Years 1515-1525 Henry Viii Essay Example for Free

Years 1515-1525 Henry Viii Essay Do you agree with the view that in the years 1515-1525 Henry VIII wholly surrendered power in government to Cardinal Wolsey? To a certain extent within †¨Source 4 (by J.J. Scarisbrick 1968) supports the idea that possibly Henry VIII actually did surrender power over to Wolsey. The evidence within the source that suggests this possibly for being the truth is ‘a self-indulgent King had wholly surrendered the cares of the state into the Cardinals hands’. To further support this case, it is clear that Wolsey was extremely powerful, he had vast amounts of bishoprics (Archbishop of Canterbury, Tournai, Durham just to name a few) and was the head of things such as the Star Chamber where Wolsey got himself heavily involved with. This is shown when you compared the number of cases Wolsey took on (120) compared to that of Henry VII who dealt with only 12. Also Wolsey had control of all of the state finances and could make large changes to things such as the taxation system he was able to introduce a new form of tax known as the ‘Subsidy’ which was more popular since it meant the poor payed far less tax than previously than with the old 15’s and 10’s taxation method. This new taxation method allowed Wolsey to pay for king’s foreign affairs. As well as this ‘subsidy’, since Wolsey had such significant power he was able to also raise considerable amounts of capital through other means, such as through ‘benevolences’ and enforced loans from the nobility, which raised  £200,000 in 1522. This shows that Wolsey was especially powerful as ‘benevolences’ was money disguised as a gift and was only ever done by monarchs, possibly suggesting that Wolsey could be classed as an Alter Rex. Despite the positivity and great power J.J. Scarisbrick gives to Wolsey within the source we also learn that George Cavendish influences this source significantly even right from the beginning ‘Cavendishtells us’. Cavendish was Wolsey’s friend and servant, meaning he would be more than likely faithful to his master and try and write as positively about him as possible. This means that potentially the source might not be so reliable. However, Source 5 written in 1994 by John Lotherington, appears to disagree with that of the view of source 4. In parts it appears to actually agree with source 4, ‘Wolsey held a dominant position in government and controlled the distribution of patronage’ but then the source continues to say, ‘And of course the ultimate source of all power was the King’. This quote can be proven true with examples of Henry preventing Wolsey from doing something, such as in 1523 when Wolsey launched a sea attack upon the French without the kings permission, this led to Wolsey having to apologize for his actions. This shows that Henry still had control over Wolsey and that he couldn’t get away with something so easily. Also even though source 4 claims that Wolsey had very strong control, that even with this power he couldn’t prevent such things like The Amicable Grant of 1525 from being a disaster, and without aids from The Dukes of Norfolk and Suffolk it could have been an even more disastrous, this proves Henry was more in control than Wolsey because the Dukes only subdued the rebellions on Henry’s behalf, not Wolsey’s. This is showing how Henry had not wholly surrendered his government power, and could still contest Wolsey’s decisions and problems. The source was also written in 1994, therefore the historians view is likely to be more factual rather than written in the period and being more biased, as can be the case, especially if that figure in question is still alive or has close descendants. Source 6 appears to agree with the opinions of Source 5 in that Henry VIII had not wholly surrendered power in government to Wolsey. Source 6 is a letter from Henry to Wolsey in 1520, it says, ‘I desire you to keep a watch on the Duke of Suffolk, the Duke of Buckingham, my lord of Northumberland, my lord Derby, my lord of Wiltshire and on any others of whom you are suspicious’ The source shows Henry giving orders to Wolsey, suggesting that Wolsey did not have all of the governmental power, I also know this from my own knowledge. For example Wolsey’s fall from grace on the 9th October 1529 (when he is charged with praemunire, which is exercising his legatine power to the detriment of the King) because he was unable to secure the divorce for Henry. The fact that the King was able to remove Wolsey’s power so quickly again illustrates how Henry had no wholly surrendered his government power to Wolsey, as his decisions overruled any of Wolsey’s. The source is also fairly reliable, as it was written by Henry himself and is clearly giving Wolsey orders, even before he has fallen from grace. In conclusion, I do not agree with the view that in the year’s 155-1525 Henry VIII wholly surrendered power in government to Cardinal Wolsey. This is because both sources 5 and 6 corroborate the idea that although Wolsey does have a large amount of government power, Henry still makes overruling decisions and exercises government power over Wolsey. This is also backed up with my own knowledge. Therefore, Henry did not wholly surrender his government power to Wolsey.

international terrorism :: essays research papers

After reading Martha Crenshaw’s essay on The Causes of Terrorism, thoughts were provoked that allowed me to look at the causes of terrorism from an entirely new perspective. It took my preconceived notions and feelings towards terrorism out of the picture and really let me look at the subject from a balanced point of view. I found this appealing because I have never been able to comprehend how there could be rational justifications to such a harsh reality. It really motivated me to try and understand more about such a complex subject.   Ã‚  Ã‚  Ã‚  Ã‚   This essay explained settings for terrorism, reasons for terrorism, and individual motivation and participation. All three of which made me think of the America before the constitution, before equal rights were assured to all individuals. These privileges did not come for free; we had to fight for them.   Ã‚  Ã‚  Ã‚  Ã‚  In settings for terrorism, the author talked about subgroups of larger populations that may be discriminated against, or suppressed and not given equal opportunity for political participation. These particular situations may be conducive to terrorist organization and activity. These were some of the same settings for the causes of wars in America’s history, from the American Revolution, to the Civil War. During the American Revolution fighters for their cause were not looked at as terrorist although they did participate in, what was considered at that time to be, unconventional warfare which most consider today to be a personality of terrorism.   Ã‚  Ã‚  Ã‚  Ã‚  Reasons for terrorism are more complex. One intention of a terrorist organization may be to provoke a counter reaction from the government, to increase publicity for the terrorists’ cause, and to demonstrate that criticism of the regime is well founded. The terrorists mean to force the state to show its true repressive face, thereby driving the people into the arms of the challengers. September 11, 2001 was an excellent example of this. After the attacks, Americans were outraged and emotional. Action had to be taken to revenge the lives lost and to ensure our national security. Everyone seemed vulnerable now, more than ever. America’s fight against terrorism led to the invasion of Afghanistan and Iraq, and at the same time America tried to spread democracy in, previously, undemocratic countries. The intention of the Al Qaeda to strike fear in their target population was only the beginning of what they were able to accomplish. Al Qaeda showed the world that their criticism of America’s attempt to force democracy throughout the world was true. international terrorism :: essays research papers After reading Martha Crenshaw’s essay on The Causes of Terrorism, thoughts were provoked that allowed me to look at the causes of terrorism from an entirely new perspective. It took my preconceived notions and feelings towards terrorism out of the picture and really let me look at the subject from a balanced point of view. I found this appealing because I have never been able to comprehend how there could be rational justifications to such a harsh reality. It really motivated me to try and understand more about such a complex subject.   Ã‚  Ã‚  Ã‚  Ã‚   This essay explained settings for terrorism, reasons for terrorism, and individual motivation and participation. All three of which made me think of the America before the constitution, before equal rights were assured to all individuals. These privileges did not come for free; we had to fight for them.   Ã‚  Ã‚  Ã‚  Ã‚  In settings for terrorism, the author talked about subgroups of larger populations that may be discriminated against, or suppressed and not given equal opportunity for political participation. These particular situations may be conducive to terrorist organization and activity. These were some of the same settings for the causes of wars in America’s history, from the American Revolution, to the Civil War. During the American Revolution fighters for their cause were not looked at as terrorist although they did participate in, what was considered at that time to be, unconventional warfare which most consider today to be a personality of terrorism.   Ã‚  Ã‚  Ã‚  Ã‚  Reasons for terrorism are more complex. One intention of a terrorist organization may be to provoke a counter reaction from the government, to increase publicity for the terrorists’ cause, and to demonstrate that criticism of the regime is well founded. The terrorists mean to force the state to show its true repressive face, thereby driving the people into the arms of the challengers. September 11, 2001 was an excellent example of this. After the attacks, Americans were outraged and emotional. Action had to be taken to revenge the lives lost and to ensure our national security. Everyone seemed vulnerable now, more than ever. America’s fight against terrorism led to the invasion of Afghanistan and Iraq, and at the same time America tried to spread democracy in, previously, undemocratic countries. The intention of the Al Qaeda to strike fear in their target population was only the beginning of what they were able to accomplish. Al Qaeda showed the world that their criticism of America’s attempt to force democracy throughout the world was true.

Learning from Failure Essay

Everyone strives for perfection, for most people failure is not an option. However, the reality is that failure is an unpleasant fact, each day, a person fails in his or her tasks, decisions and ideas and organizations fail in their strategies and policies. In this highly competitive and achievement oriented society, a failure in any aspect of a person’s life is construed negatively and stereotyped as a sign of weakness. Failures are indeed negative occurrences that involve the inability to carry out the desired objective or goal of the individual or organization (Cannon & Edmondson, 2005). Failures can be either large scale or small scale, and it can have far-reaching effects than mere criticisms. Small-scale failures are normal consequences of the individual’s actions and decisions form day to day, for example, not being able to come to work on time is a failure on the part of the employee. Being tardy is a negative behavior and failing to be punctual can directly affect the work performance of the individual; however, such tardiness can also have dire effects on the organization. Chronic tardiness results to missed hours of work per week and probably lesser output for the department or unit and the organization as a whole. Such a failure can be dissected and analyzed as a personal failure, but it has varied implications for the organization’s policies and performance. On the other hand, large-scale failures are highly sensationalized and have the potential to lessen the competitiveness and the trust that people have on their organizations (Nevis,   DiBella & Gould, 1995). F or example, Martha Stewart’s failure and fiasco in her business enterprise have led to criticisms and stigma and for that time, sales of Martha Stewart’s products were very low. Organizational failures are often not highlighted as a basis for learning; instead, it is covered-up and undisclosed to the public. Learning from failure is not a popular concept in the American reality. Failures have a negative connotation and it is not a thing that is shared to most people. Likewise, organizations steer from the issue of failure and find immediate solutions to such failures and problems without considering the possible learning that the failure brings (Nevis,   DiBella & Gould, 1995). For example, mass resignations of pilots in an airline company spell disaster, and the most likely action for the company is to reduce flights. Learning from failure dictates that the airline company should look into the reasons of the pilots for leaving the airline. The result of the survey would be used as basis to institute changes in their policies in order to address the concerns of the pilots and to prevent mass resignations in the future. Organizations however, try very hard to keep their failures from becoming public since it would not be good for their business but making failures public communicates that the organization is willing to accept their mistakes and further commit to the improvement of their policies and procedures to prevent and minimize the occurrence of mistakes (Cannon & Edmondson, 2005). Large-scale failures that reach the consciousness of the public become common knowledge and these are used as a learning tool for other individuals and organizations.   The stock market scandals have resulted to clearer and stricter guidelines in the stock market. Thus, failures are not entirely negative; instead, it has the potential for driving new information and concepts and in the development of better policies and guidelines for all. Learning is a process that occurs throughout life, and failures play an important role in facilitating learning. Without mistakes and failure, an individual would not be able to learn what is right and acceptable from what is wrong and unacceptable. Failure is as essential to life as learning; one cannot exist without the other. Learning does not occur in a vacuum, it utilizes whatever information, and knowledge is on hand. However, the best kind of learning is said to come from failures and mistakes as it provides concrete basis for differentiating what is positive and good from what is negative and bad (Nevis,   DiBella & Gould, 1995). At an individual level, workers sent on a training workshop to learn new skills in the operation of new equipments would only have a working knowledge of the new equipment. Actual operation of the equipment would test the knowledge of the worker and the amount of learning that he has gained from the training workshop. A failure on the part of the worker would lead to the inefficient use of the equipment, and identifying one’s mistakes and source of failure would result to more learning. At this point the worker can now identify which of his actions had resulted to the mistake and which actions would control for the effects of the mistake and what behaviors he should do to prevent the mistake from recurring. In terms of organizational learning, failures are also a rich source of information that could be used to improve and strengthen the strategies that they already have in place (Cannon & Edmondson, 2005). It is important for organizations to learn from their failures as it is a factual occurrence that reflect the true state of the organization (Carmeli & Sheaffer, 2008). For example, a miscommunication between departments can bring about significant problems and difficulties in the conduct of the organizations’ activities. The most likely reaction is for the department heads and managers to resolve the problems brought about by miscommunication, but if the organization wants to apply the concept of learning from failures, they should b able to identify the source of the miscommunication and in what channels the miscommunication occurred, then the organization should look into the communication patterns of the organization and take the necessary steps to ensure that the communication systems would be corrected to prevent miscommunications in the future. Even though learning from failures has been found to be a useful tool for increasing the efficiency of organizations and in cultivating a positive culture, one that is open to experimentation and failure, not many organizations have embraced the concept and continue to disregard the learning that could be had from failures (Nevis,   DiBella & Gould, 1995). In a discussion of why organizations fail to learn from failures, it was pointed out that organizations fail to utilize failures as rich sources of information because of the lack of critical thinking skills that would identify failures as an opportunity for growth (Carmeli & Sheaffer, 2008). Additionally, organizations does not take into account and monitor for failure, instead it is systematically removed and not dwelled upon. Another reason for not being able to learn from failures is the human tendency to reduce the effect or to cover-up the incidence of a failure. Even without undue pressure, individuals have the tendency to downplay failures and mistakes and for most to find excuses and blame the failure on the system, and other individuals (Carmeli & Sheaffer, 2008). It is important to recognize that failures present a learning opportunity for organizations and even for one’s personal life, and although it takes courage and a more open and willing perspective, it is not impossible to attain. References Cannon, M. & Edmondson, A. (2005). Failing to learn and learning to fail (intelligently): How organizations put failure to work to innovate and improve. Long Range Planning, 38, 299-319 Carmeli, A., & Sheaffer, Z. (2008). How learning leadership and organizational learning from failures enhance perceived organizational capacity to adapt to the task environment. Journal of Applied Behavioral Science, 44:468. Nevis, E. C., DiBella, A.J., & Gould, J.M. (1995). Understanding organizations as learning systems. Sloan Management Review, 36, 73-85.

Salt Sugar Fat dialectical journal Essay - 4963 Words

Passages quoted from the text (with page numbers) Responses (interact with the text through analysis, predictions, evaluation, and connections, but don’t just summarize) 1. â€Å"On this count, most of the men in the room could rest easy. They had personal trainers, gym memberships, and enough nutritional awareness to avoid diets that were heavy in the foods they manufactured† (11). This just confirms a horrible truth: the food companies are very much aware of the lack of nutritional value in their products, yet they continue to sell them to the less informed public. While Moss says the business men are able to â€Å"rest easy† when it comes to their weight, I find it difficult to believe that all the people in the room can â€Å"rest easy† morally.†¦show more content†¦It isn’t that simple. The playdate dynamic has shifted from making forts and riding scooters up and down the street to sitting indoors playing games on various devices. The rise in technology correlates with the rise in obesity. In a society where it is considered normal for elementary school students to own an iPad, it is easy to see how the rates jumped up from 15 to 20 percent in a two year span. How can childhood obesity be controlled? The way I see it, it can’t. The last thing any parent wants to do is strip their child of their innocence by making them c onscious of their weight. You can’t simply take away one kid’s Nintendo either because then he is left out of the group. Adults must choose the path for their offspring. Which is the worst option, a physically unfit child or an alienated one? 5. â€Å"Its most rabid devotees proudly call themselves Peppers, belong to a club called the 10-2-4—so named for one of the early advertising campaigns, which encouraged people to drink three Dr Peppers a day, at ten, two, and four o’clock—and make pilgrimages to Waco, Texas, where a pharmacist at Morrison’s Old Corner Drug Store invented the drink in 1885† (48). After reading this I couldn’t help but draw parallels between Peppers and Muslims. Both groups were built around the worship of one element. For the 10-2-4 this item is Dr Pepper, while Muslims worship their god Allah. Islam and the 10-2-4 also both have a destination whereShow MoreRelatedImperialism in India6601 Words   |  27 Pagesthese were the most influential people in terms of acting as facilitators for nationalist ideas to be communicated throughout the populace. The publication of magazines and journals in English was also a great influence on the rise of Indian nationalism. Although most Indians received nationalist ideas orally, these journals allowed Indians who were literate in English to come into contact with the ideas of social and political reformers. Political and social reform in India was achieved as a