Euthanasi An Incurable Form Of Cancer Essay - 1488 Words

Background and Thesis Throughout the history of the United States, we have seen certain rights once withheld from specific groups of people given to them through law. Women’s rights, civil rights, mentally-ill rights, and gay rights have been spotlighted in the political agenda. When legislation was passed providing rights to these groups of people, each topic was extremely controversial. However, looking back today on all of these decisions makes it clear that the United States had come to the right conclusion benefiting our society and making our country a better place. One of the up and coming policies in the political spotlight is the right to euthanasia. Euthanasia is â€Å"the act of causing death painlessly, so as to end suffering† (â€Å"Euthanasia†). Fully healthy people take for granted their autonomy, privacy, and dignity provided by full functioning bodies. Some people, however, are not so lucky. Chantal Sebire is one of those unlucky people, sufferin g from esthesioneuroblastoma, an incurable form of cancer that has causes her a consistent overload of pain and has taken three of her senses: sight, smell and taste (Schpoliansky). Schpoliansky goes onto explain Sebire went to court to request a physician help her in the ending of her life. Her request was denied as it went against medical ethics and French law. Those who agree with the outcome of the case often see euthanasia as straight up murder. They do not see euthanasia as a way to end one’s life with dignity and

How Teens Failing On Is Relationships - 758 Words

If you looked up the word â€Å"teenagers† in the dictionary you would find something along the terms of, â€Å"hormone- induced rebellious monsters.† If you look at it from a dissimilar perspective, teenagers can be viewed as feathered baby birds flying out of the nest for the first time. Just like newly born birds, adolescents may stumble as they fly by the beginnings of adulthood. One of the main topics that people discuss teens failing on is relationships. There are three different types of teenage couples to observe: the overly attached, the combative, and the healthy. First, let us begin with what some tend to call the â€Å"conjoined† couples. A relationship involving this type of extremity can last from a couple of weeks,to a year. It begins to become unhealthy when they feel the need to do everything together to avoid conflict and accusations of cheating . It is not uncommon to witness a person from this type of relationship abandon all their friends for their significant other. After they cut out every other human being that cares about them, they begin to solely rely on each other for any and all sources of happiness. You will hear them say things such as â€Å"My life had no meaning before I met you.† and â€Å"Without you I could never be happy.† Their social media accounts are filled to the brim with photos and posts all about how much they â€Å"love each other.† When in reality, they have lost all meaning of what a salubrious love really is. Now, it is time to introduce theShow MoreRelatedSexual Education in Public Schools760 Words   |  3 Pagesclass rooms.  Discussions to making these classes mandatory has drawn some positive supports and negative supports in the forum disputes of sex education topic.  Due to the high number of teen pregnancies (As of 2012, the teen birth rate was 29 births per 1,000 teen girls (age 15-19), and there were 305,388 births to teen girls), Sex education should be made mandatory throughout the public and private school systems as a prevention measure.   Ã‚  Ã‚  Ã‚  Ã‚   Sex education can be a preventable measure for the spreadRead MoreTexting: More Drawbacks than Benefits Essay1584 Words   |  7 Pagespoorer literacy rates through out the world. Texting also impairs motor skills such as driving which is an activity that requires full concentration. Texting has an adverse affect on a persons’ ability to recognize emotions. Texting also hinders a teens’ development socially. Texting uses nonstandard language such as abbreviations, initials, and acronyms, to communicate. When texting is such a crucial part of everyday life, some of the general population, especially students tend to use that languageRead MoreResearch on Teen Pregnancy in Los Angeles County1223 Words   |  5 PagesTeen Pregnancy in Los Angeles There is presently much controversy regarding teen pregnancy, considering that many countries in the developed world experience a rise in adolescent pregnancies in spite of the fact that effective programs are installed in these areas. Teen pregnancy has been a major issue in Los Angeles in the recent years, but the fact that state authorities have been actively involved in combating the problem has generated positive results. It is probable that the struggle for abstinenceRead MoreSalinger s The Catcher s The Rye 1310 Words   |  6 Pagesadvanced tremendously since the 50’s, when Holden was a teenager. 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When asked if the 15 year old knew what steps he or she needed to take to obtain these career choices, the 15 year old gave me aRead MoreImpact Of Social Media On Teenagers858 Words   |  4 Pagesquickly develop and their use continues to expand, the impact on todays teens is astronomical. The brain of a teenager isn’t nearly close to being developed, meaning that most mindsets, opinions, and ideas can be easily swayed, as it is only instinct to tr y to fit in with those around us. For this reason, popular and advertised views are often shared with those of a teen, hence the popular saying â€Å"jumping on the bandwagon†. Teens will likely be hypnotized by what they see on social media, creating replicatedRead MoreMajor Stressors in Teens Lives1243 Words   |  5 PagesMajor Stressors In Teens’ Lives What is stress actually and how do we determine who is stressed? Most of us describe stress as when everything became too much that we are overloaded and wonder if we can cope with the amount of pressure placed upon us. Stress actually is anything that poses challenge or a threat to our well-being is a stress. While most people took stress as something negative, it can also be a good thing as it gets you going in life – when there are problems which need to be solvedRead MoreThe Main Reason For Collapsing Of Roman Empire And America843 Words   |  4 Pagesdoing housework and raising their kids. The more rising the single-mothers’ rate, the more failing the fathers’ authority in the families. However, Rome and America have the different reason that causes the rise of single-parent families; America becomes the fatherless society because of the teenage pregnancy. Although the teen pregnancy rate is declined in recent year, the United States is one of the highest teen pregnancy rate among the western world. In 2012, there were 29.4 births for every 1,000Read MoreDrug Abuse And Adolescent Risky Behavior884 Words   |  4 PagesBroderick (2013), adolescents have a high propensity for sensation seeking (novel experiences) and seem to be willing to put themselves at risk in order to have these novel experiences (p. 392). This essay will attempt to discuss how the brain is developing, being impacted, and, how spiritual development effects adolescent risky behavior. Risky behaviors can include any behavior that is seen by most as deviant social behavior. For example, drug abuse, sexual promiscuity, eating disorders, alcohol abuseRead MoreThe Impact Of Media On Teens And Children1477 Words   |  6 Pagesmedia today. Not only is this type of media affecting the minds of teenagers, but also the young minds of our nation’s children. Media is spewing misleading information to the minds of our teens and children; abstinence is no longer being pursued. 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Drama Responce Essay Example For Students

Drama Responce Essay The Toys Talk of the World Frozen Statues.  The technique of Frozen Statues is when the body take the shape of an object. For example, I was told to take the shape of a vase, I would adapt my posture to maybe be as big or as small as possible, and then put put arms above my head to act as I spout to the vase. I would be creating the frozen statue of a vase.  In the piece The Toys Talk of the World we used this technique as the key principle to our performance. So whenever an object was mentioned we as a group would take the positions of the certain object. Below is an explanation of all the objects we created in our piece to create effect. The Vase. 4 of us linked hands to create a circle. The remaining 2 people would stand in the middle back to back with there hands in the air. These people would say the lines that The Vase would say if it was in real life.  The Bird. 3 people in a straight line facing the audience. In the middle of the 3 people holding hands there will be the remaining 3 persons also holding hands with the front of their bodies facing the audience, the outside people would be flapping their outside arm to give this statue more effect. The person at the front will be the speaker. * The Donkey. There are only 2 people in this statue. The first person will stand up straight with the remaining person crouching behind them with their hand behind their back to act as a tail. The Speaker would be the person standing up.  I think this technique is really effective for an audience if you use it correctly. The piece must flow from statue to statue it is no good people just walking in to their next position they should be skipping or gracefully moving to make the piece better to watch from the audiences perspective. There must be movement within the statues if they are static then it will become boring and tedious within the first verse of the performance. In my group we tried to add movement to every single one of our statues I have explained what we did above. When my group preformed this piece I think we could have improved on movement between statues. I thought that we didnt know well enough what statue we had to get into next. If we had known it better we could have made the piece flow a lot better so I would have been better to watch.  Tom Limebear Drama Coursework Response.

Writing Style In Health And Social Care free essay sample

There are three different styles of writing in health and social care; journalistic, Scientific and reflective. Each is different in terms of style, presentation, format, language and structure. Journalistic writing is in the style of formal writing and is descriptive as it is describing what has happened so the audience can understand fully. It is often in the format of paragraphs of the relevant sections and includes headlines and subheadings which could be used to attract the attention of the audience and sum of what the piece of writing is about. The structure of journalistic writing is in logical order which is organised in paragraphs sometimes under subheadings and the language of the writing can include speech from people that have been interview and may therefore include opinions. Finally presentation of journalistic writing Will include bold headings and photographs which may also be used to attract the audience’s attention. Scientific writings presentation will often use figures such as tables and graphs but do not use headings. It is also not very eye catching. Its style is informative an explanatory, it will not describe things to you it will explain it, so you are learning and understanding, it is also in a formal writing style. The format is also arranged in paragraphs. Its structure is organised in a logical order and its language uses facts and figures from original research and doesn’t use pronouns. Reflective writing is an informal style and will describe something, look back on it and may say what could have been changed and done better, it may be like having a conversation with you. Its format may be arranged in paragraphs or may be just one big paragraph. The structure is often organised in a certain order, you describe what happened, say how it made you feel and how you could of done it differently or whether you would of changed it or not. The language is informal, uses pronouns and third person as in reflective writing you are talking about yourself and therefore may use slang. The presentation may include drawings or photographs but also may be a written piece. Each style I different in many ways, journalistic and scientific writing will not include pronouns and third person, however reflective writing will. Scientific writing is the only writing that will use original research and use facts and figures and is explanatory, and finally journalistic is usually the one that includes speech and uses headings and subheadings. Each one is written for s specific audience, scientific is written for other scientists and may be used by students for researching. It reaches the needs for the audience as they will be able to use the research in their own work and build up on it and they will know the source is reliable. Journalistic writing is intended to stand out and appeal to the audience so they will be interested, by using photographs and speech, they can use this as evidence that the piece of writing is true and reliable. Finally reflective writing doesn’t have an intended audience; it is used by the writer to look back on what they have done so they can decide on how to improve it and what they would have changed. Task 2 Pamphlet http://www. michigan. gov/documents/MRSA_brochure_FINAL_167898_7. pdf The purpose of the pamphlets research is to inform people on what MRSA is how to prevent you from getting infected and how to control and treat the infection. The intended audience will be patients who think they may be infected or patients who may be at risk of contact with the infection, as well as people who are just looking for information on the infection. They have avoided plagiarism by printing the publishers and copyrighting the pamphlet as well as including the name â€Å"Michigan Department of community health† and explaining that they used them for support into writing the pamphlet. There is a bibliography of website where you can find information on MRSA and there is also the names of the organisations that they used to support gathering the information and writing the pamphlet. However there are no references or indexs. The writing style of the pamphlet explanatory, it is suitable as it is explaining what MRSA is, it is also prescriptive and it is telling you what to do if you are infected and how to prevent it. Newspaper Article http://www. medicalnewstoday. com/articles/267041. php The purpose of this website is to describe to people how Gloves and Gowns do not prevent MRSA spreading in the intensive care unit. The intended audience is Staff in the intensive care unit and such as nurses as well as patients and visitors of that unit. Plagiarism has been avoided by copyrighting the website to â€Å"Medical News Today†. No bibliography or index has been used. The writing style is descriptive, it describes how gloves and gowns don’t prevent MRSA to let people know how it doesn’t as well has using facts to support it. Website http://www. nhs. uk/Conditions/MRSA/Pages/Prevention. aspx The purpose of the website is to explain how everyone who enters a hospital such as, staff patients and visitors can prevent the risk of being infected by MRSA. The intended audience is will be anyone who is thinking about going to hospital to visit someone who is infected. There is no evidence that plagiarism has been avoided and there also has been no bibliography, index, or references included. The writing style is prescriptive, as it is telling the audience how they can prevent themselves from getting infected. Journal http://jac. oxfordjournals. org/content/53/3/552. full The purpose of this journal is to describe what professional’s current knowledge on MRSA is and the different methods of approaching to treat it, so the writing style is descriptive. The intended audience is Students studying the topic and health care professionals such as doctors who want to look into the infection a little more. They have the names and dates of the resources used at the top for a bibliography. They have included their name and address of her place of at the bottom to help avoid plagiarism.

How does cognitive theory explain the aetiology of depression Essay Example

How does cognitive theory explain the aetiology of depression Essay In this essay, the symptoms of depression will be described and aetiology discussed from a cognitive viewpoint. In particular, Seligmans learned helplessness (1975); Abramsons (1978) revision of learned helplessness; Becks cognitive distortion model (1976), and Teasdales differential activation hypothesis (1988) shall be evaluated. Cognitive theorists generally regard thought processes as causative factors in depression. The treatment of depression proposed by cognitive theorists will also be assessed in detail, and empirical evidence shall be considered. Finally, a conclusion of the efficacy of cognitive theory regarding depression shall be presented and suggestions offered regarding the direction in which research should go in the future. Many psychologists and psychiatrists alike have described the symptoms of depression; however, one description is particularly apt. Mood is sometimes dominated by a profound inward dejection and gloomy hopelessness, sometimes more by indefinite anxiety and restlessness. The patients heart is heavy, nothing can permanently rouse his interest, nothing gives him pleasure . . . Kraeplin (1921, p. 6). Depression is termed an affective mood disorder due to the foremost feature of abnormally low mood. Depression occurs when feelings of sadness or grief are prolonged and exaggerated beyond what seems reasonable. Depression therefore ceases to be a symptom and becomes an illness, involving widespread depression of mental and physical functions. The patient appears slow and indecisive, increasingly unable to cope with everyday problems. Physical symptoms are often prominent because bodily functions are upset and because depression lowers the tolerance for discomfort and pain. We will write a custom essay sample on How does cognitive theory explain the aetiology of depression specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does cognitive theory explain the aetiology of depression specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does cognitive theory explain the aetiology of depression specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Seligman (1975) describes depression as the common cold of psychiatry because it is also so widespread. Following the cognitive revolution in the 1960s, theorists began to use cognitive theories to explain affective disorders. Cognitive theories are mainly based on unipolar rather than bipolar depression, which is believed to have an entirely different aetiology. Therefore unipolar depression shall be only investigated in this paper. Stated simply, cognitive therapy is based on the assumption that negative cognition distortion of experience underlies depression. This approach shall be analysed in consideration of Aaron Beck (1974) and additions by others, including Teasdale (1988) and Seligman (1975). Seligmans original learned helplessness theory (1975) was based on the experimental examination of two groups of dogs. The experimental group were given unavoidable electric shocks repeatedly, while the control group were given the same shocks but with the option of escaping them. The experimental group demonstrated what Seligman described as learned helplessness. This was characterised by lethargy, sluggishness, and loss of appetite. Seligman theorised that this phenomenon was a result of a perceived lack of control, and he generalised it into a theory of human clinical depression. He proposed that if you expose a person to a stressor and they perceive no control over it, they will respond with learned helplessness. Criticisms of Seligmans theory include: is it really possible to generalise from a sample of one species of animal to humans? And why do some people deal with stressors well and others poorly? Clearly Seligmans theory is inadequate because it fails to explain individual differences. Abramson (1978) revised the learned helplessness theory in an attempt to deal with the individual differences criticism. In order to do this, he introduced attributional styles into the theory. The four basic premises are displayed in Table 1. Expected aversiveness (Expecting that highly aversive outcomes are probable) Expected uncontrollability (Expecting that you will be unable to control situations) Attributional style Internal bad events caused by self rather than external sources Stable the source of a bad event is stable and will therefore happen again Global the repercussions of a bad event are far reaching (Maladaptive, so negative events are attributed to having internal, stable or global characteristics) Severity of symptoms (The more certain an aversive state of affairs is, the greater the resultant cognitive and motivational deficits) Table 1 basic premises of Abramsons (1978) revision of learned helplessness Criticisms of Seligman (1975) and Abramson (1978) tend to centre on the idea that the theory is simply too basic. It needs a richer framework and it needs to explain how structures and processes are organised. Seligman fails to even attempt this, however sis repertoire was within the animal field and not human beings, and the latter are more complex in certain faculties. The previous theories also ignore the consequences of peoples actions and the moral aspects of their thoughts. Seligman sees attributional style as a stable trait. Whilst, clinical observation of depressives shows that attributional style fluctuates with mood state. Studies of non-depressives and recovered depressives show no differences in their attributional style. Additionally, learned helplessness has been shown to be non-predictive. In a longitudinal study, Lewinsohn (1981/1988) found that dysfunctional attitudes/belief sets do not predict depressive symptoms in a 4 month follow up of college students. Therefore stable, maladaptive cognitions were not found to be vulnerability factors, thus contradicting the theory. In other words, learned helplessness is a descriptive account of depression as opposed to an aetiological explanation (Lewinsohn, 1981). Clearly, the aforementioned theories have been insufficient as causal theories of depression. Research has focused uttermost on Becks (1976) cognitive theory of depression. He devised a schema-based model of depression, aiming to provide a coherent account of the beliefs a depressed person expresses about themselves, the future and the world. To outline his model: Previous negative events are encoded in the form of schemas. Beck defined schemas as relatively stable cognitive patterns which form the basis for the regularity of interpretations of a particular set of situations. Becks schemas are latent, i. e. nly activated or influenced by similar events to the ones that defined them. These schemas contain prepositional information (e. g. I am worthless). When focused on three interlocking beliefs in a negative way (the cognitive triad), this causes and maintains depression. The cognitive triad causes negative, automatic thoughts (i. e. depressive thoughts occurring beyond the conscious control of the sufferer) and to systematic or logical errors. Systematic errors are a variet y of errors of reasoning a depressive shows, which serve to perpetuate their depression. Examples include: over-generalisation, which is arbitrarily drawing a conclusion about a wide variety of things on the basis of single events (e. g. I failed my exam so I will fail in everything I do). Arbitrary inference is the drawing of a negative conclusion in the absence of supporting information (e. g. my friend did not want to meet me therefore she hates me). Dichotomous thinking describes thinking in polar opposites. So something is either all good or a total disaster, (e. g. if I fail this year at university I might as well be dead). Effectively, Beck defines the maintenance of depression as an interaction between all these factors causing a vicious cycle. See Figure 1. However, Becks theory has many criticisms. Beck argues that the cognitive triad is a stable trait that depressives develop; yet research shows that attributions fluctuate with mood. Beck sidesteps this problem by saying that the schemas are latent, but this is not an adequate solution. Additionally, Becks schemas are vaguely defined and therefore inadequate and he doesnt state how they are activated. Beck states that Depressogenic schemas are caused by a critical incident, so how do you account for depression that isnt caused by a critical incident? Most importantly, the evidence supporting Becks theory is correlational. So we know there is a strong association between negative thoughts and depression, but there is no evidence that it is causal. Therefore Becks theory is a good description of the cognitive symptoms of depression, but there is no evidence that it is anything more. This leads us to wonder how do cognitive theorists actually explain the aetiology of depression? Teasdales differential activation hypothesis (1988) was an extension of Becks work. He revised Bowers 1981 network theory for prepositional memory and made it into a cognitive theory of depression. The network is made up of links and nodes, each node either being a prepositional item or a depression emotion node termed DEMON. The more related two nodes are, the stronger the link. Past experience is the basis of these links and activation spreads passively through the network according to the strength of each link. A depressive tends to focus on the Demons, strengthening the links to them; thereby creating a viscous cycle that keeps on strengthening the links to the DEMONs. The Teasdale model is certainly a major theory that has stimulated a lot of research. A major strength of Teasdales theory is that it doesnt rely on identifying a critical incident whilst Becks does. This is due to the nature of the nodes and links in the network; therefore less related incidents can still trigger the demon. However, this theory again doesnt attempt to explain the aetiology by definition. Teasdale saw the maintenance of depression as cognitive, but not the cause. On a personal note, this theory seems rather abstract and scientific as a theory of an only too human mood disorder. It makes you wonder exactly how is depression caused according to cognitive theorists? However, cognitive therapy of depression is a rather different story from cognitive aetiology of the mood disorder. It has been widely accepted by the clinical community since it was introduced and cognitive therapy has generally being supported in controlled trials (Dobson, 1989). Cognitive therapy is based on the assertion that individuals can learn to recognise and modify their negative beliefs and maladaptive information processing capabilities, resulting in preventing or alleviating depression. Cognitive therapy has typically proven superior to no treatment or wait-list controls in college students (Shaw, 1977). Cognitive behaviour therapy is an active, directive, time-limited, structured approach . . . based on an underlying theoretical rationale that an individuals affect and behaviour are largely determined by the way in which he structures the world (Beck et al, 1979, p. ) Becks theory is described in a manual (Beck et al. , 1979). It is an individual approach with many individual decisions and therapist choices of techniques. The manual suggests a typical structure for the sequence of sessions. Specific cognitive techniques are used to provide entry points into the patients cognitive organization. The techniques of questioning, of identifying illogica l thinking are employed to help the patient and therapist to understand and modify the patients construction of reality. Findings do appear to provide impressive support for the efficacy of cognitive therapy in the treatment of depression. In 1977 Rush et al found cognitive therapy superior to imipramine pharmacotherapy in an outpatient sample. However, levels of depression actually increased for the pharmacologically treated patients during the 2 weeks before the end of treatment, when the medication was withdrawn. This increase could account for the pharmacotherapys poorer performance at post treatment. Moreover, Hollon et al (1991) suggests that cognitive therapy may prevent symptom return following successful treatment. Patients previously treated with cognitive therapy, either alone or in combination with medication, evidenced a lower rate of symptom return than patients treated with pharmacotherapy only. Rush, Khatami, and Beck (1975) reported the treatment of three patients with chronic depression using a combination of cognitive and behavioural techniques. The cognitive approach was directed at exposing and correcting the patients negative distortions of the activities undertaken. These patients showed rapid and persistent improvement with therapy as reflected by their scores on clinical and self-report measures. The three major cognitive theories in depression have been considered: Seligmans ( Abramsons revised) Learned Helplessness; Becks Cognitive distortion model and Teasdales Differential activation hypothesis. However, there are certain criticisms that apply to these models in general: the experimental samples used were mainly college students; the models are so general that they can apply equally well to anorexics, alcoholics etc and are therefore not very specific to depression. Most of the terms used are vaguely defined, leaving many processes and organisations unexplained. However, cognitive theories of depression generally suggest that mistaken beliefs and maladaptive information processing play a role in the onset and maintenance of depression (Beck, 1976). On the other hand, cognitive therapies based on Becks (1976) model are usually the therapy of choice by practitioners, especially in cases of mild to moderate depression. Therefore although cognitive theory may not be adequate to explain the aetiology of depression it is sufficient as a treatment for depression. Looking to the future, new theories need to take a broader view and begin to model the interaction between biological, environmental, and physiological factors. Although the cognitive idea of aetiology of depression is hazy, the treatment they suggest for the disorder clearly works yet more work needs to be done before cognitive therapy can be regarded as a preventative of depression and supported empirically.

Free Essays on Vasco Da Gama

Vasco Da Gama Vasco De Gama was a Portuguese explorer, born in the year 1460, to a noble family in Sines, Portugal, and died in Cochin, India, on December 24, 1524. He was responsible for the discovery of an oceanic route from Portugal to the east. From a tender age, De Gama had a taste for the sea. He grew up in a sea-faring environment where fishing, swimming, boating, and sailing had a huge impact in shaping his future as an explorer. He was simply a gentleman at the court of King Manuel when he was commissioned for his famous voyage. King Manuel’s plan was to remove the â€Å"Muslim middleman†. He desired Portuguese supremacy over the oriental oceanic trades and did this by sending Da Gama on this voyage. This voyage was to be the first step towards the realization of King Manuel’s ambitions for Portugal. After only his first voyage, Vasco Da Gama had accomplished the same amount of great discoveries and fame that took many other explorers their lifetimes to gain. He ac hieved King Manuel’s goal of discovering a sea route to India, which opened a major oceanic trade for Portugal. On July 8, 1497 Da Gama departed from the Tagus River in Lisbon, Portugal.1 His objectives were to establish a sea route to India in order to engage in the eastern spice trade and make contact and treaties with local Christian rulers. Da Gama voyage consisted of four ships. He commanded St. Gabriella, which was the flagship, accompanied by St. Raphael, Berrio, and St. Marin, which contained large amount of supplies. These ships were also well armed for safety (852). Da Gama was ahead of his time, thanks mostly to an intelligent system of organization, which was provided by the nautical schools that King Henry established. He took advantage of wind patterns, which were helpful and swung southwest instead of taking the usual direct route towards the Cape of Good Hope. In doing so, they got the most favorable winds. Da Gama, therefore, achieved t... Free Essays on Vasco Da Gama Free Essays on Vasco Da Gama Vasco Da Gama Vasco De Gama was a Portuguese explorer, born in the year 1460, to a noble family in Sines, Portugal, and died in Cochin, India, on December 24, 1524. He was responsible for the discovery of an oceanic route from Portugal to the east. From a tender age, De Gama had a taste for the sea. He grew up in a sea-faring environment where fishing, swimming, boating, and sailing had a huge impact in shaping his future as an explorer. He was simply a gentleman at the court of King Manuel when he was commissioned for his famous voyage. King Manuel’s plan was to remove the â€Å"Muslim middleman†. He desired Portuguese supremacy over the oriental oceanic trades and did this by sending Da Gama on this voyage. This voyage was to be the first step towards the realization of King Manuel’s ambitions for Portugal. After only his first voyage, Vasco Da Gama had accomplished the same amount of great discoveries and fame that took many other explorers their lifetimes to gain. He ac hieved King Manuel’s goal of discovering a sea route to India, which opened a major oceanic trade for Portugal. On July 8, 1497 Da Gama departed from the Tagus River in Lisbon, Portugal.1 His objectives were to establish a sea route to India in order to engage in the eastern spice trade and make contact and treaties with local Christian rulers. Da Gama voyage consisted of four ships. He commanded St. Gabriella, which was the flagship, accompanied by St. Raphael, Berrio, and St. Marin, which contained large amount of supplies. These ships were also well armed for safety (852). Da Gama was ahead of his time, thanks mostly to an intelligent system of organization, which was provided by the nautical schools that King Henry established. He took advantage of wind patterns, which were helpful and swung southwest instead of taking the usual direct route towards the Cape of Good Hope. In doing so, they got the most favorable winds. Da Gama, therefore, achieved t...

Personal Development Plan Essay Example | Topics and Well Written Essays - 3000 words

Personal Development Plan - Essay Example In this similar concern, my approach towards developing interpersonal communication completely emphasises my initial coaching along with mentoring skills. I was able to develop my interpersonal communication skill by focusing much upon interacting with other individuals based on the aspects of enhancing knowledge and understanding listening capabilities. This particular report emphasises on assessing my personal strengths and weaknesses through the application of Four MBTI Dichotomies model. In addition, apart from coaching skills, mentoring skills also contributed in the development of my interpersonal communication skills by a considerable extent. These interpersonal communication skills can be identified in developing my professional interests in coaching through which, I intended towards gaining maximum expertise and obtaining practical as well as theoretical knowledge. I was able to develop my mentoring skills with the practice of a two-way communication with different individuals that assisted me in obtaining a clear understanding of the prevailing cultural diversity in my community and developing trust amid themselves by way of demonstrating better follow-up or listening skills. This was mainly done through focusing on my MBTI ranking, where my personality indicator refered to an INFP style. As I am a kind of individual who likes to form greater association with the people belonging to diverse personality traits and nature including my INFP personality indicator in accordance with Isabel Briggs Myers’ indicators tests (Refer appendix), I strongly believed that my communication skill enhanced at large. Evidently, learning styles play a decisive role in supporting individuals from gaining effective knowledge in order to retrieve from certain critical conditions that are commonly witnessed in terms of poor performance and low satisfaction among others. According to the