Singer- and Kants categorical imperative Essay Example | Topics and Well Written Essays - 1000 words

Singer- and Kants categorical imperative - Essay Example One of the major contributors in bioethics is Peter Singer who has put across various theories in this field. One theory he stipulates is that sacrifices of significant interests must not be done for the sake of minor interest. By this, he means that when considering an ethical issue one must evaluate what is more valuable than the other and then make a decision favoring what is more significant of the two factors. This theory has been used to decide on various ethical issues when it comes to medicine. A practical example is by considering the example given earlier. In the hospitals doctors and family members always find themselves in tough situations I deciding whether to turn off machines that are keeping a patient who is brain dead alive. Often family members always rely on the doctor’s advice when deciding on whether to pull the plug or not. By using singer’s theory doctors often ask their self one crucial question. Is the patient who is brain dead worth keeping alive without the hopes of any recovery even though it means putting the patient’s family members in serious financial problems because of the high costs they incur as a result of medical bill? After doctors evaluate this question, they end up advice their patient’s family member to agree to turn of the machines keeping the patient alive since they will only suffer financially despite the fact that the patient will never wake up or recover. Singer’s theory has also been vastly used when it comes to the ethical issue of using animals when it comes to the advancement of medicine and biology. He argues that rights for animals, which are of an inferior species than humans should not be put before that of human beings. By this, the scholar stipulated that, people should not discredit the use of animals in medical research because this testing f animals will help along were in improving the lives of human beings, which is much more valuable than the life of

Enviromental issues (carbon footprints) Essay Example | Topics and Well Written Essays - 2250 words

Enviromental issues (carbon footprints) - Essay Example According to the American Meteorological Society (AMS, 2007), the direct human impact on the climate change is through the enhanced concentration of trace gases such as carbon dioxide, chlorofluorocarbons, methane, nitrous oxide, ozone, and water vapor which, collectively, are known as the greenhouse gases. With the enhanced amounts of greenhouse gases in the earth’s atmosphere, the infrared radiation emitted by the earth and its atmosphere is blocked by the thickening blanket of greenhouse gases, resulting to increased warmth in the earth’s temperature in its attempt to equalize the incoming and outgoing flows of energy. AMS (2007) further reports that Carbon dioxide (CO₂) accounts for about half of the human-induced greenhouse gas contribution to global warming since the latter part of 1800s. CO₂ concentration has been increasing mainly from fossil fuel burning and partly from clearing of vegetation. Significant part (50%) of the increased CO₂ emissions remains in the atmosphere, while the rest of the earth absorbs continually the remaining 50%. Interestingly alarming is that the atmospheric CO₂ concentration has been increasing at a much faster rate than any other observed in the past several thousand years’ geological record. The World Wildlife Fund (WWF, 2009) reports that around 97 percent of the CO₂ emitted by the western industrialized nations is mainly coming from burning coal, oil and gas energy. The western industrialized nations spew into the atmosphere approximately 25 billion metric tons of CO₂ each year, which is enough to cause temperature build-up that seriously disrupts the world climate’s natural balance. As the scientific community continues to understand, monitor and discover things about the environmental changes happening around the globe, it also tries to translate scientific discoveries into

Piaget Drawing Development

Piaget Drawing Development Luquet was one of the first to start researching into the development of drawing using a cognitive development theory and releasing a book in French during 1927. He described differing stages of drawing development which a child will pass through; this became known as the stage account. Luquet thought that after a period of scribbling that children go through, there were four stages of realism which children will also go through. These were thought to be fortuitous realism, failed realism, intellectual realism and visual realism. Fortuitous realism shows the childs drawing as mostly scribbles but the child can see real life objects within the marks. The child will do this again and again and notice these accidental representations, until they reach the point where they will set out intending to draw something representational from real life. The child will be entering the second stage which is failed realism when they consistently set out with the intent to draw something resembling real life. During this stage an adult can see an adult can see what the child has set out to draw although it can look like there are many mistakes with important features missed out and objects not always where they should be, (such as a childs drawing of a parent, where the parent has a face but no body, with its legs and arms extending out from the head). Intellectual realism occurs when improvements of the childs concentration and attention occurs, meaning the drawing will depict prominent important features of the object. This is the stage where the child will feel it is important that the defining features in the shape are drawn. To achieve this, the child will use transparency, draw certain features as if like a plan, and draw certain things broken down. However this prospective is different to how the object is seen in real life and the child notices this and will start to become concerned about drawing this way. This leads to the child wanting to draw life like representations of an object and this takes the child into the fourth stage, visual realism, which means that the child will draw on object from one perspective and will only draw the objects features from the same perspective. In 1956 Piaget took the work of Luquets (1927) stages of drawing to use to develop his framework, which too was using a cognitive development theory, Piaget didnt see drawing as a special part of development, but rather a window into the general cognitive development of a child. For him, a drawing showed the cognitive competence of a child rather than what stage of development they were at. For the most part, Piaget agreed with Luquets theory and both of there frameworks has similar stages of development for childrens drawing. There are certain strengths for their theory which include that they seem to explain seeming stages of acquisition, supporting evidence for this was shown by Clark (1897) who studied children aged 6 to 16, they were asked to draw an apple with a hatpin passing through it, the younger children were found to draw a continuous line while the older children tended to only draw the visible parts of the pin, and Freeman Janikoun (1972) who studied cups that were dra wn by children. The cups had a flower pattern and were positioned so that handle or flower pattern was either visible for the child or not visible for the child, they found that they younger children drew the handle even when it was not visible where as the older children only drew what they could see. However, the weaknesses for Luquet/Piagets stage theory are that the roles of culture and environment had not been taken into consideration. Evidence against their stage theory has been shown by Selfe (1977, 1995) who studied artwork of gifted children and autistic savants. She studied a young girl with autism who could draw remarkable pictures, the drawings she studied were produced by the child between the ages of 3 and 9, and said that the girls pictures were remarkable because they were done while she was so young and because Nadia (the young girl) did not show that she had any type of ability to see conceptually. This goes towards showing that not all children will go through the stages that Luquet and Piaget suggest, but whether this is just for children with conditions such as autism is not currently known. Barret, Beaumont Jennett (1985) also provide evidence against Luquet and Piagets stage theory by talking about the instructions which the children received, for instance, did the children receive standard instructions (with the instructor saying draw exactly what you see from where you are sat) or whether the child received explicit instructions (with the instructor saying draw exactly what you see from where you are sat, look at it very carefully so you can draw it just as you see it). They found that when children received the standard instructions 11% of the children got the drawing correct, and when the children received the explicit instructions 65% of the children got the drawing correct. According to Luquet (1927), children move gradually from one stage to the next and that they can still draw from pervious stages in when they are in that last stage, this is because they may still want to represent something in a different way. He suggests that the reason children will draw the same things over again without them varying much is not due to habit but that they prefer to draw it in that way. Luquets theory should not be considered as just a stage theory as he had many other points to add to it, including the two above, for this reason childrens drawing ability should be seen as more of a fluid motion, since a child will progress through the stages but can easily slip back if they want to, allowing them to represent not only the part of the object that they see but the whole of the object. Kellogg (1970) used a generalist theory and took a different approach by suggesting that drawings of children are just patterns as children only draw things that show what they perceive as good form. She found that usually when a child reaches 5 or 6 years old, that most children will be able to draw a fairly accurate and complete person; this is because by this age most children will have formed a drawing formula which allows them too continuously and consistently draw an accurate picture of a person. She thought that some shapes can be seen in childrens scribbles and that it is these shapes that can then be used to form a picture. Kellogg did agree that drawing made use of the base of representational experience but says that the use of the lines would differ. Kellogg did come up with a descriptive classification that had the appearance of developmental progression by looking at thousands of childrens drawings and examining them closely. These drawing showed that the development pa ssed from basic scribbles then diagrams, then shapes finally moving to combining shapes, she suggests that when a child reaches that stage the child is functioning as an artist. Willats (1977) used a perceptual theory but agreed that drawings can be seen as representations but thought that children could possibly experience perceptual problems when they try to draw a 3D image on paper (a 2D space). He also suggested that children can change the solutions to these problems as they grow older and develop. Willats (1977) took children aged from 5 to 17, and showed then a real scene, the children were asked to draw what they saw from a fixed view point. When the children had finished their drawing Willats chose to classify the drawings using a drawing system which gave a certain score to a picture. The score was given based on the number of correct representations of occlusion by overlap. There are many drawing systems and during this investigation six were found, and it was shown that it was the older children who used the more complex systems. Willats found that there were discrete stages at which the development took place which was found to cover all the age s of the children tested, this also showed that the ability to use overlap appears continuous, with few children using overlap at under 9 years old with children learning fast between the ages of 10 and 12 years old. Arnheim (1974) used a generalist theory and had suggested that a child will draw an object which will show the defining features (as the child sees them) in the simplest way for the child to be able to draw them within a piece of paper (2D space). One example that was given of this is that a child will most likely draw an animal from the side so that the relationship between its legs, tail, and any other defining features are visible allowing people to clearly see what animal it is, while a child will draw a person from the front, allowing the facial features to be depicted and also showing the symmetry of these features making it clear that it is a person. This was supported by Ives Rovet (1979) who consistently found that children of any age who had passed the scribble stage, and were asked to draw an object that was familiar but without seeing the object, all used those specific ways of drawing. Luquet and Piaget are the two big names when it comes to looking at the development of drawing in children, but much more research has been done since Luquets initial research in 1927 which was popularised in 1956 by Piaget. They both took the cognitive development approach to drawing development which may have been why they both agreed on the stage theory, with research by others looking into different approaches to drawing development. There is a lot of support for Luquet and Piagets theory of stages of drawing development, and although it has a few criticisms, the main one being that it does not account for any cultural differences, most psychologists will agree that there is some form of stages of development that a child will go through when it comes to drawing development. Another criticism of Luquet and Piaget is that it does not think about the children with such developmental conditions as autism and asperger syndrome. These conditions can involve delays and impairments in t he development of the childs communicative and social skills, which may delay the child in some areas of development, while other children with these types of disorders have been shown to be good at certain things which including drawing, with some children showing remarkable advancement in drawing. It also depends on the instructions that the children are given as to whether they get the drawing correct or not, and so the instructors have to be careful how they ask the children to draw the object otherwise it may influence how they draw the object.

Animal Abuse In Todays World Essay example -- essays research papers

Rabbits immobilized in wooden stocks with ulcers in their eyes, baby seals being clubbed over the head, and the infamous shock treatment. Surely you have all witnessed footage of one or all of the aforementioned practices and were appalled by the cruelty. Appalled yes, willing to stand up and voice your thoughts... not often. There is one significant reason for this unwillingness by most to stand up for the rights of our fellow inhabitants of this planet, personal convenience. We are systematically cutting down the last forest that provides their shelter to farm cattle; we dump toxic chemicals and sewage into the waters in which they live; we wear the tusks of the last few of their species on our arms, and we pour cosmetic products into their eyes, rectums or vaginas to determine the harmful effects they might cause on humans, even though the physiological differences between humans and the animals they use are drastic. On a daily basis most people do not see their own degree of unintentional support towards this global dilemma, but hopefully after I am finished here today you too will question how mankind can, with conscience, commit these acts which shame us as human beings. Animals possess the same kinds of feelings and emotions as human beings, and without anesthesia, they are subjected to the pain as well. Mankind often fails to give animals the respect and rights they deserve, they are treated as lifeless, unfeeling scientific specimens: items that we may manipulate at our own convenience, for vanity’s sake. Laboratory research involving animals is cruel and merciless treatment of helpless creatures. No law requires that cosmetics and household products be tested on animals. Nevertheless, by six o'clock this evening, hundreds of animals will have had their eyes, skin or gastrointestinal systems unnecessarily burned or destroyed. Two of the most famous animal tests are the Draize, or eye irritancy test and the LD50, Lethal Dose 50. The Draize test is performed almost exclusively on albino rabbits, such as the Florida White, because they are cheap, docile, and are not "equipped" with tear ducts to wash away the chemicals. During t his test the rabbits are immobilized in a stock with only their head protruding, a solid or liquid is then placed in the lower lid of one of its eyes; subs... ...n-animal methods become a high-priority. Proven, that mankind often disregards the rights of other living beings, times are changing for the better due to the increasing pressure of the consumer. Society has begun to take notice of this pressing global concern because intelligent life should not be subjected to this form of torture. It has been estimated that animal experimentation world-wide has decreased by 30-50% in the last 15-20 years, due to the reduction and replacement of techniques. From the theory of evolution and the immergence of man, humans have to understand that this planet is not only ours, but the animals as well. Albert Einstein once said, "Our task must be to free ourselves... by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty." In essence, the way to live a healthy and fulfilled life is to embrace and respect all life present on this planet. There are a number of things that mankind can do to prevent this cruelty from continuing, it is sim ply a matter of taking the initiative to inform and involve yourself and others. Every individual effort is a step towards the annihilation of animal cruelty.

Man’s Existence Defined by Being and Nothing Essay

I. Introduction What makes a person alive? Should existence be defined simply by a person’s biological and physical ability to move and breathe? Is existence proven by the mere physical presence of a living person? Philosophers down the ages have advanced many theories of how human existence is defined. Some have advance theories based on the establishment of â€Å"being† after the fulfillment of a life’s purpose. Others opined that a person’s fear or experience of dread and nothingness defines existence. Some however believe that it is a combination of these yin/yang forces that define human existence. II. Discussions on Existence, Being and Nothingness People are defined as human beings in Biology.   It is what separates humans as a specie from animals.   But shouldn’t the word â€Å"human† be enough? What is the significance of the verb â€Å"be?†   Several theories have been advanced to define the tangible things one sees in life but as philosopher Martin Heidegger noticed, they have forgotten to ask what to â€Å"be† really is (Philipse. 1998. p18). The question of what defines human existence has intrigued philosophers over the ages. Theories have gone beyond the basic qualification of life as the simple and obvious ability to move and breathe. Existentialism however, puts forward the more abstract concepts of defining one’s being as influenced by boredom, freedom, commitment and alienation (Warnock.1970.p.4).   It separates the human existence into â€Å"being† and â€Å"nothing.† What makes a human a â€Å"being†? According to Heidegger, a de-constructional view of existence is necessary to include the essence of human’s â€Å"being† as opposed to the classical thought of the obvious and therefore unexplored being (Philipse, 1998.p.3). One of Heidegger’s main influences, Edmund Huserll (Grimsley.1960.p.37) said that philosophy should be described in the context of human experience and goals.   People do and live in accordance with one â€Å"plan† or goal.   Heidegger modified this with his theory of â€Å"care,† (Cochrane. 1956. p112) which, simply stated means that a person’s priorities or what he or she considers important defines their existence.  Ã‚   For him, it is the motivation and the individual needs that define a person’s existence and thus shapes them into what they are. In his work â€Å"Being and Time,† Heidegger created the representation â€Å"Dasein† of the individual that seeks to answer the question as to why he exists.   He states the Dasein is â€Å"thrown† into a world of possibilities and responsibilities, and to account for his existence, the Dasein must take responsibility for all these possibilities (Cochrane, 1956 p. 136). Another philosopher who advances the notion of a reality governed by consciousness, Rene Descartes in his â€Å"Meditations on First Philosophy† states that in human existence, the only thing that cannot be doubted is consciousness.   Reality can have many illusions, but a human being’s consciousness is constant which therefore makes it the only truth (Snooks, 1998.p 26). The famed German philosopher George Wilhelm Friedrich Hegel (Stace,1955. p. 44) summed it up in the statement â€Å"the rational alone is real† which presented the idea that everything can and will only be expressed in rational categories His various works reflected methods predominantly rooted in logic According to Hegel,   the degree of comprehension of concepts is only limited or expanded by the standards of knowledge a person possesses and the level of society he belongs to (Stace,1955. p. 46)   . The ideas of existentialism contradict this. The definition of a person’s existence is not dependent on rational thinking but rather their individual â€Å"beings† in the world they were born in.   Reality in reference to one’s existence is subjective. In Sartre’s â€Å"Being and Nothingness,† he defines the actuality of man’s ideal of completion as the fulfillment of state of â€Å"Being† while nothingness is the failure or lack of this actuality (Schilpp. 1997.p.48) Like Hegel, Sartre also used the concepts of â€Å"Being† in terms of â€Å" in itself†, â€Å"for others†, and â€Å"for and in itself.†   Unlike Hegel however who defined these as organizational thought processes and logic in the individual, Sartre stated these terms with definitions done to identify and qualify the subjective and objective facets of human existence. Regarded as the â€Å"Father of Existentialism,† and one of Hegel’s greatest critics, Soren Kierkegaard (Malantschuk, 2003.p.11 )was a Danish philosopher who proposed that it is an individual’s feelings such as dread and anxiety that lead to making choices that define a person’s life. Kierkegaard believed that the difference between an individual’s self-perception of being and nothingness stems from the â€Å"individuality† of a person and that includes emotions and passions. A person’s existence therefore, is brought about by his fears. He cites a parallel of faith and atheism.   In his theories that were viewed as â€Å"anti-organized religion,† Kierkegaard states that for a person to be able to â€Å"make a leap of faith,† one must first have doubt. Otherwise, one may not be able to differentiate â€Å"faith† from everyday emotions. In the same way, Being cannot exist without â€Å"Nothing† and vice-versa (Malantschuk, 2003.p.90) Kierkegaard also advanced the   paradoxical theory of the Concept of Dread (Ussher, 1968.p. 52). According to Kierkegaard’s concept of Dread, it is only when one has experienced total misery that one can recognize and experience life and living. â€Å"Only by being a sacrificial Isaac would he recognise himself for the beloved of Abraham: and no miracle (he knew in the end) would intervene.† (Ussher, 1968.p. 27). It is not unusual in today’s times to hear the maxim â€Å"You never know what you have unless you’ve lost it.†Ã‚   The misery or anxiety at the thought of losing something makes one realize how much value they have truly assigned to something. The thought of this is echoed in German journalist Helmut Kuhn’s â€Å"Encounter with Nothingness: An Essay on Existentialism† (1949): â€Å"The question of existence is urged upon us chiefly by our interest. We raise it when we care for the existence or the nonexistence of something. When darkness closes down, we do get excited about the existence of light† (Kuhn, 1949) Immanuel Kant presented a style of inquiry that takes to consideration the physiological and empirical facets of a person’s state of Being. Kant believed that an introspective approach was necessary for one to understand and make sense of one’s own being (Kant, 1965). Sartre, one of the strongest critics of Kantian theory argues that the notion that human emotions are insignificant and occasional â€Å"situations† that occur of an individual’s behavior is unacceptable. â€Å"Moreover, emotion must not be considered as a set of empirical facts gained through introspection or as a â€Å"corporeal phenomenon† , but rather as â€Å"an organized form of human existence†Ã‚   (Schilpp, 1997.p.13) As a person’s existence and state of â€Å"Being† are subjective, so is the definition of â€Å"nothingness.† The lexicon meaning of the word â€Å"nothing† is given as â€Å"1 : not any thing : no thing; 2 : no part;   3 : one of no interest, value, or consequence† In philosophy however, despite the many theories that sought to define existence, the definition of the word â€Å"nothing† seems to be universal.   It simply means failure to attain a state of Being through lack of fulfillment and failure at the attainment of purposes or goals. III. Summary The human being and existence is a complex and paradoxical concept.   All the concepts are true in a sense, but were never really complete in describing or pinpointing the meaning of life. Different schools of thought range from describing human existence in a mathematical sense then evolving into the more abstract consideration of complex human emotions. Classical philosophy in its rational and logical basis, says it is â€Å"Mind over matter.† Sartre, Hegel and Heidegger’s philosophies are summed up in â€Å"the End justifies the Means.† Kierkegaard’s neurotic view of the existence as a result of anxiety and dread is summed up in â€Å"You don’t know what you have until you’ve lost it.† IV. Conclusion Given the many points of view advanced, there remains a constant, and that is recognition of the human free will. It is the will that makes a choice that rational, experiential or pessimistic, influences the â€Å"End† that defines and justifies a person’s existence. A person’s experience of past and present in addition to his perception of what the future could be are subjective.   The significance people place on certain things is also subjective.   Reactions are subjective.   Life is subjective.   One can choose to define existence in the manner of different philosophies. However, it is important to note that these schools of thought are not rules that encompass every person’s experience of life.

What Every Leader Needs to Know

In the book Leadership 101` by John C. Maxwell he delivered his point of views on how to develop the intellectual insight regarding and spiritual beliefs. Based on his achievements as a leader himself, Maxwell points out that it is important to express leadership through the application of public education the true meaning of faith in leadership. He further notes the procedures behind how to become a more enlightened leader, by having a common purpose and common vision. Through the said book, he discussed his hopes and dreams for himself as well as for the public education, for the different leaders and for the world. His major goal is to build a strong public education that will help the children to easily enhance their skills, and to support the needs of the students primarily with regards the moral and spiritual values. Through public education, the different kinds of beliefs can easily be discussed in formal and legal ways, and public education is the best opportunity to build different essential concepts that will connect the people within the human society. Another goal of Maxwell is to frequently develop the â€Å"Dimension of Leadership†; though leadership is a great privilege to a person who has the chance in having the skills needed for it, the authors define the exact value of what are the valuable insights that a perfect leader should have. Also the responsibilities of the leader, which should always be his major priority for the benefits of his community; this will lead to a wellness and successful organization in the society that he serves. Wise leadership in spiritual, moral, and educational program is one of the major keys in a certain country’s future success; it is the best way to create a fruitful result that can give hope to the citizens of a particular society. Moreover, in order to build and have better leadership status in the future, the authors of book entitled â€Å"Spiritual Dimension of Leadership† provide some important guidelines that will fit to the prospective leaders. They offer the eight key principles that can lead to a prospective leader to become a valuable and enlightened leader, it is important to discussed this eight key principle in order to understand and enlightened the important point of views on how to become a better leader and spiritual adviser to the societies and communities. These are the following guidelines that a prospective leader should have to seriously apply and understand carefully in order to empower his leadership. Intention- In leadership it is important to know what is the real intention of the leader in his activities and programs, because all the related activities that are usually directed by the leader and provided by the members will always reflect his physical and moral values. Attention- A true leader must always visualize the needs and benefits of his team; in order to develop a progressive idea the leader should always give his full attention to the programs and activities that are very beneficial to the community. Unique Gifts and Talents- Special skills and talents are God given gifts to every individual; it is also temporarily stored to human body, by building and developing a set of better programs and activities, leaders are extending their best to use their skills and intellectual thinking to provide a humanistic and unbiased leadership to his community. Gratitude- Leadership is not all about the giving of commands and duties, in order to achieve the main goal; an acting leader should have an interpersonal emotion, greater acceptance, and dipper appreciation for handling a serious obligation, also by receiving a lively sense of favors grateful acceptance is also required in order to have a better leadership practice application. Unique life lessons- Though leadership is always creating some comparisons, developing uniqueness is a big factor to create a better relationship towards other members, by using personal experience to provide a useful knowledge, â€Å"Unique life lessons† is a big contribution in having an enlightened leader. Holistic Perspective- This kind of principle is also required to inspire the members to also achieve their goals. By emphasizing the importance of the members in the society, through the implementations of the holistic perspective true leadership will be more effective. Openness- To achieve a wise leadership especially in education, openness is a big impact to create a better leadership. Leaders should always be open-minded in terms of the ideas and theories that are represented by the members of the public constituents. Any problems should seriously be discussed properly. Trust- The most important things that the leaders in spiritual and educational area should apply is trust, leaders should always create their different perspectives as well as the progressive idea on how to lead a certain group; however, trust is the major factor in continuously aiming and becoming a leader. However, trust remains to be the core reason needed for the leadership skill applications to be successful enough for the organizations being served. If the insights written within the pages of the book being discussed in here will always prevail within the society’s leaders, it could be easily expected that better days are ready to come ahead as the future generation of human civilization sprouts out to serve the different countries around the globe. The book indeed provides the most necessary inspiration that leaders need to posses in leading the nation or any other social organization, trust and knowledge that would lead to a more successful future and a more effective leading procedure. Several Important Ideas of the Reading: Part I: The Development of a Leader 1. Why Should I Grow as a Leader? The McDonald brothers versus Ray Kroc in developing McDonalds. 2. How Can I Grow as a Leader? Teddy Roosevelt Part II: The Traits of a Leader 3. How Can I Become Disciplined? Jerry Rice 4. How Should I Prioritize My Life? Paul Tsongas 5. How Do I Develop Trust? Billy Graham 6. How Can I Effectively Cast Vision? Walt Disney Part III: The Impact of Leader 7. Why Is Influence Important? Princess Diana 8. How Does Influence Work? Robert Dilenschneider 9. How Can I Extend My Influence? His father 10. How Can I Make My Leadership Last? Roberto Goizueta Within the entire context of the reading, Maxwell intended to help everyone see the importance of leadership both to one’s self and towards the others. This is a particular fact that needs to be considered well by every individual wanting to become a leader of others towards the betterment of the system of any organizations or groups that they intend to work for. BIBLIOGRAPHY: John Maxwell. (2002). Leadership 101: What Every Leader Needs to Know. Thomas Nelson Press.

The Infortunate - Indentured Servitude essays

The Infortunate - Indentured Servitude essays Indentured servitude commenced in the seventeenth century when many Europeans wanted to embark on a life in the colonies. At that time, European nations heavily promoted the possibility of prosperity in the colonies, encouraging families to move to America. However, individuals seeking out affluence in the colonies could not afford the trip to America, and if they could, most would not have enough money to purchase land and support their family. This financial burden did not hinder the European's longing to reach the colonies. And the solution to the financial problem was indentured servitude. The complications of seeking out a new life in the colonies is exemplified in The Infortunate an autobiography written by William Moraley that illustrates his voyage as a poor European seeking out prosperity in the colonies as an indentured servant. Although many Europeans hoped to thrive in the colonies, this was not attained without difficulty. Indentured servants and bound servants had a poor quality of life. Indentured servants, even after gaining their freedom usually worked low paying jobs and poor free workers faced similar hardships. Bound servants had an added difficulty in that they could be captured and recirculated into slavery all over again. There was no break to the servant-hood cycle. After the death of his father, a journeyman clockmaker, Moraley possessed scarce resources and was imprisoned for debt. The thirty-year-old Moraley bound himself for five years as a servant in the British North American colonies. As exemplified throughout Moraleys excursion, a Europeans trip to America would be paid for if they would then be a servant for a certain number of years (usually between four and fourteen). After they served their term, an indentured servant would be given clothes, land, and some money. For many poor, taking a ship to the plantations was a form of survival migration, necessitated by the dif...