certain measures to be taken care of- -Privacy policy. Read the privacy policy statements on the web sites visited by your children. Teach older children to do the same. -Encourage your children, especially teens, to take responsibility for their online behavior by establishing a contract with them. The Federal Trade Commissions Site seeing on the Internet provides sample language, -Family rules. You can establish family rules for online computer use. Among those suggested by the National Centre for Missing and Exploited- -Tell your children never to give out identifying information such as family information, home address, school name, or phone number in chat room discussions and when visiting web sites, Explain to children that passwords must never be given to anyone else, even someone claiming to be from the online service, Warn your children not to respond to messages that are threatening, suggestive, demeaning, or otherwise make you or the child uncomfortable. Tell them to report such messages to you. The psychological qualities of cyberspace are determined by the hardware and software that constitute computers and the online world. An Op has the power to throw you off an IRC channel; lag can destroy conversation in a chat group; the reply-to in listserv group might send your e-mail to the whole list or just to the sender of the message. All of these factors affect the psychological feel of the environment. With the rapid advancement of wireless network technologies, wireless communications and mobile-based information services are changing people’s life style. How to provide mobile users with cost-effective wireless information services is becoming a hot topic for wireless vendors References: 1) Jon Ippolito (December 1998–January 1999). Cross Talk: Is Cyberspace Really a Space? . Artbyte: 12–24. 2) USA today, 06/12/2001, 2001 The Associated Press 3) Karen Thomas, USA TODAY, 2006 4) Christine Morente, Teen find support in cyberspace, San Malco County Times, January 4, 2005. 5) Malcolm R Parks; making friends incyberspace, Vol-46; 1996 6) BBC News, 28th July;2005 7) Gao, J. ; Modak, M. ; Dornadula, S. ; Shim, S. ; e-Commerce Technology, 2004. CEC 2004. Proceedings. IEEE International Conference on 6-9 July 2004 Page(s):337 341

Prejudice, Stereotyping and Discrimination on the Web Essay Example for Free

Prejudice, Stereotyping and Discrimination on the Web Essay People think that racism and discrimination doesn’t exist anymore, but surprisingly they do; both existed throughout human history. Discrimination may be defined as a negative, harmful behaviour toward people based on their group membership. Whereas prejudice which is an opinion rather than a fact; is a negative attitude toward members of a group, that is often very strongly held. Stereotypes are individuals beliefs that members of a group share particular attributes; someone might think that Arabs are terrorists, or doctors are intelligent and compassionate. Unlike prejudice and discrimination-terms that refer to negative attitudes or actions- stereotypes can be either positive or negative. The Palestinian-Israeli conflict will never end, and each individual has a different opinion about it. Ahmed Ramie is a Moroccan-Swedish writer and Holocaust denier, also the founder of the radio station Radio Islam which now operates as a website. Radio Islam is a website owned by a group of freedom fighters from different countries in support of Ahmed Ramies global struggle. Radio Islam is a website that is trying to promote better relations between the West and the Arab and Muslim World; its against racism of all kids and forms also against all kinds of discrimination of people based on their color of skin and faith. Meta-Stereotypes are a persons belief about the stereotype that out-group members hold concerning his or her own group; for example Arabs would believe that Jews hold a negative stereotype of their group (terrorists). Meta-stereotype differs depending on each group; Arabs may hold negative stereotypes against Jews (Occupants). Each group may hold different opinions; Palestinians may consider that their victims of the chosen people (the Jews). Each group believes that they hold the right opinions about others and some of them would never change their opinion. Another hate site that depicts hate towards Jews is Kinsman Redeemer Ministrie, Pastor Mark Downe is strongly honest with his opinion towards Jews, and his title is why we hate Jews. Scapegoat theory is a theory proposing that prejudice occurs because members of dominant groups use discrimination against members of weak target groups to vent their frustration and disappointment. People become frustrated during difficult economic time and tend to take out their frustration on weak targets, for example Jews in Nazi Germany in the late 1930s when Hitler roused anger against Jews by claiming they had too much economic power and blaming them for the impact of the worldwide depression on Germany. Jews were an outcast that many Germans disliked, but when Hitler started his campaign of propaganda, some Germans followed his league. But theres a difference between these two sites; Radio Islam is against Zionism not Judaism, where Kinsman Redeemer Ministries talks specifically about Jews and lists different reasons why people should hate them. One man started this propaganda and changed the whole world, now Hitler is gone but people still carry on with his campaign and spread the hate and racism among others. People should be more considerate about other peoples opinions and beliefs and not hurt them by hate websites or picking on them. Each person in this world is a unique individual who shouldnt be judged based on his/her religion, color, sexuality or ethnicity. Prejudice against overweight women is common now a day, people who are overweight are the targets of widespread prejudice and discrimination, and they may find difficulties finding a job or travelling. Some groups hold hate towards other overweight people, they believe that the fat gene is not an excuse and obesity should not be common among us. If an obese saw a hate website about overweight groups they would feel ashamed and upset that they would eat more rather than fixing their problem. Old-Fashioned Prejudice is one of the forms of prejudice; the Ku Klux Klan (KKK) is name of three distinct past and present right-wing organizations in the United States. After the American Civil War the KKK was created on December 24, 1865, this group represents the White Christian civilization they believe in many concepts and rights that should be essential to civilized and moral society. Some people might find them as ignorant and racist but they are certainly convinced about their beliefs and actions towards illegal immigrants and black people. On one of the hate websites KKK they mention white all the time that others might be offended and bothered, their mission is to live in a country with white people only. Again Frustration caused this group it started after the War before that people didn’t mind black people. Martin Luther King has become a human rights icon and he represented all African Americans; he fought for their rights since the 50s. Throughout the history till the present African Americans still might feel discriminated and an outcast. Stereotypes is a huge effect on people and how they feel about others, a kid might not think of a Black man in the middle of the night as a killer or a thief but as this kid grows older and starts watching television and surfing the internet this persons thoughts will change and develop hate towards Black people and somehow fear. In all I would like to wrap up this assignment with saying that Im totally against judging a book from its cover, some people might hate all Jews because some of them occupied Palestine or some Jews would hate all Germans because some of them slaughtered them. But I think thats not only racist but its ignorant, all people should be treated the same and those hate websites can convince teenagers to turn into a hater and Im surprised how they exist from the first place. Websites I visited: -http://radioislam. org/islam/english/index_zion1. htm -http://www. kinsmanredeemer. com/WhyWeHateJews. htm -http://ihatefatpeople. wordpress. com/ -http://www. kkk. bz/.

Study On The Portuguese Conquest History Essay

Study On The Portuguese Conquest History Essay The Malacca, because the strategic position on the strait bearing the same name, it become more and more important for trading and shunting of spices like pepper, cloves, ginger, cinnamon, and nutmeg. The Malacca also become a remarkable trading center or port for all the merchants from all the Asian nations of the time, for example, Persia, Arabia, China, India, Bengal, Indonesia, Ceylon, and Japan. After Portuguese conquering Goa in India, the Portuguese start awareness about the importance of Malacca. They started to gather all the information about the Malacca from every seaman who came to Goa. In order to access the strength of Malacca, an expeditionary force was sent there in five ships commanded by Diego Lopez de Sequeira and they arrived in Melaka on 11th August 1509. After that de Sequeira sent one of the captains ashore and negotiated with the Sultan of Malacca. But this action has been failed because of Indian and Arab Muslim persuaded the Sultan and the Bendahara of Malacca does not trust the Portuguese. At the end many of the Portuguese were capture and imprisoned by the Sultan Malacca. In 1511, Afonso de Albuquerque, the Governor and Captain-General of the East were decided to organize an expedition to conquer Malacca. Afonso de Albuquerque collected a fleet of 18 ships and 1,400 men and arrived the Malacca harbor on 1st July 1511. The Afonso de Albuquerque demanded the return of prisoner but the Sultan of Malacca, Sultan Mahmud Syah made an excuse to delay the time so that they can strengthen the fortifications and stockades on both sides of the bridge and the river but Afonso de Albuquerque didnt waste their time. When 25 July 1511, they attacked the town by concentrating attack the assault on the bridge on the river dividing the town. After released the Portuguese prisoner, Afonso de Albuquerque was not satisfied, when 25 July 1511, he ordered attack again on the city. The city was divided into two parts, which is the main town on side of the river, and the suburbs where the traders lived on the other. But this time of attack was failed; they forced to retreat w hen at nightfall. After a few days preparation, Portuguese attacked Malacca again and this time finally Malacca fell to the Portuguese on August 1511. On 24 August 1511, Portuguese discover Sultan Mahmud Syah and his family escape and retreat to Ulu Bertam, Pahang. Portuguese sacked the town, but following Albuquerques orders, they respected the property of those who sided with them. After conquest Malacca, to strengthens and defend the Portuguese base, Portuguese immediately built a fortress which is call A famosa on the south side of the Malacca river. Beside built the fortress, Portuguese also built Governors Palace, the Bishops Palace, the Government council chambers, several churches, barracks, two hospitals, monastery and a prison. Ruy de Brito Patalim was appointed by Albuquerque as the Governor and Nina Chattu as the Prime Minister. After established the Malacca, Albuquerque was encouraged the merchants to reopen their businesses and built up the friendship to Siam, Java, China, and to the Moluccas island. In order to make buying and selling easier, Albuquerque issued a new coinage at Melaka. Although most of the trading was done by barter, there was some trading by using the Malay tin coins. The new Portuguese coins were of tin or copper, silver and gold. Although Malacca had fallen to the Portuguese, the Sultan Mahmud Syah have a base at Johore. During from 1511 till 1526, Sultan Mahmud Syah and his son Sultan Ahmad had continuous sent their army to attack the Portuguese. At the end, in 1583, a peace treaty was signed. However, the Portuguese strong enemy is Acheh in North Sumatra, which was across the Straits of Melaka. It is because the Sultan of Acheh was the champion of Islam and have a big trading pepper in Sumatera. The Sultan of Acheh wanted to capture Melaka and attacked it several times, but at the end they were not successful. In 1602-1603, the Dutch blockaded Malacca by sea, but this was only a first timid attempt. In 1606, Johore and the Dutch concluded an alliance against the Portuguese and in 1607 they set again the town under siege. The Dutch made several fruitless attempts between 1623 and 1627, and in 1633. The defenders of Portuguese run out of their gun power and with a severe scarcity of food when the last siege of combining the Dutch-Johore fleet of 1.500 Dutchmen, 1.500 Malays, 12 Dutch ships, 6 sloops and 40 Johore vessels during in June 1640. Dutch commander Willmsoon Kartekoe ordered the last desperate assault on January 1641 but the Portuguese defender made a fierce resistance and finally Dutch driven back. But in situation desperation, honourable terms of surrender have been offered by Dutch commander to Portuguese and the Portuguese commander accepted the generous terms. After the Portuguese commander dying, he was buried by the Dutch with military honours in the church of Sà ¢Ã¢â€š ¬Ã‚ ¢o Domingo. The city of Malacca was thus in Portuguese hands from 24 August 1511 till 14 January 1641. Reason Portuguese venture to the East The  Portuguese  were the first Europeans to dominate trade in SEA and the first to set up trading posts in military-occupied ports . They defeated Moslem naval forces in 1509 and seized  Malacca  in  1511  , until the Dutch captured it in  1641. Southeast Asia felt Portuguese impact the least. The Portuguese controlled only the small territory of East Timor During the 15th century, Portugal heralded its Age of Discovery and became inexhaustible in its quest to discover foreign lands and expand its tiny kingdom. Initiated by Infante Don Enrique, popularly known as Prince Henry the Navigator (1394-1460), who encouraged his people to increase their knowledge and expand their trading activities to the Far East, the Portuguese embarked on countless missions by land and sea. Their purpose, in addition to searching for Guinea gold and expanding their tiny kingdom to become one of the most powerful nations in the world, was to spread the Christian Gospel and reduce the influence of Islam in the East. Portuguese were bent on spreading the gospel to the East and replacing Islam with Christianity. The Portuguese also had another important reason to venture to the East is to search for Guinea gold where precious Asian spices which had become essential in their part of the world, in flavouring and preserving their food. Keeping consistent in their animosity against the Muslims and fuelled by their search for Asian spices, the Portuguese were intent on diverting the Asian spice trade away from the Muslims. The only way to do this was to stop obtaining the Asian spices from the Muslim Empire in Egypt and Syria, and instead, chart a new spice route around the Cape of Good Hope. The efforts of the Portuguese made them the first European nation that came to the South East Asia in search of Asian spies. Another reason for the Portuguese venturing to the East is to search for the mythical priest-king, Prester John, ruling over a powerful Christian kingdom in known as, the Indies. They believed that with his help, they could conquer the Muslims in the East. In addition, since Muslims had dominated the route via land, they decided to find a new route by sea to the East. The Administration of Portuguese in Malacca Captains-Major of Malacca (1512-1641) Captains-Major From Until Rui de Brito Patalim 1512 1514 Jorge de Albuquerque (1st time) 1514 1516 Jorge de Brito 1516 1517 Nuno Vaz Pereira 1517 1518 Afonso Lopes da Costa 1518 1519 Garcia de Sà ¡ (1st time) 1519 1521 Jorge de Albuquerque (2nd time) 1521 1525 Pero de Mascarenhas 1525 1526 Jorge Cabral 1526 1528 Pero de Faria 1528 1529 Fortaleza de Malaca Fortaleza de Malaca is a fortress system which is a quadrilateral tower. It was constructed at the foot of the fortress hill, next to the sea. To its east was constructed a circular wall of mortar and stone with a well in the middle of the enclosure. This construction is fully fortify the fortress hill. The four gateways were built for the cities are Porta de Santiago, The gateway of the Custom House Terrace, Porta de Sao Domingos, and Porta de Santo Antonio. All of these gateways only two were in common use which is Gate of Santo Antonio and the gateway of the Custom House Terrace. Gate of Santo Antonio is linking to the suburb of Yler and gateway of the Custom House Terrace giving access to Tranqueira and its bazaar. Porta de Santiago porta de santiago.jpgporta de santiago2.jpg The Porta de Santiago is one of the four main gates of the A Famosa fortress. It was built by the Portuguese in 1512 under the command of Alfonso de Albuquerque. This magnificent fort had successfully protected the Portuguese position in Melaka, until it was overrun by the Dutch. It was damaged during the attack, but the Dutch later repaired and renamed it VOC with an embossed emblem. But unfortunately what is left until today is nothing more than a gateway called Porta de Santiago. The town of Malacca during the Portuguese era Tranqueira The most important suburb of Malacca is at Tranqueira. The suburb was rectangular in shape, with a northern walled boundary, the straits of Malacca to the south and the river of Malacca and the  fortalezas  wall to the east. It was the main residential quarters of the city. However, in war, the residence of the quarters would be evacuated to the fortress. Tranqueira was divided into a further two parishes, which is Sà £o Tomà © and Sà £o Està ªvà £o. The parish of S.Tomà © was called  Campon Chelim  or we call it Kampung Keling. It was described that this area was populated by the Chelis of Choromandel. The other suburb of Sà £o Està ªvà £o was also called Campon China  or Kampung Cina. Erà ©dia described the houses as made of timber but roofed by tiles. A stone bridge with sentry crosses the river Malacca to provide access to the Malacca Fortress via the eastern Custome House Terrace. The center of trade of the city was also located in Tranqueira near the beach on the mouth of the river called the  Bazaar of the Jaos  that is Javanese. Tranqueira, this part of the city was still called  Tengkera. Yler Yler or we call it Hilir roughly covered Buquet China which is bukit cina and the south-eastern coastal area. The important water source for the community is the Well of Buquet China. The Church of the Madre De Deus and the Convent of the Capuchins of Sà £o Francisco is at the Buquet China. Another notable landmark included Buquetpiatto which is built piatu. The extreme boundaries of this unwalled suburb were said to be as far as Buquetpipi and Tanjonpacer. Tanjonpacer or Tanjung Pasir was later renamed Ujong Pasir. A settlement of Portuguese descent community is located there in present day Malacca. This suburb of Yler is now known as Banda Hilir. Sabba The houses on this suburb were built on the water edges of the river. Some of the original Muslim Malay inhabitants of Malacca lived in the swamps of  Nypeiras  tree, where they made  Nypa wine by distillation for trade. This suburb was considered the most rural, being a transition to the Malacca hinterland, where timber and charcoal traffic passed through into the city. Several parishes also lie outside the city along the river. In later periods of Dutch, British and modern day Malacca, the name of Sabba was made obsolete. However, its area encompassed parts of what is now Banda Kaba, Bunga Raya and Kampung Jawa in Malacca city. The monetary system in Malacca In 1511, the ViceRoy of India, Afonso de Albuquerque, invaded Malacca. The Portuguese ruled Malacca for 130 years. In January 1641 the Dutch took hands of Malacca. Portuguese coinage in the East Indies was struck at Malacca from the year of its conquest 1511, until the Dutch occupation in 1641. Base metal coins were struck for the Portuguese sovereign Emmanuel (1495-1521) and his successors, silver from the reign of Philip II (1598-1621) and Philip III (1621-1640). The Portuguese only focus on doing main business after conquers the Malacca. In India and Malacca, the first thing Portuguese will did wherever they were was to strike coins with which to do that business. In 1511, Portuguese were struck a few gold and silver coins and a set of denominations in tin by the governor da Albuquerque opened a European style establishment. Although there was already have a mint in Malacca. The gold and silver were struck mostly to demonstrate sovereignty, and were sent back to Portugal to show the king that he had a new piece of real estate.  There were basically 3 denominations of tin coins struck at the Malacca mint: big ones called bastardo, their tenth, called soldo, and later a tenth soldo, called dinheiro.   The weight relation of the bastardo and soldo started out fairly correct, but the bastardo became light fairly quickly, and the soldo, and later the dinheiro, became tokens.   Latterly, a half dinheiro, or bazaruco, was struck.   Over the 130 years of Portuguese occupation about 20 tin types were struck, in several dozen major and minor varieties.  Ã‚  During the closing decade of the Portuguese period, there were also some silver coins struck at the Malacca mint, for example, tangas, multiples, and fractions.  In addition, a few silver and gold coins were struck at Goa and Lisbon for Malacca. All there are extremely rare. The Portuguese Currency In 1511, during the reign of King Dom Mnuell, the gold and silver coin were struck in Malacca by mind set up by Governor Alfonso DAlbuquerque from the first year of the occupation. Among the initial currency issues were the commemorative Catolico and the Meio Catolico, both minted in gold and, the third commemorative in silver, the Malaques, named after Malacca.   During the reign of King Dom Joao III, the De Castro issue and the Malacca Mint issue are two separate coinages in Malacca. The De Castro issue was struck during the governorship of Dom Joao de Castro, the 4th Viceroy of Indis (1545-1548) was in gold as well as in tin. The gold coins were the Escudo de Sao Tome and the Quarter Escudo de Sao Tome, minted in Lisbon and Goa for circulation in India and the ten Portuguese territories. The tin coins were the Bastardo, Soldo and Dinheiro which were also minted in Lisbon for circulation in Malacca. The coinage of King Dom Sebastiao, the tin coins have the different distinctive between bastardo, Soldo and Dinheiro. On the Bastardo, the armillary sphere was replaced by crossed arrows and the letter S B. The Soldo had either double arrows a or triple arrows and the letters B A, for the Dinheiro, there were at least two issues, one with the armillary and triple arrows; on the other sailing ship replaced by the sphere   During the reign of King Dom Felipe II (1598-1621) there had been no official record of any coins minted at or for Malacca market. Only the silver piece known by us and there is no distinctive tin coins appear to have issued by the Malacca Mint. They were only in four denominationa, the first is Half Tanga, the second is Tanga, the third is Double Tanga and the forth is Quadruple Tanga. This Quadruple Tang was struck between the years 1633-1636 at the Malacca Mint or may be at the Goa Mint specially designed and issued for Malacca. All denominations of silver Tanga of Malacca with the mintmark of A M or M A of the Malacca Mint. Dom Manuel I 1495 1521 second issue Dom Manuel.gifsecond issue Dom Manuel reverse.gif Second issue  1512 1515 (De Brito Patalim ´s coinage). Bastardo, pewter, 49,06 gram, 37,5 mm. Obverse: Sphere with legend around: D(om) M(anuel) P(rimeiro) R(ei) DE PV(rugal) S(enh)OR D(a) I(ndia) E MALA(acca) Reverse: Cross of the Order of Christ with legend around: CRVX XPI NOSTRE SPES VNICA Shaw Kassim 7, E.E.Sim   cfr. E1 35 Third issue Don Manuel reverse.gifThird issue Don Manuel.gif Third Issue  1517 1521 These coins were issued under the authority of a new governor, Dom Aleixo de Menezes, who arrived in Malacca in June 1517. Bastardo, pewter, 13,82 gram, 29 mm. Obverse: Crowned Portuguese shield with inscription around: I EMANVEL R(EX) P(ORTUGALIA) ET A(LGARBIORUM) D(OMINUS)  ¤(G)VINE + (Manuel I King of Portugal and the Algarve, Lord of Guinea). On each side of the shield + V. The type with + V, is not mentioned in E.E.Sim. Reverse: Armillary sphere. H.T.Grogan 1296, Shaw Kassim 14, E.E.Sim %, Sim 20-25 Dom Joà £o III 1521 1557 Dinheiro.gifDinheiro2.gif Dinheiro, pewter, 1,59 gram, 19 mm. Obverse: Cross surrounded be the legend: + IOA(NNES) : III. POR(TUGALIA): ET: AL(GARBIORUM) (John III King of Portugal and the Algarve). Reverse: The Armillary Sphere Shaw Kassim 19, H.T.Grogan 1302, Sim J3.07 Dom Sebastià £o 1557 1578 Half soldo_dinheiro.gifHalf soldo_dinheiro2.gif Half soldo/Dinheiro ?,  pewter, 2,13 gram, 17-19 mm Obverse: Three arrows crossed and tied in the centre between the letters B A. Large dot on each side on the top of the central arrow. The two dots and the B A indicated perhaps it is a 2 bazarucos ? Reverse: The Armillary Sphere. The Zodiacal belt rises from the left to right. Shaw Kassim 25, H.T.Grogan 1312, Sim S.18 Bazaruco2.gifBazaruco.gif Bazaruco, pewter, 1,12 gram, 13 mm Obverse: The crowned Arms of Portugal Reverse: Cross Half soldo2.gifHalf soldo.gif Half Soldo ?, pewter, 2,46 gram, 18,5 mm Obverse: The Crowned Arms of Portugal. Reverse: A sailing ship left. Shaw Kassim 24 Sim S.19 Philip III, 1620 1640 Meia tanga.gifMeia tanga2.gif Meia tanga  (1/2 tanga) 1635, silver, 15-15,5 mm, 1,03 gram. Obverse: Crowned Portuguese shield with mintletters beside A M (Asia Malacca). Reverse: Monogram of value T A, besides D M (De Malacca), below the year 1635. 1 tanga 1631.gif1 tanga2 1631.gif 1 tanga 1631, silver, 17,5 18 mm, 3,05 gram. Obverse: Crowned Portuguese shield with mintletters beside A M (Asia Malacca) Reverse: Monogram of value T A, besides D M (De Malacca), below the year 1631. Mitchener 3156, Sim F3-24 2 tanga.gif2tangabs 2.gif 2 tanga  (half xerafins?) 1631, Silver, 25 mm, 6,04 gram Obververse: Crowned Portuguese shield with mintletters beside A M (Asia Malacca) Reverse: Monogram of value ? T A, besides D M (De Malacca), below the year 1631. The financial system of Portuguese conquer Malacca and other places In all ports controlled by Portuguese, Albuquerque instituted the system of the cartaz. Cartaz was a naval trade license or pass issue by the Portuguese in the Indian Ocean during the sixteeth century, this cartaz system is under the rule of the Portuguese empire. In 1443, Prince Henry the Navigator was initiate the licensing of vessels with consent of the king and the Pope, when he decreed a monopoly on navigation in the west African coast Portuguese Mare clausim policy in the Atlantic Ocean have been starting. All the ships began to be licensed by Portugal, which authorized and supported navigation, encouraging investment in exploration travel by Portuguese and foreigners in exchange for part of the profits. In 1502, the cartazes licensing system was created and the main purpose of this system was to ensure that merchants paid the tax in Portuguese trading posts, guaranteeing its monopoly on the spice trade and other products. It actually bring advantage to local commerce, the low cost of the cartaz system, granting merchant ships protection against pirates and rival state. They protection racket, plus customs duties and some outright piracy, raised the money to defray part of the cost of manning garrisons and maintaining the navy Under cartaz system, every vessel will be receive a document to sail in the Indian coast, no vessel was permitted to sail in the Indian coast without this document, they may risking losing their cargo or being attacked and even sunk by Portuguese. Mainly Muslim, Hindu and Malay merchant ships without this document. Every year, Portuguese fleets patrolled the coasts to require this document. As Portuguese lost influence, the issue of cartazes becomes an important source of income for the crown. The cartaz system enabled the Portuguese to exercise some control over trading networks that they could not dominate. In time, they raised further revenues by selling concessions for specific maritime trade routes to Asian ship-owners. In the mid-16th century, Asian merchants were shipping their goods on Portuguese ships and vice versa. And even the Portuguese ships were crewed by men from Arabia, Malabar, Gujarat, Malaysia and Indonesia, with perhaps one or two Portuguese officers. Pidgin Portuguese became the  lingua franca  of the Indian Ocean ports.

Assisted Reproductive Technology Essay -- Science Reproduction Pregnan

Assisted Reproductive Technology In the United States in the year 2001, 40687 babies were born as a result of 107587 assisted reproductive technology (ART) procedures (Wright, et.al, 2004). It has been estimated that one in six couples in the United States experiences some difficulty conceiving a child, and that 8.5% of married couples (2.3 million couples) in the U.S. are, in fact, infertile (Kilner, et.al, 2000; Wekesser, et.al, 1996). Assisted reproductive technology is becoming more widely available and efficient. In The Reproductive Revolution, it is stated that â€Å"considering the various configurations and technologies, there are at least thirty-eight ways to ‘make a baby’ today† (Kilner, et.al, 2000). But along with these innovations come many questions concerning the possible applications of these procedures. With the breadth and complexity of reproductive technology available today, it is important to explore not only the biological, but also the social and ethical implications of the se procedures. Procedures and Methods of Assisted Reproductive Technologies Artificial Insemination Artificial insemination is easily the oldest and simplest form of reproductive technology – it has been used for over a century. In this procedure, sperm, obtained through a donation of semen, are artificially introduced into the uterus to fertilize an egg that has been released naturally. Historically, this has been a very confidential procedure; anonymous donors are used, and often even the resulting children are unaware that they have different genetic and social fathers. The first sperm bank was established in the year 1950, and it is estimated that there could be around one million donor insemination adults in the United Sta... ...: Feminist Perspectives. Bloomington and Indianapolis: Indiana University Press. Cohen, C.B. (1996) New Ways of Making Babies: The Case of Egg Donation. Bloomington and Indianapolis: Indiana University Press. Kilner, J.F., P.C. Cunningham, and W.D. Hager. (2000) The Reproduction Revolution: A Christian Appraisal of Sexuality, Reproductive Technologies, and the Family. Grand Rapids, Michigan and Cambridge, U.K.: William B. Eerdmans Publishing Company. Strong, Carson. (1997) Ethics is Reproductive and Perinatal Medicine: A New Framework. New Haven and London: Yale University Press. Wekesser, C., et.al. (1996) Reproductive Technologies. San Diego, CA: Greenhaven Press. Wright, V.C., et.al. (2004, April 30) Assisted Reproductive Technology Surveillance --- United States, 2001. Morbidity and Mortality Weekly Report, Surveillance Summaries. 53 (SS01), 1-20. Assisted Reproductive Technology Essay -- Science Reproduction Pregnan Assisted Reproductive Technology In the United States in the year 2001, 40687 babies were born as a result of 107587 assisted reproductive technology (ART) procedures (Wright, et.al, 2004). It has been estimated that one in six couples in the United States experiences some difficulty conceiving a child, and that 8.5% of married couples (2.3 million couples) in the U.S. are, in fact, infertile (Kilner, et.al, 2000; Wekesser, et.al, 1996). Assisted reproductive technology is becoming more widely available and efficient. In The Reproductive Revolution, it is stated that â€Å"considering the various configurations and technologies, there are at least thirty-eight ways to ‘make a baby’ today† (Kilner, et.al, 2000). But along with these innovations come many questions concerning the possible applications of these procedures. With the breadth and complexity of reproductive technology available today, it is important to explore not only the biological, but also the social and ethical implications of the se procedures. Procedures and Methods of Assisted Reproductive Technologies Artificial Insemination Artificial insemination is easily the oldest and simplest form of reproductive technology – it has been used for over a century. In this procedure, sperm, obtained through a donation of semen, are artificially introduced into the uterus to fertilize an egg that has been released naturally. Historically, this has been a very confidential procedure; anonymous donors are used, and often even the resulting children are unaware that they have different genetic and social fathers. The first sperm bank was established in the year 1950, and it is estimated that there could be around one million donor insemination adults in the United Sta... ...: Feminist Perspectives. Bloomington and Indianapolis: Indiana University Press. Cohen, C.B. (1996) New Ways of Making Babies: The Case of Egg Donation. Bloomington and Indianapolis: Indiana University Press. Kilner, J.F., P.C. Cunningham, and W.D. Hager. (2000) The Reproduction Revolution: A Christian Appraisal of Sexuality, Reproductive Technologies, and the Family. Grand Rapids, Michigan and Cambridge, U.K.: William B. Eerdmans Publishing Company. Strong, Carson. (1997) Ethics is Reproductive and Perinatal Medicine: A New Framework. New Haven and London: Yale University Press. Wekesser, C., et.al. (1996) Reproductive Technologies. San Diego, CA: Greenhaven Press. Wright, V.C., et.al. (2004, April 30) Assisted Reproductive Technology Surveillance --- United States, 2001. Morbidity and Mortality Weekly Report, Surveillance Summaries. 53 (SS01), 1-20.

The Ethical Issues of Sex Pre-Selection Essay -- Exploratory Essays Re

The Ethical Issues of Sex Pre-Selection Although science is at a peak for overwhelming and astonishing outbreaks, the ethical issues concerning these â€Å"out breaks† have been inadequately addressed. As the options that couples that are desperate to have a child expand, so do too the expectations of whom the child becomes. Couples are able to choose a donor, of either gender, based on characteristics that they see fit to their liking. Although imperfect, couples now have the ability to choose their child’s gender. â€Å"Medicine tends to be patient-driven at the moment.† Said Charles Strom, MD, PhD, director of medical genetics at Illinois Masonic Medical Center in Chicago. â€Å"A patient needs something and physicians do all they can to provide that service, and that sometimes makes one shortcut the ethical considerations.† With our vast opportunities in reproductive technology, â€Å"one thing that’s not been well defined is what really constitutes research and what is [merely] improvement in clinical design,† Dr. Strom said. (Foubister) Sperm retrieval, in which an elec...

Evolution From A Molecular Perspective Essay -- essays research papers

Evolution From A Molecular Perspective Introduction: Why globular evolution? Evolution has been a heavily debated issue since Charles Darwin first documented the theory in 1859. However, until just recently, adaptation at a molecular level has been overlooked except by the scientific world. Now with the help of modern technology, the protein sequences of nearly every known living thing have either been established or are in the process of establishment, and are widely accessible via the internet. With the knowledge of these sequences, one can actually look at several organisms genetic codes and point out the similarities. Entire genomes of creatures have been sequenced, and the human genome project is well underway and ahead of schedule. With this new knowledge comes worries, for humans, however. What if the information stored in our genes was available to the public? Would insurance companies and employers base their selections on these traits? Also, with the total knowledge of every sequence of every amino acid chain in a person's genome, couldn't a laboratory perceivably reconstruct an exact copy of, or clone, that person? These are all issues that will have to be dealt with in the near future, but for now we need only concern ourselves with the objective observation of these proteins in our attempt to explain our ever mysterious origin. As humans, we are the first creatures to question exactly where we came from and how we got here. Some cling to religious creationism as a means, while others embrace the evolutionary theory. As of now, and possibly forever, neither can be proven to be absolute truth with hard facts, and both have their opposing arguments. The point of this paper being composed is not to attempt to abolish the creationist view, a feat that at this point seems impossible, but merely to educate those seeking to unravel the mystery of our forthcoming by pointing out facts that exist in the modern world and that can be quite easily and independently researched. It is conceivable that the two ideas, creationism and evolutionism, can exist symbiotica lly due to the fact that both views have very good points. Hemoglobin: Comparisons between species Of all the proteins in living things, hemoglobin is "the second most interesting substance in the world," as American bioche... ...FHDHPETLDRFDKFKGLK--TEPDMKGSEDLKKHGQTVLTALGAQ--LKKKG 6. ---- TEWEHVNKVWAVVEPDIPAVG--LAILLRLFKEHKETKDLFPKFKEI---PVQQLGNNEDLRKHGVTVLRALGNI-- LKQKG 1. Human Man 2. Cow 3. Sperm Whale 4. Platypus 5. Chicken 6. Shark Table 1.3 Sequence comparisons of globin (information gathered from Hemoglobin and from "Genbank") 1 25 50 75 80 MYOGLOBIN (part two) 1. HHEAEIKPLAQSHATKHKIP--VKYLEFISECIIQVLQSKHPGDFGA--DAQGAMNKALELFRKDMASNYKELG-- FQG 2. HHEAEVKHLAESHANKHKVP--IKYLEFISDAIIHVLHAKHPSNFAA-- DAQGAMNKALELFRKDMASNYKELG--FQG 3. HHEAELKPLAQSHATKHKIP-- IKYLEFISEAIIKVLHSRHPGDFGA--DAQGAMNKALELFRKDIAAKYKELG--YQG 4. QHEAELKPLAQSHATKHKIS--IKFLEYISEAIIHVLQSKHSADFGA--DAQAAMGKALELFRNDMAAKYKEFG--FQG 5. HHEADLKPLAQTHATKHKIP--VKYLEFISEVIIKVIAEKHAADFGA--DSQAAMKKALELFRDDMASKYKEFG-- FQG 6. KHSTNVKELADTHINKHKIP--PKNFVLITNIAVKVLTEMYPSDMIG-- PMQESFSKVFTVICSDLETLYKEAD--FQG 1. Human Man 2. Cow 3. Sperm Whale 4. Platypus 5. Chicken 6. Shark

Lesson Plan Template Essay

The student will be able to solve an equation that contains two single digit numbers. The student will recognize the symbol for addition. The student will successfully set up the equation and put the numbers in the correct sequence. Anticipatory Set Teacher will introduce the lesson by calling two students to the front of the room. One student will write one number (1-9) and the other student will write another number (1-9) on the board Teach Lesson / Model The teacher will place an addition and equals sign on the board and then introduce the lesson topic. The teacher will then briefly re-teach how numbers represent quantities. The tens blocks will then be used to represent the numbers in the equations. The teacher will then complete several equations using both the tens blocks and the number line Guided Practice The teacher will then place several equations on the board and allow students the opportunity to help solve them. The teacher will use the mum ball (when the teacher or another student throws the mum ball to the student, they are allowed to speak) to call on students to participate. Students tend to like this and it allows for movement. The teacher will ensure that each student gets a chance to answer one question. Independent Practice Students that require extended time will be granted more time, and the same applies for students requiring separate settings. The students will be met on their level. The teacher will check the work of each student and will offer more practice during the next day’s morning work. Also will have each student time to do IXL Online Math Practices and test Closure The teacher will collect the activity sheets and ask the students their thoughts on the lesson. The teacher will ask why topics such as this are important and have students provide situations where this skill could be beneficial Evaluation *Assessment/Rubrics Students should be graded on participation and the accuracy of their counting and writing skills students will be assessed through the weekly skills test that is conducted each Thursday. If the student is determined to have not mastered the concept, re-teaching will occur on Friday. MATERIALS AND RESOURCES Instructional Materials (handouts, etc. ) The instructor will use the blackboard/dry erase board to begin the lesson. The students will be provided with a worksheet with ten addition problems as well as sets of nine blocks. The will be allowed to use a number line. Resources Internet IXL Online Math for practice and testing Review adding several 1-digits numbers in the vertical format, emphasizing that when the total is ten or greater you ‘carry’ the number to the top of the tens column. Then add the numbers in the tens column, which, at this point, is only the number that was carried. Review adding a 1-digit number to a 2-digit number in the vertical format, pointing out that when the units column is ten or greater you put the number from the tens place in the answer at the top of the tens column of the 2-digit number. Then you add those two numbers in the tens column and put the sum in the tens column of the answer. The K- Kindergarten will be able to add two single digit numbers, each being no greater than 10, when provided with an oral equation within a one minute time period. (This task analysis is for a child who is able to see, and hear, and has normal developmental abilities. Some addition or variant steps may be required for a child who has special needs).