Claudius the Machiavelli - 1652 Words

Claudius the Machiavelli There are many kinds of people in the world. Some people are kind, generous, caring, etc. But there are the kinds of people who are selfish deceiving and very cruel to those around them and only puts themselves before other people, these are characteristics of a Machiavellian character. In the story of Shakespeare, Hamlet, shows a great example of a Machiavellian character Claudius. Claudius is the type of man who is willing to go to the extremes in order to keep high position of power. He doesn’t care for the well being of others and only cares about himself. In Hamlet Claudius faces many threats to his position of power that has brought out his Machiavellian characteristics. Some of which are his willingness to†¦show more content†¦Therefore prepare thyself/ the bark is ready, and the wind at help , thy associates tend, and everything is bent for England.† (Shakespeare IV. III 43-49) in this scene of the play Claudius tells Hamlet he is sending Hamlet to Engla nd in order to reflect upon himself and his actions, but his true intention is being hidden which is Hamlet’s execution in England. This proves that Claudius is a Machiavelli because he is very deceitful to and disloyal to Hamlet by lying to Hamlet telling him that he is getting a sometime away from the kingdom in England for his own benefit but is actually being sent off to get executed just so Claudius can keep his position of power and his life. There is more than one time Claudius has shown his Machiavellian traits through trickery, betrayal and lies. One part in the play Claudius says to Laertes: â€Å"To thine own peace. If he be now returned,/ As checking at his voyage, and that he means/ No more to undertake it, I will work him/ To an exploit, now ripe in my device,/ Under the which he shall not choose but fall./ And for his death no wind no wind of blame shall breathe,/ But even his mother shall uncharge the practice/ And call it an accident.† ( Shakespeare IV VII 66-73). During this quote the story has progressed to which Claudius’ first plan to get hamlet killed has failed and Hamlet has come back from England. In these lines Claudius reveals that he is going to trick Hamlet to which will bring hamlet to hisShow MoreRelatedAPPEARANCE vs. REALITY IN THE PRINCE AND HAMLET1614 Words   |  7 Pages3. Reality and appearances, or if you prefer, being and acting, are important themes for both Machiavelli and Shakespeare. Why? How do their perspectives on this subject agree or differ? APPEARANCE vs. REALITY IN THE PRINCE AND HAMLET One of the most fundamental questions in philosophy is the appearance vs. reality. We find ourselves asking the question of what is genuinely real, and what is viewed merely as just an appearance, and not real? It becomes difficult when we assume there isRead MoreA Machiavellian Ruler Of Shakespeare s Hamlet1196 Words   |  5 PagesShakespeare’s play, Hamlet through King Claudius. King Claudius, is a classic example of the type of ruler Machiavelli discusses in his book The Prince. According to Machiavelli, love is better than fear for a leader. However, the real question is how you instill this fear into the people. Is it through murder or treachery or war? Either one can work well depending on the circumstances. Such as, too much fear which may come back to haunt one. For King Claudius, he is lucky that he is not hated or fearedRead More A Comparison of Shakespeares Prince Hamlet and Machiavelli’s The Prince1099 Words   |  5 PagesA Comparison of Prince Hamlet a nd Machiavellis The Prince  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Machiavelli states that it is necessary for a prince, who wishes to maintain himself, to learn how not to be good, and use this knowledge and not use it, according to the necessity of the case. Machiavellis ideas both compare and contrast to the methods used by Hamlet. Hamlets desire to drive the king mad and eventually kill him, is what he thinks he must do in order to set things right. Hamlet struggles to maintainRead MoreClaudius in Hamlet Essay909 Words   |  4 PagesClaudius in Hamlet â€Å"Every one sees what you appear to be, few really know what you are, and those few dare not oppose themselves to the opinion of the many, who have the majesty of the state to defend them.† - Nicolo Machiavelli, from The Prince Italian political theorist Nicolo Machiavelli speculated that the strongest leaders are ones who are able to carefully balance appearances to his benefit, strategically using them to strengthen his regime. If Machiavelli was indeed correct, then ClaudiusRead MoreA Brief Note On Indian Poetry After Islam Essay1435 Words   |  6 PagesPetrarch believed that humanity could once more reach the heights of past accomplishments. The doctrine he espoused became known as humanism, and formed a bridge from the Middle Ages to the Renaissance. Machiavelli, The Prince: The Prince began with an address to Lorenzo de Medici, in which Machiavelli was explaining that he is seeking favor with the prince. He had planned to do so by offering him some of his knowledge. He then proceeded to classify the various kinds of states. Republics, hereditaryRead MoreMachiavellian Evaluation of Hamlet2623 Words   |  11 PagesNiccolo Machiavelli is undoubtedly one of the most enigmatic figures in the long evolving history of political thought of modern Europe. No other doctrine of any other political theorist has been so intensely dissected, read, reread and researched upon even after five hundred years. Machiavelli has been accused and accepted, revered and rejected, celebrated and condemnedÂ…very few political theorists have actually managed to cause such diverse reactions in the minds of people all over the world. Read MoreElements of Religion in the Renaissance Portrayed in Hamlet by William Shakespeare751 Words   |  4 Pagesking of the lower beings, by the acuteness of his senses, by the discernment of his reason, and by the light of his intelligence. . .† Also in Act II Scene II, the loveletter of Hamlet to Ophelia is being discussed by Claudius, Gertrude, and Polonious. Although thought of as a ploy by Hamlet to make everyone think he is mad, the first few lines may have some distinctive significance: â€Å"Doubt thou the stars are fire, doubt that the sun dothRead MoreThe Conflict Between Good And Evil1426 Words   |  6 Pagesrelationships and religion. Claudius’ rise to power in Denmark, as well as how he chose to use his power and the end of his rule are depictions of political and moral corruption, as well as Hamlet’s treatment of Ophelia and the religious fixation of the characters provides a concrete base for the conflict between good and evil forces. The first instance of the battle between the influences of good and evil occurs within the political atmosphere created by Claudius. Claudius’ origins in power, in otherRead MoreThe Balance Of Rationality And Spirituality1241 Words   |  5 Pagesknowledge in affecting the world, which is a slight move away from the belief that fortune and God ordered the universe and indefinitely decided man’s fate. As Vergerius stated, â€Å"To a man of virtuous instincts knowledge is a help and an adornment; to Claudius or a Nero it was a means of refinement in cruelty or in folly,† (Vergerius, â€Å"The New Education†). Thus the Renaissance saw the development of Humanitas, a form of liberal education which did not exclude theological study but included grammar, poetryRead More Characteristics of a Machiavel in The Spanish Tragedy and Hamlet1163 Words   |  5 Pagesvehicle for her desire to avenge don Andreas death. It is arguably the case that she is the most devio us, intelligent and manipulative (Therefore machiavellian) character in The Spanish Tragedy. Finally come the villains: Villupo, Lorenzo and Claudius. These characters represent the most blatant (and therefore failing) machiavels. They attempt to do things, through or to other people in order to establish themselves. It can be argued that Pedringano is a machiavel, though I believe that he would

Objectives of a School simularities to other organisations Free Essays

Schools, like any other organisations, are aggregations of interconnected human and non- human resources working together to accomplish a common end within structured relationships. But they differ from any other industrial, commercial, governmental or military organisation as it require a alone manners of leading, ways of thought and an attack to disposal. This is because the mission of schools is non to increase net incomes but to raising and develop people to go to the full functional persons foster the acquisition, personal growing and development of all participants, the staff and the pupils. We will write a custom essay sample on Objectives of a School simularities to other organisations or any similar topic only for you Order Now Literature reappraisal Organizational Behaviors and saying the relevancy in today ‘s context A school is a universe in which people live, grow and work. Like any other societal organisation, the universe of school has power, construction, logic and values. The behaviour of people at work in a school, separately every bit good as group is non simply a contemplation of their single alone personalities but is strongly molded and molded by the societal norms and outlooks of the civilization that prevail in the organisation. Therefore the person and societal influence creates alone organisational behaviour of people in the school organisation. A school is an extraordinary powerful environment which form and mold behaviour of the people through its civilization and clime. This web of interactions between people and the organisation and its deductions for leading is determining the behaviour of people at work in educational organisations. The ends of any educational organisation are academic accomplishment, effectual work wonts, civic values, societal behaviour, self esteem and self trust. In order to accomplish the ends of schooling, the outlooks that instructors have for the accomplishments of pupils, the relationships between pupils and instructors, the motive of pupils, clip spent on instruction and acquisition and the equal relationships affairs. Besides how schools are managed, how pupils are grouped, how parents and the community are involved, how work is assigned and the determinations made in school. The widespread credence as the preferable manner for exerting control and coordination in schools is the bureaucratic mechanism. The present twenty-four hours acceleration in the development of engineering, political relations, economic sciences and society has by and large left stiff bureaucratisms staggering and unresponsive. To boom in today ‘s quickly changing universe, schools must nimble, adaptative to alter and invariably germinating ( Peter Senge – a learning organisation ) . They are non merely adaptable to new challenges emerging in the universe but are besides adaptable to the worldwide rise in outlooks for increased democracy, personal freedom, single regard and self-respect and chances for self- fulfilment. Administrators who tactically or explicitly embrace the non bureaucratism affect a good trade of persuading. The instructors who are underlying behavior form of theory X or Y who are in the non bureaucratic environment Theory Ten Theory Yttrium Needed to be belonged, liked and respected. Want to experience utile to the school and tend to corporate volitionally and to follow with school, section and unit ends if the above demands are fulfilled. In add-on to the demands of theory X, desire to lend efficaciously and creatively to the achievement of worthwhile aims. Majority are capable of exerting far more inaugural, duty and creativeness than their present work fortunes allow. Administrators ‘ basic undertaking is to do each instructor believe that they are utile and of import portion of the squad. They should be willing to explicate determinations and discuss instructors ‘ expostulations. Besides to affect instructors in planning and determination devising. Teachers should be encouraged to exert self way and ego control Administrator works to bring out the originative resources of the instructors. Teachers participate in determination devising and develop. Information is shared and instructors involve in determination devising. This helps to increase the demand of belongingness and single acknowledgment. It will increase the morale and cut down opposition to formal authorization. Administrators and instructors make usage of the full scope of experience, penetration and originative ability to better the public presentation in school. Accomplishment of aims will increase the self-control and self way. Schools in the island were officially introduced during the colonial epoch. Education is largely delivered through a spiritual background, either through temples or the church. The priests followed the regulations defined through the faith to set single behaviour. Many described such schools as oppressive. But traditionally such schools emphasized powerful societal norms and outlooks that support and wages such behaviour. The norms of such schools discourage behaviour that inquiries the established the order and proposes alterations. With the educational reform in 1947, schools in the state were managed under one organic structure known as Education section of Sri Lanka and new theories and constructs of instruction being introduced to the school web. In order to understand the acquisition abilities and features of kids and grownups in the educational environment, behavioural psychological science applied theories of development. B.K Skinners ‘ methodological analysis of behaviourism had hence embraced by instructors and they used the programmed instructions, scripted instruction, diagnostic-prescriptive instruction and behavior alteration in learning. Educationists decide on ends ( marks ) , all right supports to bring forth those responses ( lesson programs ) , a plan that will bring forth the coveted behaviours ( category room activity ) and eventually mensurate the support methods ( tests, all schoolroom, term and public ) and alter them carefully ( twelvemonth terminal reappraisal and preparation Sessi onss ) . These methods are non developed to â€Å" develop the head † but to set up the very behaviours which are to be taken to be grounds of acquisition. The pupils learn in such an environment retained the cognition and accomplishments they learn in school and so applied in state of affairss in existent life. Therefore unlike in the colonial instruction system, there were 1000s of people adding into the work force every twenty-four hours. They retained a ample sum of the cognition for many old ages and mastered that cognition. For the last decennary or so Sri Lankan authorities instruction system, including the universities were based on behaviourism and as a consequence, there are 1000s of unemployed school departers and alumnuss who are unable to suit into the current competitory market. As a consequence Educationists considered the cognitive psychological behaviour ( Chomsky ) had adopted the method of learning which will authorise the critical thought and originative thought ( with 2009 course of study alterations ) . This is besides the construct of left- encephalon and right-brain orientation of thought. Cognitive psychological science has a batch of impact on the pattern of learning and larning in the schoolroom. The results are emphasized and the solutions are being motivated to be reached by the pupils in assortment of ways. The schoolrooms are now larning environments which promote survey accomplishments, societal accomplishments, job resolution and organisational accomplishments along with the capable affair command. The instructors create motivated schoolroom environments harmonizing to Weiner and the expression for self- regard, when pupils show internal/ability property, supplying challenges to larn and developing them to keep self – regard when fa ilures occur. When they show internal/effort property to hold high outlooks for success as they will remain motivated in malice of impermanent reverses. There are assortments of specific actions that the instructors are in the ways and agencies of ways to increase motive in schoolroom undertakings. The intrinsic motive to be practiced through explicating or demoing why larning a peculiar content or accomplishment is of import, create and maintain wonder, supply a assortment of activities and centripetal stimulations, provide games and simulations, set ends for acquisition, associate larning to student demands and assist pupil develop program of action and the extrinsic motive through supplying clear outlooks, giving disciplinary feedback and providing wagess. The outlooks of a instructor in such an environment demands the instructors to alter radically with the technological alterations the passage of inactive acquisition content to electronic integrative tools. The instructor ‘s function remained mostly as a facilitator at the same clip to be a co-learner in technological cognition and accomplishments. The current demand from a instructor is to hold are, hypertext transfer protocol: //thejournal.com/articles/2008/06/30/the-future-of-instruction-teacher-as-colearner.aspx # Learning and creativeness – instructors use capable affair expertness to ease and animate creativeness in pupils, including ingeniousness, job resolution and reflecting through the usage of digital tools collaborative tools and co-learning experiences. # Assessment – Use appraisals for ratings so that the pupils set their ain ends for acquisition, engage in individualized acquisition and are evaluated based on multiple, varied formative and summational appraisals aligned with content and engineering criterions. # Digital age skills – instructors exhibit eloquence in digital tools, engage on a regular basis in engineering – based coaction and usage information resources to back up research and acquisition. # Digital citizenship: Teachers promote â€Å" safe, legal, and ethical usage of digital information and engineering, † promote etiquette, and work to further a planetary position in pupils # Professional development: Educators adopt a theoretical account of womb-to-tomb acquisition and exhibit professional leading through engagement in larning communities, rating of research into the latest digital tools for instruction, parts to the â€Å" effectivity, verve, and self-renewal of the instruction profession, † and presentation of leading in instruction engineering. The ministry of Education with NSB and selected providers took enterprises to supply Personal computers for instructors at a sensible monetary value through Teacher PC Drive plan and to supply developing through reputed private institutes such as IDM Computer Studies and Gateway in 2006. The ‘Innovative Teachers National Competition 2008 ‘ conducted by the Ministry of Education ‘s Secondary Education Modernization Project ( SEMP ) II and Microsoft Sri Lanka assessed the advancement of this plan. In â€Å" The Skills for life † launched in 2009, provides specialised plans for instructors in Sri Lankan instruction system plays a critical function in this scenario. Programs such as ICDL, CTP straight on ICT making and LTCC, IPICT as an instruction tool for non ICT instructors. hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_contentHYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content A ; view=article A ; id=9 A ; Itemid=16 † amp ; HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content A ; view=article A ; id=9 A ; Itemid=16 † view=articleHYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content A ; view=article A ; id=9 A ; Itemid=16 † amp ; HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content A ; view=article A ; id=9 A ; Itemid=16 † id=9HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content A ; view=article A ; id=9 A ; Itemid=16 † amp ; HYPERLINK â€Å" hypertext transfer protocol: //www.skillsforlife.lk/index.php? option=com_content A ; view=article A ; id =9 A ; Itemid=16 † Itemid=16 Photo caption: Kithsiri Abeysinghe – Nikawewa Dewanampiyatissa Central College, Chithrangani Karunasekera – Katuwana National School, Premawathie Henayalage- Project Manager, Department of Education North Central Province, Ranjith Tharukaratne – Sujatha Balika Maha Vidyalaya hypertext transfer protocol: //www.digit.lk/09_sept_slteachers The instruction leader inevitableness faces a calling in which new resilient responses are invariably required to run into the challenges that will ineluctably and unremittingly originate in the hereafter. These challenges are likely to happen in rhythms as they have for over a century. The jobs that seem overvelming to us now will in clip recede into the background as new an seemingly more demanding challenges emerge in the hereafter. In position of this dogged patterned advance, educational leaders non merely necessitate to develop responses to the urgencies of the minute but besides to develop a set of values, beliefs and principals to steer them in developing effectual schemes and actions in the unsure hereafter. Take together these values, beliefs and principals cast and determine the educational leaders vision of what the school ought to be like the way in which it should be traveling, and the terminal province for which it should be like, the way in which it should be travelin g and the terminal province which it should be endeavoring. A nucleus component in such vision How to cite Objectives of a School simularities to other organisations, Essay examples

Foundations of Database Technology †Free Samples to Students

Question: Discuss about the Foundations of Database Technology. Answer: Introduction Australian Premier League is a newly lunched premier soccer leagued in Australia. They want a new database solution for storing their soccer information. Also, they want this database system must be easily accessible. This report is intended to design of a database system for APL. This report includes an entity relationship diagram and the business assumption for this database. Moreover, this report includes the database relational schema. Business rules and assumptions Each club has numerous individuals and individual can turn into an individual from just a single club. On the off chance that need to wind up plainly an individual from another club, then a different part id must be gotten for the new club. The part's close to home data is kept up by the database. The data incorporates part id, first name, last name, address, city, postcode and email address. Clubs offers assortment stock which their image engraved on it. All clubs offer same kind of things yet they change by their logo, shading or example. The database ought to keep up the stock data together with their offering cost and sum sold data. Each club keeps up one stadium in which every one of the recreations played by the club is composed. The stadium data incorporates stadium name, seating limit, aggregate percent participation and number of official suits. The stadiums are not shared among the clubs. A player can play in any of the three divisions and thus the quantity of recreations played by the player in each of the three division are kept up in the database. Relational Schema DIVISION (division_name, detailed description) CLUB (club_id, club_name, club_city, club_state, club_email) SPONSOR (sponsor_id, sponsor_name, sponsor_email, sponsorship_type, funding_amount) CLUB_SPONSORS (club_id, sponsor_id) STADIUM (stadium_id, club_id, stadium_name, stadium_seating_capcity, stadium_cum_percent_attend, stadium_no_of_execuitive_suits) COACH (coach_id, club_id, head_coch_id, division_name, coach_first_name,coach_last_name, no_of_games_coched) MERCHANDISE_ITEM (item_id, club_id, item_name, item_type, item_selling_price, item_amount_sold) MEMBER (member_id, club_id, member_first_name, member_last_name, member_address, member_city, member_postcode, member_email_address) PLAYER (player_id, club_id, player_first_name,player_last_name, player_dob, no_of_games_played, player_current_salary ) FIELD_PLAYER (player_id, no_of_shots_on_target, no_of_assists, no_of_passes, no_of_tackles, no_of_penalties,field_type) GOAL_KEEPER (player_id, no_of_free_kicks_saved, no_of_goal_kicks, no_of_normal_saves, no_of_goal_conceded) PLAYER_GAME_HISTORY (player_id, division_name, no_of_played_games) Bibliography Cagiltay, N. E., Tokdemir, G., Kilic, O., Topalli, D. (2013). Performing and analyzing non-formal inspections of entity relationship diagram (ERD).Journal of Systems and Software,86(8), 2184-2195. Embley, D. W., Thalheim, B. (2014).Handbook of Conceptual Modeling. Springer. Kadivar, M. (2015).Entity relationship diagram approach to defining cyber-attacks(Doctoral dissertation, Carleton University). Kapfhammer, G. M., McMinn, P., Wright, C. J. (2013, March). Search-based testing of relational schema integrity constraints across multiple database management systems. InSoftware Testing, Verification and Validation (ICST), 2013 IEEE Sixth International Conference on(pp. 31-40). IEEE. Mcminn, P., Wright, C. J., Kapfhammer, G. M. (2015). The effectiveness of test coverage criteria for relational database schema integrity constraints.ACM Transactions on Software Engineering and Methodology (TOSEM),25(1), 8. McMinn, P., Wright, C. J., Kinneer, C., McCurdy, C. J., Camara, M., Kapfhammer, G. M. (2016, October). SchemaAnalyst: Search-based test data generation for relational database schemas. InSoftware Maintenance and Evolution (ICSME), 2016 IEEE International Conference on(pp. 586-590). IEEE. Pham, M. D., Passing, L., Erling, O., Boncz, P. (2015, May). Deriving an emergent relational schema from rdf data. InProceedings of the 24th International Conference on World Wide Web(pp. 864-874). ACM. Thalheim, B. (2013).Entity-relationship modeling: foundations of database technology. Springer Science Business Media. Weber, J. H., Cleve, A., Meurice, L., Ruiz, F. J. B. (2014, September). Managing technical debt in database schemas of critical software. InManaging Technical Debt (MTD), 2014 Sixth International Workshop on(pp. 43-46). IEEE.