Organizational Behavior Essay Example | Topics and Well Written Essays - 1250 words - 2

Organizational Behavior - Essay Example According to Huczyski and Buchanan (2009), a central part of the concept of the organization and administration is the development of administration perceptions and what skill should be termed as administration theory. The application of the theory brings complete alteration in the management practices. Management theories are a well-defined set of general guidelines that direct the managers to effectively manage an organization. Management theories are helpful for employees for carrying out effective collaboration with business objectives and the sources required for achieving the goal. Organisational behavior is based on understanding the management principles. Knowledge of the history helps in understanding the attributes of administration and management behavior along with the affirmation of the major areas of organizational function (Huczynski A & Buchanan, D 2009). Management theories are analytic and can be implemented in accordance with the diverse administrative contexts. Ap proaches to Management & Organisation The above chart describes the main approaches to organizational behavior (Mullins 2005). Organisational studies, organization behavior, and management practices are analytical concepts and they depict the precise use of ability on how humans as individuals and as groups act within the organization. The initial writers presented the management theories on the basis of understanding the various purposes of management and its functions within an organization.  Ã‚  ... 1. Classical Approach The initial writers presented the management theories on the basis of understanding the various purposes of management and its functions within an organisation. They built the management concept categorising it as work planning, the profound requirements of the organisation, challenge of management, and the acceptance of rational and analytic behaviour. 2. Human Relationship In Behaviour Management The human aspect of the classical writers was a framework for the organisation, however during the 1920s, the years of the Great Depression; the greater incorporation began with the human relations and the organisational behaviour (Mullins, 2005). 3. The System Approach In the recent days, interest has been focused on the evaluation of organisations as systems with an amount of shared sub-systems. The classical access emphasised the complex requirements of the organisation and its people. According to this theory, the managers should be able to understand the aspirati ons of their employees or subordinates in order to create an effective working relationship with them. It also determines the various factors by which an employee can be motivated towards working well in the firm. This would help in achieving organisational goals with more effectiveness and commitment. The theory draws attention towards the hygiene factors of motivation of employees within an organisation and the aspects that should be considered by managers in the course of management. An interrelationship can be drawn here with the understanding of organisational behaviour and the human relation theory of management which emphasises the behavioural element which is shared mutually with both the subjects. The concept of the management theory

Candide by Voltaire Essay Example for Free

Candide by Voltaire Essay 1) What is the relationship between Candides adventures and Panglosss teachings? In Candide, we see lives filled with struggles and tragedy. Although Candide witnessed and fell victim to worldly evils of cruelty and suffering, he maintained his optimistic views through much of the novel. Candide picked up this idea of optimism through Panglosss teachings. Although he did not see any good reasons to disbelieve Panglosss teachings while living in the Barons castle, once in the outside world, Candide experiences many tragic events that make him, and the reader, question the philosophy of optimism. Candides adventures, starting when he is kicked out of the Barons castle, clearly represented an imperfect world, full of atrocities that contradicted Panglosss teachings. The events that break apart Panglosss teachings begin almost immediately when Candide is thrown in the streets to live on his own. He runs into recruiting officers of the King of Bulgars. They have him toast to the health of their king, but then beat Candide severely and put irons on his legs. Luckily though, the king comes by and tells them to spare Candide since he is innocent. Soon after that, Candide witnesses an awful, bloody battle between two armies. This horrible spectacle shows us how hateful and violent people are in this world. Later, he finds a beggar who turns out to be Pangloss. Pangloss shares some of the horrible things he had been put through and that Candides one and only love had been raped and her entire family had been murdered when the Barons castle had been taken over. Once with Pangloss, he has many new adventures. While out at sea with Pangloss and Jacques, a violent storm occurred and destroyed their ship. Many innocent passengers are killed including Jacques, who died saving a sailor. The innocent passengers deaths disprove Pangloss theory since it appeared the bad that came out of the shipwreck led to nothing good for them; instead, only brought them to their deaths. When the sailor, Pangloss, and Candide get into Lisbon, an earthquake destroys most of the city. A  tidal wave also crushes ships in the port. In an effort to prevent another earthquake, wise men take ridiculous actions against the slightest wrongdoing. Candide and Pangloss end up getting arrested. Pangloss is hanged and Candide is beaten badly. The ridiculous actions taken place prove to be futile when another earthquake erupts the next day. All of the bad that came from the first earthquake provided no good. Pangloss had been hung for no reason and Jacques, a good man, had died from the storm out at sea. The reader is left wondering how these horrible events could result in a greater good. Candide finds that God might have spared one place on earth, El Dorado. He finds this seemingly perfect city, yet does not want to stay because is still in love with Cunegonde. The king gives him and Cacambo a few sheep and some gold. This portion of the story brings a little light, yet the whole world cannot be like El Dorado, and people who do live in perfect worlds cannot even appreciate it because they have nothing to compare the high points against. Since life is always perfect, they live in lethargic boredom and cannot truly appreciate how well off they truly are. We also see times of happiness and good fortune that restore Candides faith in optimism throughout the book. Such periods include when we find Pangloss survived, and the points in the book when Candide and Cunegonde get to be together, even for short amounts of time. Towards the end of the story, Candide begins to question Pangloss philosophy more and more. Although we find events that support optimism, we find more counterexamples. Although Pangloss and the Barons son are found alive, they tell Candide their escapes from death, and the tortures they had been put through afterwards. Soon after they free Pangloss and the Barons son from slavery, the men go and find Cunegonde, the woman Candide had been searching to live with and love for his entire life. When they do find her, she is extremely ugly and Candide no longer wants to marry her. Although he is no longer attracted to her, he is a man of his word and feels he must do his duty to take care of her and love her. Now, he is stuck with a woman he no longer lusts over. Candide has finally found what he had been sacrificing for all of his life to find, yet is not satisfied with what he has acquired  for his hard work. Throughout the entire story of Candide, we are bombarded with horrendous events that happened to an individual to disprove Panglosss teachings. Candides adventures encountered such atrocities as murder, rape, slavery, and prostitution. The bad events that occur in Candide, help show that the world is not perfect, and that not everything happens for the greater good in the end. Candides adventures, great in number, show us how bad others lives turned out as well as their friends and families lives were hurt as well, such as the old woman. In the end, Candide finally realizes that optimism is not a flawless philosophy, and that the idea of working hard and enjoying life is better than waiting around for the good you think will happen. Candides adventures helped to contradict optimism and ultimately changed Candides beliefs from optimism to a realization of reality. Candide begins to live a simple life, working hard to avoid boredom, vice, and poverty.

Platelet Count Of Children With Dengue Fever Biology Essay

Platelet Count Of Children With Dengue Fever Biology Essay INTRODUCTION Dengue is a mosquito-borne infection that in recent decades has become a major international public health concern. Dengue is found in tropical and sub-tropical regions around the world, predominantly in urban and semi-urban areas. Dengue haemorrhagic fever (DHF), a potentially lethal complication, was first recognized in the 1950s during dengue epidemics in the Philippines and Thailand. Today DHF affects most Asian countries and has become a leading cause of hospitalization and death among children in the region. There are four distinct, but closely related, viruses that cause dengue. Recovery from infection by one provides lifelong immunity against that virus but confers only partial and transient protection against subsequent infection by the other three viruses. There is good evidence that sequential infection increases the risk of developing DHF. The incidence of dengue has grown dramatically around the world in recent decades. Some 2.5 billion people two fifths of the worlds population are now at risk from dengue. WHO currently estimates there may be 50 million dengue infections worldwide every year. The disease is now endemic in more than 100 countries in Africa, the Americas, the Eastern Mediterranean, South-east Asia and the Western Pacific. South-east Asia and the Western Pacific are the most seriously affected. Before 1970 only nine countries had experienced DHF epidemics, a number that had increased more than four-fold by 1995. Not only is the number of cases increasing as the disease is spreading to new areas, but explosive outbreaks are occurring. According to government figures 15,061 cases of the disease in the Philippines were reported in the first six months of the year. The increase in the number of dengue cases may be attributed to the constantly changing climate brought by global warming as well as congestion in urban areas. The biggest increase in the country was seen in Metro Manila, where there was an almost 200 percent increase. According to the Department of Health, Southern Mindanao, there is an expected increase in dengue cases in the region because of the onset of the rainy season. About six-percent increase in dengue cases was recorded during the first quarter of the year compared to the same period last year. Davao City still has the highest dengue incidence, with 371 cases recorded in the first quarter. During the same period last year, there were 352 cases recorded in the city. The durian is the fruit of several tree species belonging to the genus Durio and the Malvaceae family. Widely known and revered in Southeast Asia as the king of fruits, the durian is distinctive for its large size, unique odour, and formidable thorn-covered husk. The fruit can grow as large as 30  centimetres (12  in) long and 15  centimetres (6  in) in diameter, and it typically weighs one to three  kilograms (2 to 7  lb). Its shape ranges from oblong to round, the colour of its husk green to brown, and its flesh pale yellow to red, depending on the species. There are 30 recognised Durio species, at least nine of which produce edible fruit. Durio zibethinus is the only species available in the international market; other species are sold in their local region. Studies have shown different uses of durian such as: A.Lipid Lowering Effect: Lipid entrapment property of polysaccharide gel (PG) extracted from fruit-hulls of durian (Durio zibethinus Murr. Cv. Mon-Thong). Results suggest that PG from fruit-hulls of durian may be a potential dietary fiber/ medicinal supplement for a blood lipid / cholesterol lowering effect. B.Hyperthermic Effect / Paracetamol Interaction: Believed to have body-warming properties with concerns on consumption with paracetamol. Rat study showed no significant body temperature elevation. Rats receiving a durian-paracetamol combination showed a significant drop in body temperature. No mechanism for toxicity was identified. C.Antibacterial / Wound Healing Effect: (1) Polysaccharide gel extracted from fruit-hulls of durian seems to have a beneficial effect on wound healing in a pig study.(2) Bactericidal effect of polysaccharide gel was clearly demonstrated against S. aureus and E. coli. Study showed accelerated wound he aling. D.Phenolic Content / Antioxidant Effect: Study showed the durian cultivars high bioactivity and total polyphenols were the main contributors to the overall antioxidant capacity and provides a source of nutritional supplement. Today, Dengue Fever and Dengue Hemorrhagic Fever affect most Asian countries and has become a leading cause of hospitalization in children (about 500,00 cases each year) and death. Until now, there is no specific treatment on dengue fever. Due to this, a significant number of families of patients use different alternative medicines which do not have evidence for cure in the hope of increasing the platelet count of the patient. One of these is the use of D. zibethinus Murr, but its efficacy is still unkown thus the purpose of the study. DEFINITION OF TERMS Dengue Fever a benign syndrome caused by several arthropod-borne viruses, is characterized by biphasic fever, myalgia or arthralgia, rash, leukopenia, and lymphadenopathy Dengue Hemorrhagic Fever a severe, often fatal, febrile disease caused by dengue viruses. It is characterized by capillary permeability, abnormalities of hemostasis, and, in severe cases, a protein-losing shock syndrome (dengue shock syndrome) Dengue Hemorrhagic Fever Grade I presence of fever, non-specific constitutional symptoms, such as anorexia, vomiting, abdominal pain; and positive tourniquet test Dengue Hemorrhagic Fever Grade II symptoms and signs of Grade I plus spontaneous bleeding: mucocutaneous, gastrointestinal Dengue Hemorrhagic Fever Grade III symptoms and signs of Grade II with more severe bleeding plus evidences of circulatory failure: violaceous, cold, clammy skin, restlessness, weak to compressible pulses, narrowing of pulse pressure to 20mmHg or less, or hypotension Dengue Hemorrhagic Fever Grade IV or Dengue Shock Syndrome symptoms and signs of Grade III but shock is usually refractory or irreversible and associated with massive bleeding OBJECTIVES General Objective: This study aims to determine the effect of Durio zibethinus Murr (durian) on the platelet count of pediatric patients with Dengue Fever and Dengue Hemorrhagic Fever Grades I and II. Specific Objectives: To identify the specific component of durian that is capable of increasing the platelet count of dengue patients. To determine the mechanism of action of the active component of durian. To identify significant relationship between the increase of platelet count and intake of durian. METHODOLOGY Study Design Randomized controlled, double-blinded study Study Setting Private Tertiary Hospital Study Subjects Inclusion Criteria Children ages 6 months old to 18 years old diagnosed with dengue fever and dengue hemorrhagic fever grades I and II. Parents/guardians of the subjects who signed the informed consent. Exclusion Criteria Children ages 6 months old to 18 years old diagnosed with dengue hemorrhagic fever III and dengue shock syndrome. Dengue patients who had undergone blood transfusion. Dengue patients who do not eat durian or unable to tolerate the smell of durian. Respondents who developed untoward gastrointestinal side effects during the course of the study, such as nausea, vomiting, diarrhea and dyspepsia. Parents/guardians who did not sign the informed consent. Description of Interventions Patients included in the study will be started with intravenous fluids using Isotonic solutions (D5 LR, D5 NSS/D5 0.9% NaCl) at 3 5 cc/kgBW/hr. Patients were then randomly selected to receive durian decoction (experimental group) and evaporated milk (control group). Decoction will be given three times a day from day of diagnosis to day2 afebrile. Outcome measures Patients data were collected and recorded. Serial platelet monitoring was done every 6 hours, others were every 8 hours and some on a once a day basis during their hospital stay. Patients are also monitored for possible side effects. Data Collection An informed consent has been signed by parents or guardians of the subjects who were included in the study. Socio demographic data were noted (e.g. age and sex). Clinical data as well as the initial laboratory results were noted. Individuals are randomly selected into two groups, one with the Durian decoction, and the other with evaporated milk. Patients diagnosed with Dengue fever, Dengue Hemorrhagic Fever Grades I and II will be selected and observed for the duration of hospital stay. The initial and succeeding platelet count were noted during the introduction of the decoction. Once a day platelet monitoring of all subjects is enough to collect data, provided that it is all taken at the same time. The side effects related to the intake of decoction were all be noted. Preparation of Decoction: Scrapings of durian fruit will be obtained thus removing the fruits seed. __gram of scrapings will be obtained, diluted with __ml of water. __ml of sugar is added to taste. All ingredients is placed in a blender and mixed well to obtain a syrup solution. Administration of the decoction: The decoction will be given to patients with platelet count Dosage: 3mg/kg/day

NAT TURNER Essay -- essays research papers

Nat Turner   Ã‚  Ã‚  Ã‚  Ã‚  Early in the morning of August 22,1831, a band of black slaves, led by a lay preacher named Nat Turner, entered the Travis house in Southampton County, Virginia and killed five members of the Travis family. This was the beginning of a slave uprising that was to become known as Nat Turner’s rebellion. Over a thirty-six hour period, this band of slaves grew sixty or seventy in number and slew fifty-eight white persons in and around Jerusalem, Virginia (seventy miles east of Richmond) before the local community could act to stop them. This rebellion raised southern fears of a general slave uprising and had a profound influence on the attitude of Southerners towards slavery.   Ã‚  Ã‚  Ã‚  Ã‚   Nat Turner was born a slave in Virginia in 1800, owned by a southern man, named Ben Turner. It was common during this time for the slave to be given the last name of their owner. In this relatively easygoing atmosphere at this particular plantation, Nat was allowed to learn to read and write. growing up, Nat played with his owners’ son until the age of twelve. He was then put to work as a field hand. He believed that that God had chosen him to lead the blacks to freedom. After seeing a halo around the sun on August 13, 1831, Turner believed this to be a sign from god to begin the revolt. Beginning on August 22 and lasting for two days, Turner and seventy recruits went on a rampage. They killed Turner’s master and fifty-eight more men,...

Ed Philosophy Essay

Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education. As an academic field, philosophy of education is â€Å"the philosophical study of education and its problems†¦ its central subject matter is education, and its methods are those of philosophy†. [1] â€Å"The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. â€Å"[2] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. [3] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice. Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, similar to how philosophy of law is generally taught in law schools. [1] The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined. Although there is overlap, philosophy of education should not be conflated with educational theory, which is not defined specifically by the application of philosophy to questions in education. Philosophy of education also should not be confused with philosophy education, the practice of teaching and learning the subject of philosophy. Philosophy of education can also be understood not as an academic discipline but as a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological assumptions. These theories are also called educational philosophies. For example, a teacher might be said to follow a perennialist educational philosophy or to follow a perennialist philosophy of education. Contents * 1 Philosophy of Education * 1. 1 Idealism * 1. 1. 1 Plato * 1. 1. 2 Immanuel Kant * 1. 1. 3 Georg Wilhelm Friedrich Hegel * 1. 2 Realism * 1. 2. 1 Aristotle * 1. 2. 2 Avicenna * 1. 2. 3 Ibn Tufail * 1. 2. 4 John Locke * 1. 2. 5 Jean-Jacques Rousseau * 1. 2. 6 Mortimer Jerome Adler * 1. 2. 7 Harry S. Broudy * 1. 3 Scholasticism * 1. 3. 1 Thomas Aquinas * 1. 3. 2 John Milton * 1. 4 Pragmatism * 1. 4. 1 John Dewey * 1. 4. 2 William James * 1. 4. 3 William Heard Kilpatrick * 1. 4. 4 Nel Noddings * 1. 4. 5 Richard Rorty * 1. 5 Analytic Philosophy * 1. 5. 1 Richard Stanley Peters * 1. 5. 2 Paul H. Hirst * 1. 6 Existentialism * 1. 6. 1 Karl Jaspers * 1. 6. 2 Martin Buber * 1. 6. 3 Maxine Greene * 1. 7 Critical Theory * 1. 7. 1 Paulo Freire * 1. 8 Postmodernism * 1. 8. 1 Martin Heidegger * 1. 8. 2 Hans-Georg Gadamer * 1. 8. 3 Jean-Francois Lyotard * 1. 8. 4 Michel Foucault * 2 Normative Educational Philosophies * 2. 1 Perennialism * 2. 1. 1 Allan Bloom * 2. 2 Progressivism * 2. 2. 1 Jean Piaget * 2. 2. 2 Jerome Bruner * 2. 3 Essentialism * 2. 3. 1 William Chandler Bagley * 2. 4 Social Reconstructionism and Critical Pedagogy * 2. 4. 1 George Counts * 2. 4. 2 Maria Montessori * 2. 5 Waldorf * 2. 5. 1 Rudolf Steiner * 2. 6 Democratic Education * 2. 6. 1 A. S. Neill * 2. 7 Classical Education * 2. 7. 1 Charlotte Mason * 2. 8 Unschooling * 2. 8. 1 John Holt * 2. 8. 2 Contemplative education * 3 Professional organizations and associations * 4 References * 5 Further reading * 6 External links| Philosophy of Education Idealism Plato Inscribed herma of Plato. (Berlin, Altes Museum). Main article: Plato Date: 424/423 BC – 348/347 BC Plato’s educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers’ care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor. Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. What this establishes is essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance. Plato’s writings contain some of the following ideas: Elementary education would be confined to the guardian class till the age of 18, followed by two years of compulsory military training and then by higher education for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person. At the age of 20, a selection was made. The best one would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. They would study the idea of good and first principles of being. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50. Immanuel Kant Main article: Immanuel Kant Date: 1724–1804 Immanuel Kant believed that education differs from training in that the latter involves thinking whereas the former does not. In addition to educating reason, of central importance to him was the development of character and teaching of moral maxims. Kant was a proponent of public education and of learning by doing. [4] Georg Wilhelm Friedrich Hegel Main article: Georg Wilhelm Friedrich Hegel Date: 1770–1831 Realism Aristotle Bust of Aristotle. Roman copy after a Greek bronze original by Lysippos from 330 B. C. Main article: Aristotle Date: 384 BC – 322 BC Only fragments of Aristotle’s treatise On Education are still in existence. We thus know of his philosophy of education primarily through brief passages in other works. Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education. [1] Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates’ emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealing with adults). Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the importance of play. One of education’s primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis. All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. [2] Avicenna Main article: Avicenna Date: 980 AD – 1037 AD In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often attached to a mosque. In the 11th century, Ibn Sina (known as Avicenna in the West), wrote a chapter dealing with the maktab entitled â€Å"The Role of the Teacher in the Training and Upbringing of Children†, as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school. [5] Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Qur’an, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills). [5] Ibn Sina refers to the secondary education stage of maktab schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student’s emotional development and chosen subjects need to be taken into account. [6] The empiricist theory of ‘tabula rasa’ was also developed by Ibn Sina. He argued that the â€Å"human intellect at birth is rather like a tabula rasa, a pure potentiality that is actualized through education and comes to know† and that knowledge is attained through â€Å"empirical familiarity with objects in this world from which one abstracts universal concepts† which is developed through a â€Å"syllogistic method of reasoning; observations lead to prepositional statements, which when compounded lead to further abstract concepts. † He further argued that the intellect itself â€Å"possesses levels of development from the material intellect (al-‘aql al-hayulani), that potentiality that can acquire knowledge to the active intellect (al-‘aql al-fa‘il), the state of the human intellect in conjunction with the perfect source of knowledge. â€Å"[7]

Why Does Mozart’s Talents and Lifestyle Cause Salieri to Take Revenge on God

â€Å"Why? †¦ What is my fault? †¦ Until this day I have pursued virtue with rigor. I have labored long hours to relieve my fellow men. I have worked and worked the talent you allowed me. And now I do hear it-and it says only one name: MOZART!. † It has been stated throughout the play Amadeus, by Peter Shaffer that two very unique and different characters both have the love of music. A man name Antonio Salieri and another name Wolfgang Amadeus Mozart. However, one individual becomes envious of a man’s genius work, and lifestyle. A person name Antonio Salieri because throughout the play Amadeus, Salieri becomes jealous of Mozart through his achievement of being a musician, superior quality and of course the skills Mozart holds within. From reading the end of the play of Act 1, Mozart’s talents and lifestyle cause Salieri to take revenge on God for many reasons. Throughout the play, one of the reasons why Salieri took revenge on God because of Mozart is the fact that Mozart is a child who was born as a prodigy. He was an individual who was gifted beyond the means of an average child. According to the play, the Venticelli I and II stated that â€Å"Wolfgang Amadeus Mozart wrote his first symphony at five. He did his first concert at four and a full opera at fourteen (I. 3. 20-21). † That has a lot to say about Mozart because at that young age he had achieved something great, and as they would say he was born as a gifted individual, a prodigy. Therefore, he felt that there was someone out there that might have been better than or as good as him in Europe. Another reason why Mozart’s talents and lifestyle cause Salieri to take revenge on God is the fact that Mozart had an affair with a pupil of Salieri, her name Katherina Cavalieri. The reason that Salieri became furious himself because he tried to get with Katherina Cavalieri, Salieri quoted â€Å"I was very much in love with Katerina or at least a lust (I. 3. 19)†. However, that didn’t happen because he made a bargain with God. Which clearly states, â€Å"Signore, let me be a composer! Grant me sufficient fame to enjoy it. In return, I will live with virtue. I will strive to better the lot of my fellows. And I will honor you with much music all the days of my life! (I. 2. 16. 17)†. Antonio Salieri became envy of Mozart because he took Katherina Cavelieri into bed. Depicted from the play by Shaffer, Constanze quoted â€Å"He doesn’t drag them into bed! (I. 10. 48)†. This was also another reason why he envied Mozart, hated him and as well later in the play took out his anger on God. Lastly, another reason is when Salieri took the manuscripts from Mozart because it holds greatness. It was the original copy of Mozart’s genius work, quoted â€Å"She said that these were his original scores (I. 12. 57). In addition, it was quoted â€Å"Then suddenly he snatches it, tears the ribbon, and opens the case and stares greedily at the manuscripts within (I. 12. 57). † This was one of the biggest reasons why he envied Mozart as a person because it takes him one try to complete his music and as for himself it takes long hours and days to complete one of his own wo rks, which may or may not be compared to Mozart’s pure genius work. In conclusion, the opening quote of the play is meant for the hatred of Mozart. It states, â€Å"Spiteful, sniggering, conceited, infantine Mozart who has never worked one minute to help another man! I. 12. 59). † The reasons stated in the previous paragraphs were examples of the fact that Salieri envied and hated Mozart, as well as taken it out on God because he feels that he was betrayed by God in way that he didn’t do anything about destroying Mozart who in fact is making Salieri’s, life a bit more frustrating, when in fact he made a bargain with God and did everything he promised, and God does this. Therefore, he Salieri implied â€Å"I’ll tell you about the war I fought with God through his preferred Creature-Mozart, name Amadeus, The creature had to be destroyed (I. 12. 60). †