Is Machiavelli an Immoral Teacher of Evil - Free Essay Example

Sample details Pages: 7 Words: 2132 Downloads: 8 Date added: 2017/06/26 Category Philosophy Essay Type Analytical essay Did you like this example? This essay will consider whether or not Machiavelli was a teacher of evil, with specific reference to his text The Prince. It shall first be shown what it was that Machiavelli taught and how this can only be justified by consequentialism. It shall then be discussed whether consequentialism is a viable ethical theory, in order that it can justify Machiavellis teaching. Don’t waste time! Our writers will create an original "Is Machiavelli an Immoral Teacher of Evil?" essay for you Create order Arguing that this is not the case, it will be concluded that Machiavelli is a teacher of evil. To begin, it shall be shown what Machiavelli taught or suggested be adopted in order for a ruler to maintain power. To understand this, it is necessary to understand the political landscape of the period. The Prince was published posthumously in 1532, and was intended as a guidebook to rulers of principalities. Machiavelli was born in Italy and, during that period, there were many wars between the various states which constituted Italy. These states were either republics (governed by an elected body) or principalities (governed by a monarch or single ruler). The Prince was written and dedicated to Lorenzo de Medici who was in charge of Florence which, though a republic, was autocratic, like a principality. Machiavellis work aimed to give Lorenzo de Medici advice to rule as an autocratic prince. (Nederman, 2014) The ultimate objective to which Machiavelli aims in The Prince is for a prince to remain in power over his subjects. Critics who claim that Machiavelli is evil do not hold this view, necessarily, because of this ultimate aim, but by the way in which Machiavelli advises achieving it. This is because, to this ultimate end, Machiavelli holds that no moral or ethical expense need be spared. This is the theme which runs constant through the work. For example, in securing rule over the subjects of a newly acquired principality, which was previously ruled by another prince, Machiavelli writes: à ¢Ã¢â€š ¬Ã‚ ¦ to hold them securely enough is to have destroyed the family of the prince who was ruling them. (Machiavelli, 1532: 7). That is, in order to govern a new principality, it is necessary that the family of the previous prince be destroyed. Further, the expense of morality is not limited to physical acts, such as the murder advised, but deception and manipulation. An example of this is seen in that Machiavelli claims: Therefore it is unnecessary for a prince to have all the good qualities I have enumerated, but it is very necessary to appear to have them. And I shall dare to say this also, that to have them and always to observe them is injurious, and that to appear to have them is useful. (Machiavelli, 1532: 81). Here, Machiavelli is claiming that virtues are necessary to a ruler only insomuch as the ruler appears to have them. However, to act only by the virtues will be, ultimately, detrimental to the maintenance of the ruler, as they may often have to act against the virtues to quell a rebellion, for example. A prince must be able to appear just, so that he is trusted, but actually not be so, in order that he may maintain his dominance. In all pieces of advice, Machiavelli claims that it is better to act in the way he advises, for to do otherwise would lead to worse consequences: the end of the rule. The defence which is to be made for Machiavelli, then, must come from a consequentialist viewpoint. Consequentialist theory argues that the morality of an action is dependent upon its consequences. If the act or actions create consequences that, ultimately, are better (however that may be measured) than otherwise, the action is good. However, if a different act could, in that situation, have produced better consequences, then the action taken would be immoral. The classic position of consequentialism is utilitarianism. First argued for by Bentham, he claimed that two principles govern mankind à ¢Ã¢â€š ¬Ã¢â‚¬Å" pleasure and pain à ¢Ã¢â€š ¬Ã¢â‚¬Å" and it is to achieve the former and avoid the latter that determines how we act (Bentham, 1789: 14). This is done either on an individual basis, or a collective basis, depending on the situation. In the first of these cases, the good action is the one which gives the individual the most pleasure or the least pain. In the second of these cases, the good action is the one which gives the collective group the most pleasure or the least pain. The collect ive group consists of individuals, and therefore the good action will produce most pleasure if it does so for the most amount of people (Bentham, 1789: 15). Therefore, utilitarianism claims that an act is good iff its consequences produce the greatest amount of happiness (or pleasure) for the greatest amount of people, or avoid the greatest amount of unhappiness (or pain) for the greatest amount of people. This, now outlined, can be used to defend Machiavellis advice. If the ultimate goal is achieved, the consequence of the prince remaining in power must cause more happiness for more of his subjects than would otherwise be the case if he lost power. Secondly, the pain and suffering caused by the prince on the subjects whom he must murder/deceive/steal from must be less than the suffering which would be caused should he lose power. If these two criteria can be satisfied, then consequentialism may justify Machiavelli. Further, it is practically possible that such a set of circum stances could arise; it is conceivable that it could be the case that the suffering would be less should the prince remain in power. Italy, as stated, at that time, was in turmoil and many wars were being fought. A prince remaining in power would also secure internal peace for a principality and the subjects. A prince who lost power would leave the land open to attacks and there would be a greater suffering for the majority of the populous. On the subject, Machiavelli writes: As there cannot be good laws where the state is not well armed, it follows that where they are well armed they have good laws. (Machiavelli, 1532: 55) This highlights the turmoil of the world at that time, and the importance of power, both military and lawful, for peace. Machiavelli, in searching for the ultimate end for the prince retaining his power, would also secure internal peace and defence of the principality. This would therefore mean that there would be less destruction and suffering for the peop le. Defended by consequentialism, the claim that Machiavelli is evil becomes an argument against this moral theory. The criticisms against consequentialism are manifold. A first major concern against consequentialism is that it justifies actions which seem to be intuitively wrong, such as murder or torture, on not just an individual basis, but on a mass scale. Take the following example: in a war situation, the only way to save a million and a half soldiers is to kill a million civilians. Consequentialism justifies killing the million civilians as the suffering will be less than if a million and a half soldiers were to die. If consequentialism must be used in order to justify Machiavellis teachings, it must therefore be admitted that this act of mass murder, in the hypothetical situation, would also be justified. A second major concern is that it uses people as means, rather than ends, and this seems to be something which is intuitively incorrect, as evidenced in the trolley p roblem. The trolley problem is thus: a train, out of control, is heading towards five workers on the track. The driver has the opportunity to change to another track, on which there is a single worker. Thomson argues it would be morally permissible to change track and kill the one (Thomson, 1985: 1395). However, the consequentialist would here state that morality requires you to change track (Thomson, 1985: 1395), as there is less suffering in one dying than in five dying. The difference in these two stances is to be noted. Thomson then provides another situation: the transplant problem. A surgeon is able to transplant any body part to another without failure. In the hospital the surgeon works at, five people are in need of a single organ, without which they will die. Another person, visiting for a check-up, is found to be a complete match for all the transplants needed. Thomson asks whether it would be permissible for the surgeon to kill the one and distribute their organs for t hose who would die (Thomson, 1985: 1395-1396). Though she claims that it would not be morally permissible to do so, those who claimed that changing tracks in the trolley problem would be a moral requirement à ¢Ã¢â€š ¬Ã¢â‚¬Å" the consequentialists à ¢Ã¢â€š ¬Ã¢â‚¬Å" would also have to claim that murdering the one to save five would also be a moral requirement, as the most positive outcome would be given to the most people. Herein lies the major concern for a consequentialist, and therefore Machiavellis defence: that consequentialism justifies using people as means to an end, and not an end within themselves. A criticism of this is famously argued for by Kant, who claims that humans are rational beings, and we do not state that they are things, but instead call them persons (Kant, 1785: 46). Only things can permissibly be used only as a means, and not persons, who are in themselves an end (Kant, 1785: 46). To use a person merely as a means rather than an end is to treat them as so mething other than a rational agent which, Kant claims, is immoral. This now must be applied to Machiavelli. In advising the murder and deception of others, he is advocating treating people as merely a means, by using them in order to obtain the ultimate end of retaining power. Though this ultimate end may bring about greater peace, and therefore pleasure for a greater amount of people, it could be argued that the peace obtained does not outweigh the immoral actions required in creating this peace. Further, it must also be discussed whether Machiavellis teaching is in pursuit of a prince retaining power in order to bring about peace, or whether it is in pursuit of retaining power simply that the prince may retain power. The former option may be justifiable, if consequentialism is accepted. However, this may not the case for the latter, even if peace is obtained. Machiavellis motives will never be truly known. Such a problem as this demonstrates further criticisms of consequ entialism, and therefore Machiavelli himself. If he was advising to achieve power for the sake of achieving power, he would not be able to justify the means to this end without the end providing a consequentialist justification if, ultimately, the prince retains power but there is not a larger of amount of pleasure than would otherwise be the case. To pursue power in order to promote peace is perhaps justifiable. However, as is a major concern with the normative approach of consequentialism, the unpredictability of consequences can lead to unforeseen ends. The hypothetical prince may take Machiavellis advice, follow it to the letter, and produce one of three outcomes: Power is obtained and peace is obtained. Power is obtained but peace is not obtained. Neither power nor peace is obtained. Only in the first of these outcomes can there be any consequentialist justification. However, this then means that there are two possible outcomes in which there cannot be a consequentialist justification, and it is impossible to know, truly, which outcome will be obtained. This is the criticism of both Machiavelli and consequentialism: that the risk involved in acting is too great, with such a chance of failure and therefore unjustifiable actions, when it is impossible to truly know the outcomes of actions. The nature of the risk is what makes this unjustifiable, in that the risk is against human life, wellbeing, and safety. Machiavelli condones using people as merely a means to an end without the guarantee of a positive end by a consequentialist justification. In conclusion, it has been briefly demonstrated what Machiavelli put forward as his teachings. It was further shown how the only justification for Machiavellis teachings is a consequentialist approach. However, criticism s put against Machiavelli and consequentialism, such as the justification of mass atrocities, using people as means to ends, and the unpredictability of the pragmatic implementation, show it to fail as an acceptable justification of his teachings. Therefore, it is concluded that Machiavelli is a teacher of evil. Reference List Bentham, J. (1798). An Introduction to the Principles of Morals and Legislation. Accessed online at: https://socserv.mcmaster.ca/econ/ugcm/3ll3/bentham/morals.pdf. Last accessed on 26/09/2015. Kant, I. (1785). Groundwork for the Metaphysics of Morals. Edited and Translated by Wood, A. (2002). New York: Vail-Ballou Press. Machiavelli, N. (1532). The Prince. Translated by Marriott, W. K. (1908). London: David Campbell Publishers. Nederman, C. (2012). Nicollo Machiavelli. Accessed online at: https://plato.stanford.edu/entries/machiavelli/. Last accessed on 02/10/2015. Thomson, J. J. (1985). The Trolley Problem. The Yale Law Journal. Vol. 94, No. 6, pp. 1395-1415.

Aristotle and Ethical Egoism - 818 Words

Every person is born into this world with the opportunity to grow and realize his or her true potential. Aristotle believes that this is something everyone should work to achieve. No one intentionally wants to fail at being a human being and so people do whatever they can to continue to flourish. Aristotle’s philosophy favors ethical egoism because he believes that everything people do is in order to secure their own happiness in the end. According to Aristotle, human’s have two sides, an animal side and a side of reason. If we only indulged in our animal side, we would never accomplish our ultimate goal of happiness. While engaging in the pleasures of what the animal a part of us wants, we help neither others nor ourselves. In order†¦show more content†¦A person cannot become good if they don’t follow through on good actions. According to Aristotle, â€Å"†¦have these feelings at the right time, about the right things, towards the right people, for the right end, and in the right way, is the intermediate and best condition and this is proper to virtue,†(Aristotle pg. 24). When working towards the highest end of happiness, a person has to have the right attitude in order for their actions to be virtuous. A virtuous attitude benefits the greater good. Aristotle believed that it was important for an individual to live their life in a way that would nurture their growth and flourishing. Through a virtuous life, an actual person would contribute positively to the common good of all. As a result, the individual helps himself or herself live a successful life. If the common good is successful, all a part of the common good will flourish. 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President Ronald Reagan And Soviet Leaders Gorbachev From...

To what extent did the four summits between President Ronald Reagan and Soviet leader Mikhail Gorbachev from 1985-1988 contribute to ending the Cold War? Zachary Gee Teacher: Mr. Michael Peters History IB HL: Internal Assessment School: Old Scona Academic High School March 8th, 2015 IB Number: 000161-0030 Word Count: 1997 Section A: Plan of Investigation This investigation examines to what extent did the four summits between President Ronald Reagan and Soviet leader Mikhail Gorbachev from 1985-1988 contribute to ending the Cold War? My research assesses whether the summits were the main catalyst for ending the war or whether there were broader political and economic forces from both the USA and USSR that ended it. The years from 1985 to 1993 will be the main focus. The method used includes both Soviet and American primary and secondary historical resources to gather wide ranged evidence and a more balanced perspective. Two sources will also be evaluated in depth for value, weakness and or limitation– the books Reagan and Gorbachev by Jack Matlock, and On my Country and the World by Mikhail Gorbachev. They provide contrasting points of view of narration from powerful government individuals of both the American-Western inner perspective and the inside Soviet Union perspective. Word Count: 149 Section B: Summary of Evidence Broader Political and Economic Soviet Issues: 1) Mikhail Gorbachev was leader of the USSR from 1985-1991.He enactedShow MoreRelatedRelationship between the United States and the Soviet Union1325 Words   |  5 PagesWar years between the United States and the Soviet Union, President Ronald Reagan and his counterpart the general secretary of the Communist Party of the Soviet Union Mikhail Gorbachev during the 1980s should have focused on bright future by reducing the nuclear arms, because having a partnership, friendship and the common goal will move two nations toward success. 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Jackie Robinson Baseball Team - 2964 Words

After moving to Pasadena, Jackie attended all-african american elementary and middle schools along with his siblings and other minor children. After graduating from Washington Junior High School, he enrolled in John Muir High School. Once attending, his brothers Matthew and Frank helped inspire Jackie to pursue his interest and talent in sports. At Muir Tech, Jackie Robinson played as shortstop and catcher on the school’s baseball team as well as placing a spot in the Pomona baseball all-star team, played as the quarterback on the school football team, played as shooting guard on the basketball team, won awards in the broad jump while he was on the track and field squad, as well as lettered in all four of these sports. Also, in 1936,†¦show more content†¦He grew up in a hard life, with a single mother and 4 brothers all living in poverty, trying to get by. But, despite facing many barriers of poverty, racial discrimination, and prejudice, he became one of the best pla yers for the Brooklyn Dodgers, and broke the racial barriers in major league sports that had been upheld for over 50 years. By doing this, he opened doors for many who could not succeed before. Although he was not revered by all when he was alive, he became a civil rights figure and leader, and became a national hero to us all. Jack Roosevelt Robinson, born on January 31, 1919 in Cairo, Georgia, lived as the youngest of 5 siblings in a family of poor sharecroppers. Mallie Jackson, his mother, raised her five children alone in poverty after Jackie’s father left the picture in 1920, and moved the family to Pasadena, California. She took up many different jobs to try and support her large family by herself, so they would be able to live without many large issues. Jackie’s life as a young child was quite difficult because of his circumstances. Since he had no father to support him and his family, he grew up in a life without much support or many opportunities at all, and this is despite his race. Jackie, himself being african-american, was tormented by the effects of racial segregation and racism. The Jim Crow laws, as well as many other things including the relatively recent banishment of

Professional Practice in IT for Decommissioning - myassignmenthelp

Question: Discuss about theProfessional Practice in IT for Decommissioning Skill. Answer: Competence claim System installation/decommissioning skill: installation of critical components of the network and properly configuring them. I installed new wireless access points in building six and properly configured them. I have chosen the installation of access points on building six because it presented me with a unique environment to learn and exercise my skills. I was tasked with installation of the access points and configure them. This I did with the help one technician assigned to me by my supervisor from the department I was working in. Mr. Daniels (the technician) was there to help me whenever I needed help and to show me a few things that I was not familiar with given that he has worked in the field of IT as a technician for over five years. This piece of work is about my competence. I am going to recount all the activities I carried out to show how effective the skills were to my development both personally and professionally. As a junior network engineer and a student in the technology department at the University of Technology Sydney, I have been able to learn a lot both in and out of the class. Skills learnt in class (theory) were helpful for me at the workplace. I was able to directly relate what I have been doing in class as a student to what is expected in the work place as an employee. Working on the project enabled me to develop skills; autonomy, influence, complexity and business skill. Autonomy: The competency claim is about the installation of access points on building six so that the students could get better wireless reception and to improve the coverage distance of the wireless network. First, I had to label all the forty three access points and each correctly configured before adding them to VLAN 3120. I had also to create a VLAN called WLAN_Management in the access switch 1.203. In each floor there were twenty three to twenty seven access points installed. I had to look at one switch at a time ensuring that they are properly configured before going to the next switch. I was doing this to improve the Wi-Fi connectivity and also improve the coverage. After installing the wireless access points, I had to ensure that they were assigned to the correct subnet virtual local area network 3120. I had also to include access point 205 which was in subnet 1910 into VLAN 3210. I had to configure the access points before going ahead to fix them at various strategic points. I had to ensure that I assigned each a dynamic address that was reserved in the addressing scheme of the network found in the routing table. The assigned IP address of each AP had to fall within the addressing scheme of the subnet. There was VLAN 3210 under which the access points were connected to so that they could broadcast and dispense wireless signal in the area to enable users to connect to the Internet. Resetting the AP 205 made it possible to reconfigure the access point so that it could take up the new IP address in VLAN 3210 to avoid IP address conflicts that may arise from improper allocation of IP addresses. Influence: I had to ensure that I do proper configuration since my actions had a direct impact on the network. One instance is where I had to configure access point 205 which belonged to subnet 1910 and join it to VLAN 3210. This access point had to be configured so that it could be joined to VLAN 3210. I had to reset the access point first so that it could relinquish its IP address in the routing table before assigning it with a new IP address that matches VLAN 3210. This process made it possible to join the access point 205 to the subnet. Installation of access points in rooms from level nine to eighteen at various strategic points. I had to put I place a chassis where the access point (AP) could fit. I had to screw the chassis in place and ensure that I fix screws into place then go ahead and fix the access point. I also had to remove existing data outlets to make new space for the wireless access points. I also had to connect two cables to the wireless access points. One cable was for Ethernet, and the other was for NEC phone access. The cable for Ethernet was for providing wired Internet access for users. The students in building six had cable ports which they could be able to access the Internet. I had to configure an access point. I did the following to configure one of the access points. First I had to connect one cable to the wide area network and another to a laptop computer that I was using to configure the wireless access point. Then I had to access the control panel of the access point by putting the default administrator user name and password. I then went ahead and changed the default administrator user name and password. I then clicked on Network to show the available networks. I then clicked on the network name field and from the type drop-down dialog box selected VLAN 3210. I then went ahead and enabled connection from the mode drop-down dialog box. I then typed the IP address belonging to the Vlans default gateway. In the subnet mask field, I typed the Vlans name (VLAN 3210) enable network address translation and also enabled dynamic acquisition of IP address. After that, I saved the changes and reboot the access point to effect the changes made before proceeding to site and installing the wireless access point and joining it to the network so that it can disseminate wireless signal through a given range as indicated during configuration. I was also able to get a lot of concrete experience. Being able to work directly to solve problems added a wealth of experience into my fold. Every day I encountered new experiences which had to be approached in a myriad of ways to come up with a solution. Facing same challenges that I had also encountered before also helped in shaping my learning experiences. For example, assigning IP addresses to the access points was already done before in one of my tasks making it easy for me to tackle the issue. I also had to do a lot of reflective observation. My duties as an intern exposed me to various emotions. Sometimes I was afraid of the tasks that faced me only to face the responsibilities and find that there was nothing to be actually afraid of. I also had to compare the duties I performed with what I learned in class. The duties performed like installation, troubleshooting and customer support made it possible for me to grow professionally and intellectually. Abstract conceptualization was also a part of my routine. Whenever I was faced with any challenge or had to do a new task, I had to sit and think the issue through before going ahead to do the job. I had to have a visual representation in my head and come up with the possible ways of coming up with the solution. One time I checked through Lacoste, 2016 to get an idea that would help me in subnetting. The book had a wealth of knowledge on maters subnetting. I used the book as a reference guide to on many occasions making it easy for me to solve problems I was facing. Active experimentation also made it possible for me to come up with new ideas and innovative ways of solving problems. My experience in installing the wireless access points made it possible for me to interact with various students whose opinion came in handy on several occasions. Dealing directly with the real stuff made it possible for me to configure and reconfigure the access points. This made it possible for me to experiment how access points operate before and after configuration. How to go about the business of configuring the access points till it became a part of me. I can now say with confidence that configuring and installing access points is a walk in the park for me. Business Skill: Constant communication between the technical team, my supervisor, technician, and students improved my communication skills. Installing the access points in various strategic places through various floors in building six enabled me to interact with several students. I could meet several down the hallways and engage in greetings keeping it short and brief given that I was not allowed to talk or chat when I was performing my duties. I had to also talk to the students so that they could allow me to access their rooms whenever it was necessary. I used to access their rooms to work on the data ports located in their rooms. I had to be careful with their belongings and refrain from touching or moving them as directed by the housing department and therefore had to be permitted before I could be able to do so. The experience gained while working as an intern is a lot. Being on the ground enabled me to take a direct approach to solving problems. Whenever there were problems with the network, a network device or there was an individual who needed help, I was sent to solve the problem. Every day I experienced challenges of different nature of varying complexities. I had to be flexible in my approach to solving problems and be vigilant in my duties to provide solutions whenever one was needed. Whenever I encountered any problems, I had to consult my supervisor and other members of the technical team in my department. Constant communication between the technical team, my supervisor and the technician who was aiding me in doing the installations also went a long way I improve my communication skills. The fact that I was free to consult whenever I encountered any challenge made it possible for me to develop excellent communication skills and made me a better person in communicating my findings and activities to my supervisor. Constant engagement with the technician who was directly helping me in the installation also went a long way in helping me develop the necessary intercommunication skills needed when undertaking duties. The technical skills I learned from the various endeavors over the period that I was an intern is unparalleled. I was always tasked with doing the duties first hand. Whenever there was an issue with customer support, I was sent by my supervisor to go check it out. Installations and configurations were also given to me. Whenever there was an installation, like the installations of access points, I was tasked with installing it, crimping the Ethernet cables, assigning the right IP addresses to the access points and joining them to the right virtual local area networks. I had to see that the access points were correctly merged into the system to avoid creating any IP conflicts that might have disrupted the network. Complexity: installation of forty three access points is not an easy task. Making them work correctly by joining them to the network is even more cumbersome. Many are the times I could configure an access points set it properly to pick the reserved IP address yet the access point would fail to behave as expected. I was usually forced to reset the access point causing trouble and reconfigure it properly so that it could join to the network eliminating the possibility of interfering with the whole network. I had to take details into account keeping a keen eye on everything I was doing to avoid making silly but costly mistakes that usually arise due to carelessness. After finishing the installation and configuration of the access points, I had to do a check of the network to confirm that things were running as expected with the permission of my supervisor. I had to use a network analyzer to check through the network. I used a software (Advanced IP Scanner) to check the network devices. Advanced IP Scanner is a wonderful tool given that it is lightweight and has a friendly user interface making it easy to use. Using Advanced IP Scanner, I was able to map all the wireless access points including those newly installed. The Advanced IP Scanner was very helpful in identifying those access points and other network devices with problems. This made it easy for me to correct network errors resulting from hardware and software problems. Advanced IP Scanner is a wonderful tool that is a must have for every network administrator. I discovered a lot of knowledge working with the software. My supervisor was always there to answer my questions regarding Advanced IP Scanner. I remember him taking me through the basics and later showing me the technicalities involved with the network analyzing tool. This made my work easy, enjoyable and interesting. Every time I made a discovery that there was a problem with any of the devices I would act on the problem and whenever the problem proven stubborn, I could seek the opinion of my supervisor who would help me get a solution. This good working rapport made me grasp both personal and professional skills. Working as an intern was an eye opener for me and personally I can say that it improved my skills a great deal. The skills learned first-hand while tackling problems head on was an addition to what I had been learning in class. Working as an intern made it possible for me to explore the different career opportunities related to my major at school. I was also able to make a decision where I realized that I had chosen the right career path for myself since I enjoyed my work a great deal. I was also able to create networks for myself that could come in handy when looking for a job.

Essay on The Development of Algorithm for Data Stream Essay Example For Students

Essay on The Development of Algorithm for Data Stream Essay The past decade has seen a lot of research on various time series representations. Various researches have been carried out that focused on representations that are processed in batch mode and visualize each value with almost equal dependability. As the tremendous usage of mobile devices and real time sensors has released the necessity and importance for representations that can simultaneously be updated, and can estimate the time oriented data with reliability and proportional to its time period for extended analysis. The approximation property of time series data allows us to answer queries more effectively about the recent data with higher precision, since in many domains recent information is more useful than older information. We call such incoming data as amnesic. However we have to fetch the required information from amnesic data as it consists of greater value for data analysis. In this paper, we introduce a novel approach of time series analysis that can summarize the incoming streaming data and represent the processed streams as user-specified amnesic functions. We propose algorithms for monitoring and handling streaming time series data and summarizing them for performing user driven analysis. As our focus is on handling streaming data and summarizing the streams, we suggest that processed streams to be forwarded to appropriate visualization and plot them in streaming visualization.I. INTRODUCTION Recent advances in both hardware and software have allowed huge rise in streaming data processing. However, handling massive amounts of data and arriving in continuous streams poses a challenge for researchers and practitioners, due to the physical limits of the various handy and computational resources. We have seen a gro. .n, Kaushik Chakrabarti, Michael Pazzani, and Sharad Mehrotra. Dimensionality reduction for fast similarity search in large time series databases. Knowledge and information Systems 3, no. 3 (2001): 263-286.28 Palpanas, Themis, Michail Vlachos, Eamonn Keogh, and Dimitrios Gunopulos. Streaming time series summarization using user-defined amnesic functions.Knowledge and Data Engineering, IEEE Transactions on 20, no. 7 (2008): 992-1006.29 Silva, Jonathan A. , Elaine R. Faria, Rodrigo C. Barros, Eduardo R. Hruschka, Andre CPLF de Carvalho, and Joao Gama. Data stream clustering: A survey.ACM Computing Surveys (CSUR) 46, no. 1 (2013): 13.30 Aigner, Wolfgang, Silvia Miksch, Wolfgang Muller, Heidrun Schumann, and Christian Tominski. Visual methods for analyzing time-oriented data.Visualization and Computer Graphics, IEEE Transactions on 14, no. 1 (2008): 47-60.