Journal learning Essay Example | Topics and Well Written Essays - 500 words

Journal learning - Essay Example The approach assists in ensuring that the restaurants management meets all feedbacks and requests (Fox, 2011). I approached the issue through bonding with the employees and determining the barriers to communication. As a result, I recommended training classes so that employees would improve their communication and relationship skills. Leadership styles should be employed depending on the situation and diagnosed problems (Bacon, 2011). The service industry requires an approach that ensures close relationships with the customers and employees. A delegated approach will ensure that the decision-making process has been distributed to the employees and management (Beatty and Hughes, 2013). Including employees in decision-making processes through provision of ideas will create a competent workforce. I practiced such leadership styles that included bonding with the employees and training them on issues that were not to a standard. Ensuring employee satisfaction will increase individual production because they will not feel left out in making core decisions. Additionally, managers just make decisions while employees experience them while performing their roles. It should also be noted that the success of training and coaching depends on the approach style of leadership (Beatty and Hughes, 2013). Strengths include being a team player, self-motivated and a natural leader. I have utilized the skills in the provision of expertise to employees that I am in charge of at the restaurant. My weakness is trusting everyone easily without having a background check on the performance of the employees. I would improve on the setback in the case of another internship

Importance of Voting in America Essay Example for Free

Importance of Voting in America Essay Democracy is defined as the form of government wherein the power is derived from the people. The people exercises their power through suffrage, as they have the right to elect the officials they feel would best serve their country. The United States is the most recognized democratic country in the world. Unfortunately, the culture of voting seems to be on the decline. As the years go by, fewer people are lining up to cast their vote in America. What has happened? Why are more and more people refusing to vote? Have they forgotten how crucial it is to vote? There are three important reasons why voting in America is important. First, it is the responsibility of every American citizen to vote. Second, voting gives the American people a voice, the chance for their opinions to be heard. Lastly, voting is important because it is a means of change. According to Lyndon Johnson, voting is the â€Å"first duty of democracy† (as cited in Clinton, 2000). From this statement, it is clear that it is every American citizens obligation to vote in elections. If one is a citizen of a democratic country, that person should participate in the processes within the state. A democratic country is democratic simply because it leaves room for suffrage to take place. This is because suffrage is part and parcel of what democracy is all about. If people refuse to vote, why would democracy even be upheld? In democracies all over the world, people have fought for the right of suffrage and lost their lives in the process (Clinton, 2000). It would be such a shame if the American people at present would not take advantage of the privilege that patriots died for in the past. Therefore, every American should vote because it is his or her duty. In the words of Alexander Hamilton (1962), â€Å"voting at elections is one of the most important rights of the subject† (p. 544-545). Voting is also important because it gives people the opportunity to express their opinions (Walsh, 2004). Citizens of a democratic country have a say in everything, from laws to be enacted to the people who will assume government posts. This is where the peoples power comes from. The act of voting is actually deciding to make a decision. Ones refusal to vote is simply a rejection of the power given to him by the state. Moreover, regardless of race, sex, gender and social status, the act of suffrage allows everyones voice be heard. Consequently, if suffrage is the expression of opinion, it follows that suffrage is also a means of change. According to Thomas Jefferson (1900), â€Å"the rational and peacable instrument of reform, the suffrage of the people† (p. 842). Voting is the best way enact change. It is an avenue for different people to champion their individual concerns. Whether one is concerned with environmental problems, human rights, quality of education or foreign policies, he or she should vote to address these issues (Clinton, 2000). It is important for every American to vote. First, it is the responsibility of every American citizen to vote, since it is his duty to do so. Besides, failure to do so undermines the very nature of democracy. Second, voting is important because it is an outlet for people to express their opinions. Lastly, voting is an instrument for the change people want to see. This is only three of the many reasons why the American people should vote. The power of democracy is in the people, and it would be a waste if this power is not exercised. References Clinton, H. (2000). Talking It Over. Retrieved January 24, 2008, from http://clinton4. nara. gov/WH/EOP/First_Lady/html/columns/2000/Tue_Nov_14_185710_2000. html Hamilton, A. (1962). The papers of Alexander Hamilton (H. Syrett, Ed. ). New York: Columbia University Press. Jefferson, T. (1900). The jeffersonian cyclopedia (J. Foley, Ed. ). New York: Funk Wagnalls Company. Walsh, J. (2004). What Is The Importance of Voting? Retrieved January 24, 2008, from http://www. msu. edu/~walshja6/ImportantVoting. html.

Effect of Communication in on Collaborative Working

Effect of Communication in on Collaborative Working Discuss how communication within an inter-professional team could affect collaborative working Introduction This assignment will discuss how communication within an inter-professional team could affect collaborative working. It will focus on effective communication and understanding other professional roles. It will also examine collaborative working in a team and the barriers that can affect inter- professional team. According to Curtis, Tzannes and Rudge (2011) communication is the art of imparting a message, idea or information between two or more people and is a two way process of transferring information from a source (sender) to a destination (receiver) without the information becoming scrambled on its way so that the exact meaning is understood (Clemow, 2010). A failure to ensure effective communication may adversely affect clinical practice due to increased staff frustration causing undue anxiety and apprehension to patients. (Pincock, 2004) maintains that poor communication by health service staff is a significant cause of complaints brought against the National Health Services (NHS) and clearly shows the importance of achieving effective communication at all times. The Morecambe Bay Report (2015), reported poor working relationships between midwives, obstetricians and paediatricians, which caused major organisational failures and substandard care. (Cheung et al, 2010) stressed inter-professional communication failures are known to be the root cause of adverse events. The increase of effective communication will support government policies such as The Quality and Outcomes Framework (QOF, 2013) and the NHS Outcomes 2013/14, which have been produced to improve patient care through meeting the outcomes of the five key domains, which is a legal requirement of the Care Quality Commission (CQC, 2011). Collaboration between healthcare providers is necessary in any healthcare setting, since there is no single profession which can meet all patient’s needs. Consequently, good quality care depends upon professionals working collaboratively in inter-professional teams. In order to improve the quality of patient care and ensure that the goals of care are being achieved, many settings are using the collaborative care delivery model. The collaborative approach involves teams of health professionals working together to provide more coordinated and comprehensive care to clients (Kearney, 2008). According to Day (2006) collaboration in health care settings involves professionals assuming complementary roles and co-operatively working together, sharing responsibility for problem-solving and making-decisions. Collaboration between health care professionals can increase team member’s awareness of different types of knowledge and skills. Berry (2007) affirms that inter-professional education is a collaborative approach to develop students as future inter-professional team members. The IPE module has given individual students an insight into other students chosen professions and the importance of communication between them. Bronstein (2003) discovered the diverse cultures, norms and languages of each profession make the process of interdisciplinary collaboration resemble the bringing together of inhabitants from different backgrounds. The Morecambe Bay Report (2015) also emphasised the cultural differences between the inter-professional team which led to dysfunctional and serious failures of clinical care. According to Kerridge (2002) culture influences all aspects of our lives, it therefore influences our unconscious perception of others. These cultural differences brings with it many challenges to inter-professional working. MacDonald et al (2010) recognised the ability of a professional to learn about other professional roles leads to a broadening and an enrichment of the knowledge required to collaborate with other team members in providing effective healthcare. Inter-professional team work allows healthcare professionals to identify unique differences and to understand the roles and contributions of other members (Lee, 2011). As members of an inter-professional healthcare team, it is imperative that the basis of our different knowledge and skills set be acknowledged and understood. As an inter-professional we must understand what other healthcare professional do, how to access their services and understand the teams goals and needs from their perspective. For instance, in collaborative partners working to achieve quality care we must find ways for healthcare professionals to become good collaborators and competent team members (MacDonald et al, 2010). Working with different professionals however can be very challenging because each inter-professional has a particular approach to patients care for example, a doctor might decide to treat a cancer patient by using chemotherapy even though, there is a small chance of success and the treatment has significant side effects. The nurse on the other hand might feel like the level of pain from the side effect is too much that treatment should not continue. These different in views should be recognised and inter professionals must share their views, justify treatment approaches, and most importantly involve the patient. The success of collaborative working relies on sharing patient concerns as well as professional perspectives, values and beliefs (Cook, Gerrish Clerk, 2007). McWilliams et al (2010) suggest that inter-professional working is very challenging in the workplace, and it is not an easy concept for healthcare professionals to adopt. He argued that inter-professional working is not being delivered to patients, due to communication misunderstanding of information regarding collaborative working. It has been suggested that this is due to the lack of support and training from managers and that managers should involve staff in changes within practice (Dunsford, 2009). However, challenges in inter-professional collaboration such as professional hierarchy can prevent an inter-professional work system from achieving it goals in improving quality of care (Reeves et al, 2009).Traumacentrum (2009) also considered the design of the care system to be responsible for communication issues. Understanding the design of the care system can therefore be a first step towards gaining insight into the root causes of communication failures (Clemow, 2010). A common barrier to effective communication and collaboration is hierarchy between professionals (Berry, 2007). Deutschlander (2009) concur that communication failures in an inter-professional setting arise from vertical hierarchical differences, concerns with upward influence, role and power conflict, and ambiguity. Communication is likely to be distorted or withheld in situations where there are hierarchical differences between communicators (Hornby Atkins, 2000). Nursing and Midwifery Council’s Code of Professional Practice (NMC, 2015) stated that nurses must engage and communicate with a wide range of professionals to ensure that the patient receives quality care. (Gerard,2002) states that communication is an essential part of health care planning and delivery, no matter which area or discipline one happens to work in, as healthcare delivery involves working with people. Verbal communication is used to convey feelings, ideas and emotions and integral within verbal communication is the process of effective or active listening (Barret, Sellman Thomas 2005). Non-verbal communication conveys how we communicate both unconsciously and consciously which includes body language, facial expressions, posture, eye contact and touch (Leathard, 2003). Written communication can take various forms such as documents, patient care plans, prescription charts, letters and emails (Drake, 2007). In regard to verbal communication, a clear explanation of procedures should be given to the patient in terms that they can understand taking into account age, ethnicity and level of understanding. (Adler Rodman, 2009) suggests that professionals can often be poor listeners, as they are too busy to listen properly and jump ahead to reach their own conclusions and appear impatient and high handed as they already have a fixed idea of what they intend to do. The use of active listening techniques such as open posture and questions enhance a practitioner’s ability to accurately assess the information needs of a patient, by creating and encouraging an atmosphere in which the patient feels free to express their needs (Leathard, 2003). Day (2006) states that a vital method of communication between the inter-professional team is through the patient’s records. Good record keeping should be accurate and is essential for professional practice. Most patient records are handwritten and this sometimes presented barriers because some professionals used meaningless phrases, abbreviations and jargon which are difficult to comprehend. Booker (2005) acknowledges that the use of jargon is a way of making professional status known, however, Cheng et al (2011) points out that patients have a right to view their records and it should be written in a way that they can understand. Inter- professional caregivers are supposed to be communicators, especially when documenting patient information. If what is documented does not communicate, then the healthcare giver has failed in his or her profession and legal duty (Hornby Atkins, 2000). The Morecambe Bay Report (2015) stated that lack of openness and effective communication was a key contributor in the care received by patients, where a patient chart had gone missing, before it could be used as evidence in an investigation. If previous documentation is not properly documented or incomplete, other members of the team would find it difficult making good decisions based on the information available (Tummey, 2005). There are situations where nurses and other professionals work effectively together. The multidisciplinary team work well in long term care situations, because it is virtually impossible to tease apart the ever- changing social and healthcare needs of dependent individual and their family. When it comes to recommending patients to the right support system for example referral to social workers, the doctors and nurses discuss the patient’s condition before deciding their next line of action (Warren, 2007). A further barrier to effective verbal communication within an inter-professional team may be found within styles of speech. Speech that is heavily accented, containing technical and medical jargon or which is spoken too quickly may present communication barriers for the inter-professional team and patients, when caring for patients with hearing, learning, or language difficulties, when English may not be a person’s first language, effective communication is essential. (Yukl, 2010). Communication is fundamental in providing good nursing care and collaborative working with the modern healthcare environment. The NHS England Strategy (2014) The NHS five years forward view require healthcare professionals to consider their possible future, the choices faced, and how the services need to change, for a more engaged relationship with patients and communities, so that wellbeing is promoted and ill-health prevented. In order that patient centred care is provided inter-professionals will need to utilise effective communication skills and build upon existing communication skills and knowledge, by increasing awareness of the many barriers to communication that exist within the inter-professional team ( Pogue,2007). In conclusion, this assignment has discuss on how effective communication can hinder and impact on collaborative working. It also recognised how poor communication can lead to catastrophic result among inter-professional team. Effective communication can lead to positive outcomes, such as improving information flow, more effective involvement and improved safety, and improved collaborative working morale and service user’s experience (Day, 2006). Excellent communication and information given is essential to patient care. The more inter-professional team considers the significance of communication, the more their method towards team collaboration will be influenced positively and better would be the results. REFERENCES LIST Adler,B.R. Rodman, G. (2009). Understanding Human Communication. Oxford:Oxford University Press. Barrett. G. Sellman. D. Thomas. J. (2005). Interprofessional working in health and social care: Professional perspectives. Basingstoke: Palgrave Macmillan. Berry, D. (2007). Health Communication. Theory and Practice. Maidenhead: Open University Press. Bronstein, L. R. (2003). A Model for Interdisciplinary Collaboration. Social Work, 48(3), 297-306. Brooker, C. Nicol, M. (2005). Nursing adults: The practice of caring. London: Elsevier. Care Quality Commission. (2011). Promoting patient safety. Retrieved 18/3/2015from, http://www.cqc.org.uk/public/reports-surveys-and-reviews/reports/mental health- act-annual-report-2010/11/promoting-patient Cheung, D.S., Kelly, J.J., Beach, C., Berkeley, R.P., Betterment, R.A., Broida, R.I., Dalsey, W.C., et al. (2010). Improving handoffs in the emergency department. Annals of Emergency Medicine, 55(1) 171–180. Clemow, R. (2010) Nursing and Collaborative Practice, 2nd edition. Exeter: Learning Matters LTD. Cook. G. Gerrish K. Clarke. C. (2001). Decision making in teams: issues arising from two UK evaluations. Journal of Interprofessional Care. Vol. 15(4), 141-51. Curtis, K., Tzannes, A., Rudge, T. (2011). How to talk to doctors –A guide for effective communication. International Nursing Review, 58(6), 13–20. Day, J. (2006) Interprofessional Working. Cheltenham: Nelson Thornes. Deutschlander, S. (2009). Role understanding and effective communication as core competencies for collaborative practice. Journal of Interprofessional Care, 23(3), 41–51. Dunsford, J. (2009). Structured communication: Improving patient safety with SBAR. Nursing for Women’s Health, 13(4), 384–390 England, NHS, (2014) Five Year Forward View. Community Practitioner. Ethics for Nurses and Midwives. London: NMC. Gerard, K. (2002). Interprofessional working: opportunities and challenges. Nursing Standard. Vol. 17 (6). 33-35. Headrick, L., A., Wilcock, P. M. Batalden, P. B. (1998). Interprofessional Working and Continued medical Education. British Medical Journal, 316(7133), 771-774. Hornby, S. and Atkins, J. (2000) Collaborative Care: Inter-professional, Interagency and Interpersonal, 2nd edition. Oxford: Blackwell Science. Kearney, A. (2008). Facilitating interprofessional education and practice. The Canadian Nurse, 104(3), 22-6. Retrieved March 21, 2015, from ProQuest Health and Medical Complete. Kerridge, J. (2012). Leading change 1: identifying the issue. Nursing Times, 4(108), 12-15 Leathard. A. (2003). Interprofessional collaboration: From policy to practice in health and social care. Hove: Brunner-Routledge. Lee, V. S. (2012). What is inquiryà ¢Ã¢â€š ¬Ã‚ guided learning? New directions for teaching andlearning, 2012(129), 5-14. MacDonald, M., Bally, J., Ferguson, L., Murray, B., Fowler-Kerry, S., Anonson, J. (2010). Knowledge of the professional role of others: a key interprofessional competency. Nurse Education in Practice, 10(4), 238-242. Mc Williams, R., Holt, J., Coates, C., Cotterill, D., Eastburn, S., Laxton, J., Mistry, H., Young, C. (2010). Identifying common competences in health and social care: An example of multi-institutional and inter-professional working. Nurse Education Today, 30(3), 264-270. Nursing and Midwifery Council. (2015) The Code: Standards OF Conduct, performance and Pincock, S. (2004). Poor Communication Lies at the heart of NHS complaints. [Electronic version], British Medical Journal 328 (430), 10. Pogue, P. (2007). The nurse practitioner role: Into the future. Canadian Journal of Nursing Leadership, 20(2), 34–38. The Care Quality Commission (CQC). (2015) University Hospital of Morecambe Bay NHS, Foundation Trust. London. Traumacentrum Limburg. (2009). Failure mode and effects analysis CVA, Myocardia infarct, Heuptrauma, Obstetric, Psychiatric. Maastricht: Traumacentrum Limburg Tummey, R. (Ed.) (2005) Planning Care in Mental Health Nursing. Hampshire: Palgrave Macmillan. Warren, J. (2007) Service User and Carer Participation in Social Work. Exeter: Learning Matters LTD. Yukl, G. (2010). Leadership in organizations (7th Ed.). New Jersey: Prentice Hall.

Workplace Observation Essays -- Pharmacies Pharmacy Business Essays

Workplace Observation I am currently employed at B&L pharmaceuticals, one of the largest manufactures of generic medications in the world. In this paper I will discuss how communication flows in my workplace, organizational diversity, and conflict management. With my current position as a Group Leader the flow of communication is very important. Communication Communication at B&L consists of emails, work procedures and policies, telephones, and bulletin board postings throughout the facility. A majority of the emails are sent both internally and externally, make the bulk of the communication that takes place here at B&L. Using outlook express, emails also allow for the scheduling of meetings and appointments. Telephones are used to communicate within the company by dialing exte...

A Reaction to the Article, “The Crowd: A Study of the Popular Mind” by Gustave Le Bon

I resolutely concur with Gustave Le Bon’s LAW OF THE MENTAL UNITY OF CROWDS, which is indeed a socio-psychological phenomenon manifested throughout history and continues to manifest in our day-to-day lives. We are social beings. That makes this law almost absolute that to exclude oneself from it would mean excluding oneself from the rest of society and humanity, or one’s community to be more specific.Le Bon’s multifaceted analysis on the psychological crowd gave me the feeling of referring to it as a community. As he spoke of â€Å"collectiveness†, I remembered â€Å"sharing.† His discussion on the â€Å"individual comprising the crowd† reminded me of â€Å"group membership.† When he spoke of â€Å"contagion† I thought of â€Å"shared expectations and common goals.†His â€Å"influence and suggestion,† are â€Å"motives and issues† to me in relation to community. Most importantly, his statement of individuals being equals regardless of intellect and social status is â€Å"democracy.†   These heightened my belief of the law as I became more comfortable in relating his claims to everyday life.What is more convincing with the article is that it was written in a realistic and practical approach. Le Bon didn’t dwell idealistically in his concept of the psychological crowd, like me in my understanding of a community.Diversity, conflict, and factions in thinking are certainly inevitable and are always threats to harmony and homogeny. More so, the bottom line of every crowd or community’s dynamics is the motives, commitment, and gains of its members.Like Gustave’s discussion on the psychological crowd’s dynamics of having the individuals conscious and independent ways of thinking dissolved in a crowd, my understanding of a community is that it is composed of people who transmit knowledge through sharing rather than individually inheriting traits and characte ristics from their parents.Undeniably, this law had been formulated through in-depth observation of the dynamics of historical events and processes. It shall never cease to support the existence of social, cultural, political, and economic entities, that is all the advances as well as the setbacks human development has brought to us.ALL religions, ALL laws, ALL business establishments and policies, ALL family systems, ALL academic institutions, ALL forms technology, ALL sciences, ALL wars and conflicts, etc. are all products of MENTAL UNITY OF CROWDS. As long as people converge to work on something, as long as they exist and need each other, this law shall be valid.If Sociology is the study of human social behavior, origins, institutions, organization, and the development of human society, then Le Bon’s Law would be the very much essential to justifying the existence of the science (Sociology).It effectively presents a powerful phenomenon that explains the process of the simp le individual being the foundation of a more complex crowd, which tells us so much about social relationships and behaviors, and organizational processes. Thus, it is able to profoundly provide us a base of what we are actually studying every day in this course.

Introduction to China Essay

IntroduMing emperor Yung-lo and commander in chief of the Chinese expeditionary fleet to the South Seas in the early years of the 15th century. Born into a family named Ma, presumably of Mongol- Arab origin, In central Yunnan Province, Cheng Ho was selected to be castrated by the general In charge of recruiting eunuchs for the court In 1381, when he was about 10. Assigned to the retinue of Chu Tl, who later became emperor, Cheng accompanied him on military campaigns, culminating in the usurpation of the throne by Chu Ti in 402. Ma Ho proved himself to be an exceptional servant to Prince Zhu Di. He became skilled in the arts of war and diplomacy and served as an officer of the prince. Zhu Di renamed Ma Ho as Cheng Ho because the eunuch’s horse was killed in battle outside of a place called Zhenglunba. (Cheng Ho is also Zheng He in the newer Pinyin transliteration of Chinese but he’s still most commonly called Cheng Ho). Cheng Ho was also known as San Bao which means â€Å"three Jewels. † Cheng Ho, who was said to have been seven feet tall, was given greater power when Zhu Di became emperor in 402. One year later, Zhu Di appointed Cheng Ho admiral and ordered him to oversee the construction of a Treasure Fleet to explore the seas surrounding China. Admiral Cheng Ho was the first eunuch appointed to such a high military position In China. Because of a report that the former emperor Hul-tl had fled overseas, but probably with other good reasons, such as promoting Chinese influence or trade opportunities, Yunglo sent out expealtlons overseas unaer cneng’s command. In a perloa 0T 2 years, from 1405 to 1433, Cheng directed seven expeditions and visited no fewer than 7 countries, stretching from Champa in the east to the African coast in the west. In preparation for these expeditions, some 1,180 ships of various types and measurements were constructed. The size of the fleet varied from voyage to voyage. The first expedition consisted of a 27,800-man crew and 62 large vessels and 255 smaller ones carrying cargoes of silk, embroideries, and other valuable products. Cheng took personal command of each voyage, but he often entrusted his lieutenants to undertake side trips away from the main itinerary. The countries visited ranged rom the nearby states, such as Champa, Sumatra, and Java, to the faraway lands to the East, including Arabia and places on the east African coast, such as Mogadishu and Brawa. The purpose of these trips was to assure foreigners of China’s friendliness, extend imperial gifts and greetings to the chiefs of the foreign kingdoms, and report the conditions of these distant lands to the court. But at the same time, Cheng’s fleet also managed to annihilate a powerful Chinese pirate, interfere in a Javanese war, and reinstate a legitimate ruler in Ceylon. Yielding loads f exotic native products, the expeditions were often followed by tribute-bearing envoys from across the sea. Nonetheless, these voyages were criticized by Chinese officials as useless and wasteful of resources. After Yunglo’s death in 1424, the expeditions were suspended, and Cheng was made a garrison commander of Nanking. The last voyage (1432-1433) took place under the auspices of Emperor Hs?an-te. Cheng is customarily said to have died in 1435/1436, at the age of 65, but one source holds that he died early in 1433. Cheng’s expeditions, undertaken almost century before those of Christopher Columbus and Vasco de Gama, not only strengthened China’s influence over its neighbors but also marked a unique achievement in the history of maritime enterprise. A navigational chart attributable to the expeditions has been preserved and translated into English. First voyage (1405-1407) The first Treasure Fleet consisted of 62 ships; four were huge wood boats, some of the largest ever built in history. They were approximately 400 feet (122 meters) long and 160 feet (50 meters) wide. The four were the flagships of the fleet of 62 ships assembled at Nanjing along the Yangtze (Chang) River. Included in the fleet were 339-foot (103-meter) long horse ships that carried nothing but horses, water ships that carried fresh water for the crew, troop transports, supply ships, and war ships for offensive and defensive needs. The ships were filled with thousands of tons of Chinese goods to trade with others during the voyage. In the fall of 1405 the fleet was ready to embark with 27,800 men. The fleet utilized the compass, invented in China in the 1 lth century, for navigation. Graduated sticks of incense were burned to measure time. One day was equal to 10 â€Å"watches† of 2. 4 hours each. Chinese navigators determine latitude through monitoring the North Star (Polaris) in the Northern Hemisphere or the Southern Cross in the Southern Hemisphere. The ships of the Treasure Fleet communicated with one another through the use of flags, lanterns, bells, carrier pigeons, gongs, and banners. The destination of the first voyage of the Treasure Fleet was Calicut, known as a major trading center on the southwestern coast of India. India was initially â€Å"discovered† by Chinese overland explorer Hsuan- ‘sang In tne seventn century. I ne meet stopped In Vietnam, Java, ana Malacca, ana hen headed west across the Indian Ocean to Sri Lanka and Calicut and Cochin (cities on the southwest coast of India). They remained in India to barter and trade from late 1406 to the spring of 1407 when they utilized the monsoon shift to sail toward home. On the return voyage, the Treasure Fleet was forced to battle pirates near Sumatra for several months. Eventually Cheng Ho’s men managed to capture the pirate leader and take him to the Chinese capital Nanjing, arriving in 1407. second voyage (1407-1409) A second voyage of the Treasure Fleet departed on a return trip to India in 1407 but Cheng Ho did not command this voyage. He remained in China to oversee the repair of a temple at the birthplace of a favorite goddess.