Memory in Virginia Woolfs Mrs. Dalloway Essay examples

Memory in Virginia Woolfs Mrs. Dalloway Clarissa Dalloway and Peter Walsh are defined by their memories. Virginia Woolf creates their characters through the memories they share, and indeed fabricates their very identities from these mutual experiences. Mrs. Dalloway creates a unique tapestry of time and memory, interweaving past and present, memory and dream. The past is the key to the future, and indeed for these two characters the past creates the future, shaping them into the people they are on the June day described by Woolf. Peter and Clarissa’s memories of the days spent at Bourton have a profound effect on them both and are still very much a part of them. These images of their younger selves are not broad, all-encompassing†¦show more content†¦However, she does not let them overwhelm her with yearnings for the past. She remembers the good times nostalgically and the hard times without bitterness. There is no doubt that the emotional responses invoked by the squeaking of hinges and the flipping of a p ocket-knife are seeded deep inside Clarissa’s being, attached to the very core of her self. â€Å"One must seek out the people who completed them; even the places,† and it was with Sally and Peter at Bourton that Clarissa took shape, forming the seed of the woman she becomes by her fifties. It was at Bourton that Clarissa first tasted love and it left its mark on her in the form of memories. Clarissa’s memories of Peter aren’t of moonlight walks or love letters; rather they are the more personal observations, personality traits that were impressed upon her memory: â€Å"his eyes, his pocket-knife, his smile, his grumpiness and, when millions of things had utterly vanished– how strange it was!– a few sayings . . . about cabbages† (4). Peter Walsh is Clarissa’s complement rather than her opposite; they fill the emptiness within each other and even after years of separation they are still very much a part of one another, creating the foundation for the other’s life, for the memories and the laughs and the tears tha t are the substance of self and the threads of identity.Show MoreRelatedParallels Between Mrs Dalloway and The Hours1059 Words   |  5 PagesThe ongoing relationship between the literary movements of modernism and post-modernism is encompassed by the intertextual relationships between Stephen Daldry’s â€Å"The Hours† and Virginia Woolf’s â€Å"Mrs Dalloway†. These relationships communicate the inadequacy of previous writings to convey trauma, cultural crisis and the deep fragmentation within their respective societies. The immediate context of these social dialogues creates a clear division between each text, however the intertextual similaritiesRead MoreAnalysis Of Virginia Woolf s Gone At The Lighthouse Never Go Return 1706 Words   |  7 PagesElizabeth Conner 9 November 2017 ENGL-4010-001 Professor Westover Virginia Woolf: Gone to the Lighthouse, Never to Return Many authors inject a little bit of their personalities and lives into their writing, making it more relatable to their readers and more marketable to publishers. However, depending on the work, it can sometimes be difficult to determine what is inspired by real life and what is merely fiction. Therefore how important an author’s biography is to a story can also be hard to understandRead MoreAnalysis of Mrs. Dalloway by Ââ€" Virginia Woolf Essay1460 Words   |  6 PagesAnalysis of Mrs. Dalloway by Ââ€" Virginia Woolf Mrs. Dalloway, published in 1925, is a romantic drama with deep psychological approaching in to the world of urban English society in the summer of 1923, five years after the end of World War I. The book begins in the morning with the arrangements for a party Clarissa Dalloway will give and it ends late in the evening when the guests are all leaving. There are many flashbacks to tell us the past of each character, but it does not leave the range ofRead MoreStream of Consciousness in Virginia Woolfs Mrs. Dalloway1354 Words   |  5 PagesConsciousness in Virginia Woolf’s Mrs Dalloway. â€Å"These novels may very well be within a category we can label stream of consciousness, so long as we know what we are talking about. The evidence reveals that we never do – or never have done so.† (5). (Humphrey, 1954). This quote from Robert Humphrey, author of Stream of Consciousness in the Modern Novel, is about the use of the writing technique, stream of consciousness, in novels such as James Joyce’s Ulysses and Virginia Woolf’s Mrs Dalloway; he highlightsRead MoreMrs. Dalloway Paper1209 Words   |  5 PagesMrs. Dalloway Paper Mrs. Dalloway, by Virginia Woolf, was written in 1925, a time filled with many large changes to civilization. The book was written and set right after the biggest war human-kind can remember which killed millions of people, during the peak of industrialization which caused the mass production of items and created thousands of new inventions, while modernist arts and thoughts were growing and, and when national pride was very large for the citizens of the Allied countries in WorldRead MoreThe Hours - Film Analysis12007 Words   |  49 PagesThe Suicide of the Author and his Reincarnation in the Reader: Intertextuality in The Hours by Michael Cunningham Andrea Wild In his novel The Hours, Michael Cunningham weaves a dazzling fabric of intertextual references to Virginia Woolfs works as well as to her biography. In this essay, I shall partly yield to the academic itch to tease out the manifold and sophisticated allusions to the numerous intertexts. My aim, however, is not to point out every single reference to Woolf and her works--suchRead MoreMrs Dalloway1427 Words   |  6 PagesAnalysis of Mrs. Dalloway Ââ€" Virginia Woolf Mrs. Dalloway, published in 1925, is a romantic drama with deep psychological approaching in to the world of urban English society in the summer of 1923, five years after the end of World War I. The book begins in the morning with the arrangements for a party Clarissa Dalloway will give and it ends late in the evening when the guests are all leaving. There are many flashbacks to tell us the past of each character, but it does not leave the range of thoseRead MoreMrs. Dalloway, by Virginia Woolf1696 Words   |  7 PagesIn the novel Mrs. Dalloway, by Virginia Woolf, the author uses narrative techniques of stream of consciousness and interior monologue in order to depict the workings of an â€Å"ordinary† or normal mind in narrative form. She also rejects the conventional structure of ‘chapters’ in order to give an â€Å"ordinary† portrayal of the mind. This essay will firstly contextualise the extract for analysis, namely the opening scene in the novel. This will be followed by defining the narrative techniques that is depictedRead Morethe theme of madness in mrs dalloway1443 Words   |  6 PagesMadness in Mrs Dalloway Madness is a prevalent theme in ‘Mrs Dallway’ and is expressed primarily, and perhaps most obviously through the characters Septimus Warren Smith and Clarissa Dalloway – however the theme is also explored more subtly in more minor characters such as Lucrezia and Mrs Kilman. Virgina Woolf’s own issues inspired her greatly, as she herself suffered her first mental breakdown at the tender age of thirteen and was prescribed ‘rest cure’ – just as Septimus is; Woolf is often describedRead MoreWilliam Woolf s Mrs. Dalloway1730 Words   |  7 Pagesgives the characters, author, and reader the reference point of a shared experience upon which to build a literary work. In the case of Virginia Woolf’s Mrs. Dalloway, this uniting experience was the Great War. The remnants of this conflict can be seen throughout the novel in the lives and experiences of its characters. The integral nature of tragedy in Mrs. Dalloway means that future reim aginings and reframings must also include a uniting tragic event as a means by which to create parallels and show

Anime And The Anime Of Anime - 1468 Words

Subtitles are captions displayed somewhere on the screen that translate foreign language. Whether or not an anime has subtitles has proven its importance amongst its western fans. Anime is Japanese made so for other countries like the United States to be able to watch it without any prior knowledge of their spoken language it must either have subtitles added in or translate the japanese to the native language of said group by recording also known as dubbing. Many people in the western culture begin by watching dubbed anime as children then eventually transition to watching subbed. With so many who belong to opposing sides this led to disagreements to which is better, anime subbed or English dubbed. This disagreement led to a sub group within the anime community known as the purist, purist are fans that only watch subbed anime. These fans are often known to belittle dubbed viewers on a variety of different points that make dubs inferior. Many of these claims actually manage to carry some weight, such as dubs changing the meanings of entire situations, changing the animation to remove what they consider explicit and removing scenes, that cause choppy character development. Needless to say that the experience between the two groups must be vastly different. The claims made by the the purist audience is true Anime with subtitles is more beneficial to the anime community than English dubbed anime. Dubbed anime are known to make errors in the translation that has the capacityShow MoreRelatedAnime Of Anime And Anime1212 Words   |  5 Pages  Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚   Period 1/4   Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚     Ã‚  Ã‚   History of Anime Manga and anime are a huge part in American and the Japanese culture. Anime and Manga were once used for war, propaganda, and recruitment, but is now used for entertainment and leisure. Anime was not just created by one man but by many working together. Anime has had a long line of history causing it to become more and more loved throughout the years. It not only caused Japan a great deal of money and working jobs butRead MoreAnime And Manga Of Anime1627 Words   |  7 PagesAnime and Manga According to Stewart (2013), Japanese culture is becoming increasingly popular within Western society†, particularly anime, cosplay and games. In the comic world of Japan, comic books are called manga, and anime means that animation cartoon. Manga is a visual narrative to gratify readers through the capability of its plot and characters, and many animation, movie and computer game stories are from manga. In the academic and art fields, fan culture, the majority of visual imagesRead MoreManga and Anime947 Words   |  4 Pages Manga and anime are popular for many people around the world and has been one of Japan’s most lucrative businesses. Manga and anime are misunderstood by some Americans who are unable to recognize the draw to them. To understand both styles, people need to know where they came from and what makes them a preferred interest of so many others. Japanese scroll paintings called the Animal Scrolls progressed into what today is known as manga and then into anime. Animal Scrolls are from the middle ofRead More Anime Essay1141 Words   |  5 PagesAnime Anime is the Japanese take on the word animation. It represents the Japanese style of animating cartoons. However, not all anime is for children. Majority imported to America is aimed at an adult audience- containing deep storylines, graphic violence, gore, as well as nudity and adult situations. This cinematic genre is a fast growing trend in the west and can now possibly be considered the most popular phenomenon among children, considering the success of the much-in-demand animeRead MoreAnime Addiction3646 Words   |  15 Pagesto watch anime to needing to watch it. Our personal take on anime is we watch what we enjoy. And we truly like anime. But we keep thinking we should stop watching because it is childish. We purchase anime on rare occasions, and watch anime maybe once a week. Recently we have been watched a lot more anime than we should often since we found online site for anime. We’ve guess what we am saying is most of my friends and family dont get the anime thing. Therefore, we end up watching anime on my ownRead MoreHistory of Anime2688 Words   |  11 PagesHISTORY OF ANIME: Osamu Tezuka ________________________________________ (picture) Dr. Osamu Tezuka: Legend. by Brian Cirulnick Walt Disney of Japan, God of Comics, A Legend in his Own Time. Many of these phrases will forever be used to describe Dr. Tezuka, but mere words cannot even begin to describe his work, or how it changed an industry, or even the incredible wealth of material produced by this one man. As I began to research this article, friends sent me copies ofRead MoreANIME ADDICTION2849 Words   |  12 PagesANIME ADDICTION A Term Paper Presented to Instructor. MANGORSI, FARHANNA Department of English Philippine Muslim Teacher,s College Marawi City In Partial Fulfillment of the Requirements for the Course General-Education ( English II) 2014-2015 By KHALID, AMNAH L. January, 2014 Anime Addiction Anime had widely spread in the whole world, its positive and negative effects are continuously being debated. 1. What is the history of Anime? 2. What are the reasons Anime Addiction? 3. What are theRead MoreThe Death Of An Anime1723 Words   |  7 Pageslot of energy, and I found myself focusing on keeping my breath even. Movement was seen, distracting me for a second or two, but it was horribly blurred, and whatever it was, it was wearing a boring shade of green. I felt as if I was watching an anime at horrible quality, and when the green blob spoke, it s voice was loud and garbled to my ears. Wait. Never mind the mysterious beings. Why was I alive? I saw my body being carried off, and the accidents.. Perhaps it was all a dream? But my bodyRead MoreWhat Are Anime and Manga3381 Words   |  14 PagesWhat are Anime and Manga? Thesis Statement: Anime and Manga are getting a lot of attention around the world. But what is the relationship of Anime and Manga? Outline: 1.0 Introduction 2.1 Definition of Anime and Manga 2.2 Brief History of Anime and Manga 2.0 The Father of Manga and Anime 3.0 Relation of Manga to Anime 4.0 Categories of Anime and Manga 5.0 Comparison 6.3 Anime and the American Animation 6.4 Manga and the American Comics 6.0 ConclusionRead MoreAnime and Manga632 Words   |  3 PagesWriting Mode: A research paper is a form of EXPOSITORY writing (informs, explains, clarifies, or defines), anchored to researched, cited information. Scoring Guidelines |6 = Exemplary |3= Developing | |5 = Strong |2 = Emerging | |4 = Proficient |1 = Beginning | Reminder: If a student receives Emerging or Developing in any category the teacher must include

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Ramanujan free essay sample

In 1917 he was hospitalized, his doctors fearing for his life. By late 1918 his health had improved; he returned to India in 1919. But his health failed again, and he died the next year. O Five years old – primary school O Jan 1898 – town high school in Kumbakonam O 1904 – he got scholarship O 1906 – he entered in to Pachaiyappa’s college O 14th July 1909 – he married ten year old girl S. Janaki Ammal O 1911 – His first paper published, 17 page works on Bernoulli numbers journal of the Indian Mathematical Society. O Ramanujan was appointed to the post of clerk and began his duties on 1stMarch 1912. O 1914 – he went England O 1916 – Cambridge university granted him a bachelor of science degree O 1919 – he returned India Contributions  · Ramanujam made substantial contributions to the analytical theory of numbers and worked on elliptic functions, continued fractions and infinite 1900 he began to work on his own on mathematics summing geometric and arithmetic series.  · He worked on divergent series. He sent 120 theorems on imply divisibility properties of the partition function.  · He gave a meaning to eulerian second integral for all values of n (negative, positive and fractional). He proved that the integral of xn-1 e-7 = ? s true for all values of gamma. thiyagusurimathematicians. blogspot. in/2012/07/module-4-srinivasa-ramanujan-1887-ad. html (gamma) 1/3 5/27/13 MATHEMATICIANS CONTRIBUTIONS: MODULE 4 SRINIVASA RAMANUJAN (1887 AD 1920 AD)  ·  ·  ·  ·  · Goldbach’s conjecture: Goldbach’s conjecture is one of the important illustrations of ramanujan contribution towards the proof of the conjecture. The statement is every even integer greater that two is the sum of two primes, that is, 6=3+3 : Ramanujan and his associates had shown that every large integer could be written as the sum of at most four (Example: 43=2+5+17+19). Partition of whole numbers: Partition of whole numbers is another similar problem that captured ramanujan attention. Subsequently ramanujan developed a formula for the partition of any number, which can be made to yield the required result by a series of successive approximation. Example 3=3+0=1+2=1+1+1; Numbers: Ramanujan studied the highly composite numbers also which are recognized as the opposite of prime numbers. He studies their structure, distribution and special forms. Fermat Theorem: He also did considerable work on the unresolved Fermat theorem, which states that a prime number of the form 4m+1 is the sum of two squares. Ramanujan number: 1729 is a famous ramanujan number. It is the smaller number which can be expressed as the sum of two cubes in two different ways- 1729 = 13 + 123 = 93 + 103 Cubic Equations and Quadratic Equation: Ramanujam was shown how to solve cubic equations in 1902 and he went on to find his own method to solve the quadratic. The following year, not knowing that the quintic could not be solved by radicals, he tried (and of course failed) to solve the quintic. Euler’s constant : By 1904 Ramanujam had began to undertake deep research. He investigated the series (1/n) and calculated Euler’s constant to 15 decimal places. Hypo geometric series: He worked hypo geometric series, and investigated relations between integrals and series. He was to discover later that he had been studying elliptic functions. Ramanujan’s own works on partial sums and products of hyper-geometric series have led to major development in the topic. Journal of the Indian mathematical society: Ramanujan continued to develop his mathematical ideas and began to pose problems and solve problems in the journal of the Indian mathematical society. He developed relations between elliptic modular equations in 1990. Bernoulli numbers: He published a brilliant research paper on Bernoulli numbers in 1911 in the journal of the Indian mathematical society and gained recognition for his work. Despite his lack of a university education, he was becoming well known in the madras area as a mathematical genius. He began to study the Bernoulli numbers, although this was entirely his own independent discovery. Ramanujan worked out the Riemann series, the elliptic integrals hyper geometric series and functions equations of the zeta functions on the other hand he had only a vague idea of what constitutes a mathematical proof. Despite many brilliant results, some of his theorems on prime numbers were completely wrong. Ramanujan independently discovered results of gauss, Kummar and others 2/3  ·  ·  ·  ·  ·  ·  · thiyagusurimathematicians. blogspot. in/2012/07/module-4-srinivasa-ramanujan-1887-ad. html 5/27/13 MATHEMATICIANS CONTRIBUTIONS: MODULE 4 SRINIVASA RAMANUJAN (1887 AD 1920 AD)  ·  · on hyper-geometric series. Perhaps has most famous work was on the number p(n) for small numbers n, and ramaujan used this numerical data to conjecture some remarkable properties some of which he proved using elliptic functions. thers were only proved after Ramanujan’s death. In a joint paper with hardly, ramanujan gave an asymptotic formulas for p(n). It had the remarkable property that it appeared to give the correct value of p(n), and this was later proved by Rademacher. Ramanujan discovered a number of remarkable identities that imply divisibility properties of the partition function. He a lso produced quite a number of results in definite integrals in the form of general formulate. Besides his published work, ramanujan left behind several notebooks filled with theorems that mathematicians have continued to study. The English Mathematician G. N Watson, from 1918 to 1951, published 14 papers under the general title theorems stated by Ramanujan and in all he published nearly 30 papers which were inspired by ramanjan work. In 1997 ramanujan journal was launched to publish work in areas mathematics influenced by Ramanujan†. thiyagusurimathematicians. blogspot. in/2012/07/module-4-srinivasa-ramanujan-1887-ad. html 3/3

Religion Paper Rusy Riggs essay rough draft Essays - Religion

Rusy Riggs 3/15/18 Religion 101 Buddhism : Chenrezig Deity I attended a Buddhist religious service at the Gampopa Center in Annapolis, Maryland. The service I attended was a Compassion Buddha Practice, based on the teachings of Chenrezig , one of the Buddhist deities. Chenrezig is considered the embodiment of compassion in Tibetian Buddhism, and is one of the most popular Buddhist deities after Buddha himself. I chose Buddhism because I wanted to understand why Buddhist s fo llow the Buddha even though they do not consider him to be a god. I attended a Tibetan Buddhist Temple in Annapolis to get a visual understanding of how Buddhist s practice their religion and what they do in their service . At t he event I attended , we practiced the Chenrezig d eity, the Buddha of Compassion. Chenrezig is considered the patron Bodhisattva in Tibet. In Tibetan Buddhism , the Chenrezig is considered to be the embodiment of the compa ssion of all Buddha's . For this event we used the Chenrezig text, which is a small packet of texts. This is a very common practice in Buddhism that Tibetans use for meditation. In the Chenrezig , everything was and still is written in Pali , which is the original language in Buddhist culture. To understand what happened at the Buddhist Temple one must first understand the Chenrezig deit y, the images used in the worship practice , and the ways in which Buddhism tries to educate its followers . The Gampopa Center is upstairs in a small office building in Annapolis. I arrived there at 7 pm for the Compassion Buddha Practice service, which was an hour and a half long. Th e service was conducted by Karen, who was friendly and happy to have me there as a guest. She explained that they often have students attend services to learn about Buddhism. Karen began by describing some of what we saw around us in the room. There was a sort of altar on which was a statue of Buddha . In front of Buddha was seven bowls of water, called water offerings. Behind Buddha were seven more bowls of water. Going from left to right the bowls are water for washing, water for drinking, water for flowers, water for incense, water for light, water for perfume , and water for music. In the Seven Branch Prayer these vessels of water are verbally offered. The most important object in the templ e is the statue in the center of Siddhartha Gau tama , also known as the Buddha . Siddhartha atta ined enlightenment under a fig t ree at a village in Northern India. He sat for forty nine days w ith demons and devils trying to stop Siddhartha from achieving enlightenment. He taught what is known in Buddhism as the " Middle Way ", a path of moderation between extremes. What I saw was just one of many eminations of the Buddha . Another statue in the room was the Chenrezig statue. Its four arms and h ands represent the f our immeasurables: loving kindness, compassion, joy, and equanimity. Karen explained that the Buddhist ceremony is regimented, much in the same way a Catholic Mass is structured and follows an order. There are specific steps that must be followed for the Chenrezig deity . I sat on a mat and a pillow with the Chenrezig text in front of me. To read the text you must follow b y reading to the bottom, then flipping the page up and read to the bott om again and so on. We began by taking Refuge Bodhisattva , which was repeated three times. Next , we generated a visualization, then we said prayers. We only di d two prayers in the Chenrezig t ext. The two are the Seven Branch Prayer which is the offer ing prayer and Om Mani Padme Hu ng . The prayers were said first in English, then repeated in the native language of Buddhism. Afterwards we had a ten m inute meditation. Meditation in Buddhism is everything. T he reason we meditate with the Chenrezig deity is to be come more compassionate . There is a certain way to meditate to achieve

Catherine of Aragon - Early Life and First Marriage

Catherine of Aragon - Early Life and First Marriage Catherine of Aragon, whose parents united Castile and Aragon with their marriage, was promised in marriage to the son of Henry VII of England, in order to promote the alliance between the Spanish and English rulers. Dates: December 16, 1485 - January 7, 1536Also Known as: Katharine of Aragon, Catherine of Aragon, CatalinaSee: more Catherine of Aragon Facts Catherine of Aragon Biography Catherine of Aragons role in history was, first, as a marriage partner to strengthen the alliance of England and Spain (Castile and Aragon), and later, as the center of Henry VIIIs struggle for an annulment that would permit him to remarry and try for a male heir to the English throne for the Tudor dynasty. She was not simply a pawn in the latter, but her stubbornness in fighting for her marriage and her daughters right to inherit were key in how that struggle ended, with Henry VIII separating the Church of England from the Church of Romes authority. Catherine of Aragon Family Background Catherine of Aragon was the fifth child of Isabella I of Castile and Ferdinand of Aragon. She was born in Alcal de Henares. Catherine was likely named for her mothers grandmother, Katherine of Lancaster, the daughter of Constance of Castile who was second wife of John of Gaunt, himself son of Englands Edward III. Constance and Johns daughter, Catherine of Lancaster, married Henry III of Castile and was the mother of John II of Castile, Isabellas father. Constance of Castile was the daughter of Peter (Pedro) of Castile, known as Peter the Cruel, who was overthrown by his brother Henry (Enrique) II. John of Gaunt tried to claim the throne of Castile on the basis of his wife Constances descent from Peter. Catherines father Ferdinand was the great-grandson of Philippa of Lancaster, the daughter of John of Gaunt and his first wife, Blanche of Lancaster. Philippas brother was Henry IV of England. Thus, Catherine of Aragon had considerable English royal heritage herself. Her parents were also both part of the House of Trastmara, a dynasty that ruled kingdoms in the Iberian peninsula from 1369 to 1516, descended from King Henry (Enrique) II of Castile who overthrew his brother, Peter, in 1369, part of the War of the Spanish Succession the same Peter who was the father of Isabellas grandmother Constance of Castile, and the same Henry John of Gaunt tried to overthrow. Catherine of Aragon Childhood and Education: In her early years, Catherine traveled extensively within Spain with her parents as they fought their war to remove the Muslims from Granada. Because Isabella regretted the lack of her own educational preparation when she became a ruling queen, she educated her daughters well, preparing them for their likely roles as queens. So Catherine had an extensive education, with many European humanists as her teachers. Among the tutors who educated Isabella, and then her daughters, was Beatriz Galindo. Catherine spoke Spanish, Latin, French and English, and was well-read in philosophy and theology. Alliance with England Through Marriage Catherine was born in 1485, the same year Henry VII seized the crown of England as the first Tudor monarch. Arguably, Catherines own royal descent was more legitimate than Henrys, who was descended from their common ancestor John of Gaunt through the children of Katherine Swynford, his third wife, who were born before their marriage and later legitimized but declared ineligible for the throne. In 1486, Henrys first son, Arthur was born. Henry VII sought powerful connections for his children through marriage; so did Isabella and Ferdinand. Ferdinand and Isabella first sent diplomats to England to negotiate Catherines marriage to Arthur in 1487. The next year, Henry VII agreed to the marriage, and a formal agreement including dowry specifications was drwan up. Ferdinand and Isabella were to pay the dowry in two parts, one when Catherine arrived in England (traveling at her parents expense), and the other after the wedding ceremony. Even at this point, there were some differences between the two families over the terms of the contract, each wanting the other to pay more than that other family wanted to pay. Henrys early recognition of the unification of Castile and Aragon in the Treaty of Medina del Campo in 1489 was important to Isabella and Ferdinand; this treaty also aligned the Spanish with England rather than France. In this treaty, the marriage of Arthur and Catherine was further defined. Catherine and Arthur were far too young to actually marry at that time. Challenge to Tudor Legitimacy Between 1491 and 1499, Henry VII also had to contend with a challenge to his legitimacy when a man asserted himself to be Richard, duke of York, son of Edward IV (and brother of Henry VIIs wife Elizabeth of York). Richard and his older brother had been confined to the Tower of London when their uncle, Richard III, seized the crown from their father, Edward IV, and they were not seen again. Its generally agreed that either Richard III or Henry IV had them killed. If one had been alive, hed have a greater legitimate claim to the English throne than Henry VII did. Margaret of York (Margaret of Burgundy) another of the children of Edward IV had opposed Henry VII as a usurper, and she was drawn into supporting this man who claimed to be her nephew, Richard. Ferdinand and Isabella supported Henry VII and their future son-in-laws inheritance by helping to expose the pretenders Flemish origins. The pretender, whom the Tudor supporters called Perkin Warbeck, was finally seized and executed by Henry VII in 1499. More Treaties and Conflict Over the Marriage Ferdinand and Isabella began secretly exploring marrying Catherine to James IV of Scotland. In 1497, the marriage agreement between the Spanish and English was amended and treaties of marriage were signed in England. Catherine was to be sent to England only when Arthur turned fourteen. In 1499, the first proxy wedding of Arthur and Catherine was held in Worcestershire. The marriage required a papal dispensation because Arthur was younger than the age of consent. The next year, there was new conflict over the terms and especially over payment of the dowry and Catherines arrival date in England. It was in Henrys interest for her to arrive earlier rather than later, as payment of the first half of the dowry was contingent on her arrival. Another proxy wedding was held in 1500 in Ludlow, England. Catherine and Arthur Marry Finally, Catherine embarked for England, and arrived in Plymouth on October 5, 1501. Her arrival took the English by surprise, apparently, as Henrys steward did not receive Catherine until October 7. Catherine and her large accompanying party began their progress towards London. On November 4, Henry VII and Arthur met the Spanish entourage, Henry famously insisting on seeing his future daughter-in-law even if in her bed. Catherine and household arrived in London on November 12, and Arthur and Catherine were married at St. Pauls on November 14. A week of feasts and other celebrations followed. Catherine was given the titles of Princess of Wales, Duchess of Cornwall and Countess of Chester. As prince of Wales, Arthur was being sent to Ludlow with his own separate royal household. The Spanish advisors and diplomats argued whether Catherine should accompany him and whether she was old enough for marital relations yet; the ambassador wanted her to delay going to Ludlow, and her priest disagreed. Henry VIIs wish that she accompany Arthur prevailed, and they both left for Ludlow on December 21. There, they both became ill with the sweating sickness. Arthur died on April 2, 1502; Catherine recovered from her serious bout with the illness to find herself a widow. Next: Catherine of Aragon: Marriage to Henry VIII About Catherine of Aragon: Catherine of Aragon Facts | Early Life and First Marriage | Marriage to Henry VIII | The Kings Great Matter | Catherine of Aragon Books | Mary I | Anne Boleyn | Women in the Tudor Dynasty

M_Q_2 Essay Example | Topics and Well Written Essays - 1250 words

M_Q_2 - Essay Example The culture of an organization shows the way the employees deal and interact with each other while performing their job related tasks. I believe that the culture of an organization develops with time when the employees, managers, and all governing bodies of an organization work with full commitment shaping a positive organizational culture. In my view, the culture of an organization really improves the performance and productivity of an organization. A strong organizational culture unites the employees and motivates them to work efficiently and professionally towards their goals. Organizational culture includes such elements, which play a vital role in making a company reach desired sets of goals and objectives in an effective way. Some of the most influencing tasks, which organizational culture performs, include determining the organization’s effectiveness and capacity, putting energy and momentum in the employees in order to ensure organization’s success, injecting se nse of responsibility in the employees, and making the employees work efficiently towards achievement of desired goals and objectives. These were some of those roles, which culture plays in making an organization achieve desired goals and objective effectively and efficiently. Answer: No: 2 Culture of an organization is one of the main drivers of organizational performance and it can definitely be used to increase performance. Daniels A. and Daniels J. found that managers need to evaluate performances of the employees and the organizations in order to implement positive changes. It depends on the managers of an organization to motivate and encourage employees to work with full dedication and commitment. The dedication and commitment shown by the employees of a company towards their job responsibilities shape the culture of the company. If the employees carry out their job related tasks efficiently, it creates an enthusiastic and motivated culture of the organization, which positivel y affects the new employees who come and join the company. From here, the transition process starts where impact of employees’ performance on the culture of an organization shifts towards impact of organizational culture on the performance of new employees. Once the employees succeed in shaping a work-oriented culture in an organization, it plays a considerable role in motivating new employees to work hard for the company. A new employee is not very much aware of the culture of the company where he/she gets a job. When that employee starts working for the company, he/she observes the overall workplace culture of the company and shapes his/her job behavior according to that culture. If a company will have work-oriented culture enriched with the elements of motivation, innovation, and workplace ethics, it will make a positive impact on the new employees and will make them work hard to achieve the company’s goals and objectives. Therefore, we can say that strong culture o f an organization not only increases employees’ productivity but also increases the overall organizational performance. Answer: No: 3 As a senior leader, I will like to change the culture of the organization by integrating the elements of hard work, commitment, dedication, and enthusiasm in the existing culture of the organization. I believe that when employees feel like owning the company, they work with more commitment in order to make their company reach heights of success in any specific market. If a company injects the sense of