James I

(noun)

James VI and I (19 June 1566 – 27 March 1625) was King of Scots as James VI from 24 July 1567 and King of England and Ireland as James I from the union of the English and Scottish crowns on 24 March 1603 until his death. The kingdoms of England and Scotland were individual sovereign states, with their own parliaments, judiciary, and laws, though both were ruled by James.

Related Terms

Examples of James I in the following topics:

  • The First Stuarts and Catholicism

    • Believing that their power is God-given right, James I and his son and successor, Charles I of England, reigned England in the atmosphere of repeated escalating conflicts with the English Parliament.
    • After she died without an heir, James VI, King of Scots and her cousin, succeeded to the throne of England as James I in 1603, thus uniting Scotland and England under one monarch (the Union of the Crowns).  
    • James I believed that he owed his superior authority to God-given right while Parliament believed the king ruled by contract (an unwritten one, yet fully binding) and that its rights were equal to those of the King.
    • James I of England, Portrait attributed to John de Critz, c. 1605
    • King of Scotland as James VI from 1567 and King of England and Ireland as James I from the union of the Scottish and English crowns in 1603 until his death.

  • Cromwell and the Roundheads

    • Elizabeth I's death in 1603 resulted in the accession of her first cousin twice-removed, King James VI of Scotland, to the English throne as James I of England, creating the first personal union of the Scottish and English kingdoms.
    • As King of Scots, James had become accustomed to Scotland's weak parliamentary tradition and the new King of England was genuinely affronted by the constraints the English Parliament attempted to place on him.
    • Despite tensions between the King and Parliament, James' peaceful disposition contributed to relative peace in both England and Scotland.
    • Charles I avoided calling a Parliament for the next decade, a period known as the "personal rule" or the "eleven years' tyranny."
    • The first (1642–46) and second (1648–49) wars pitted the supporters of King Charles I against the supporters of the Long Parliament, while the third (1649–51) saw fighting between supporters of King Charles II (Charles I's son) and supporters of the Rump Parliament.

  • Introduction to Industrial and Organizational Psychology

    • Industrial and organizational (I–O) psychology is a relatively young field.
    • I–O psychologists are employed by academic institutions, consulting firms, human-resources departments in companies, and governmental institutions.
    • Various universities across the United States are beginning to strengthen their I–O psychology programs due to increased job demand in the field.
    • In the mid 1880s, Wundt trained two psychologists who had a major influence on the emergence of I–O psychology: Hugo Munsterberg and James McKeen Cattell.
    • I–O psychologists also help organizations make effective transitions among periods of change and development.

  • The Glorious Revolution

    • James II of England (VII of Scotland) was the second surviving son of Charles I, who ascended the throne upon the death of his brother, Charles II, in 1685.
    • Matters came to a head in June 1688, when the King had a son, James.
    • Mary and her husband, her cousin William Henry of Orange, were both Protestants and grandchildren of Charles I of England.
    • James offered free elections and a general amnesty for the rebels.
    • Painting: Sir James Thornhill; Photo: James Brittain.

  • The Election of 1920

    • Harding soundly defeated Democratic Governor James M.
    • The United States presidential election of 1920 was dominated by the aftermath of World War I.
    • This was four times the amount spent by his Democratic opponent, James M.
    • This set up a hard road for the next Democratic presidential hopeful, James M.
    • He was serving a sentence for encouraging people to avoid the draft in World War I.

  • Using Metacommentary to Clarify and Elaborate

    • Here is a successful example of a meta-discussion: In writing Ulysses, James Joyce attempted to write a novel with a coherent narrative while breaking the narrative conventions, such as chronology and sentence structure, that readers assume are necessary to make a plot coherent.
    • He did this to prove that the form of a novel is far more flexible than the standard nineteenth-century template – a feat, I shall argue, with wide social and cultural implications.
    • He did this to prove that the form of a novel is far more flexible than the standard nineteenth-century template – a feat, I shall argue, with wide social and cultural implications.
    • This website's comment forum is becoming increasingly venomous—may I suggest a return to civility?
    • The initial reception of James Joyce's novel Ulysses was mixed: some readers appreciated his unconventional approach to psychological realism, but many critics condemned the novel as obscene nonsense.

  • Introduction

    • Reviewer: James O'Toole (Daniels College of Business, University of Denver, USA)
    • Framing the structure and content of business ethics is a presumptuous undertaking, but one I believe to have real merit.

  • Madison and the Pressure for War

    • In the early nineteenth century, President James Madison faced pressure from Democratic-Republican "war hawks" to go to war with Britain.
    • President James Madison, who was elected as Thomas Jefferson's successor in 1808, was pressured by a faction of young Democratic-Republican congressmen from the South and West of the United States to go to war with Great Britain.
    • The American West then consisted of the trans-Appalachian states of Kentucky, Tennessee, and Ohio, as well as territories in the Old Northwest (i.e., the Great Lakes states that did not yet have votes in Congress).
    • The older members of the Democratic-Republican Party, led by President James Madison and Secretary of the Treasury Albert Gallatin, also tried unsuccessfully to defeat the war hawks movement, believing that the United States was not prepared for war—which in the end turned out to be true.

  • Wertsch - Biography

    • James V.
    • I have particular interests in how these issues play out in Russia, the Republic of Georgia , and Estonia , but my research is also motivated by a broader set of concerns about the nature of collective memory in general.
    • In previous writings I have drawn on the ideas of L.S.
    • I am currently working on several projects in the South Caucasus, especially the Republic of Georgia.

  • The Lost Generation

    • In a more general sense the term identified the generation that came of age during and shortly after World War I, leading to the name, "the World War I Generation."
    • At the same time, Jazz and dancing rose in popularity, in opposition to the horrors of World War I.
    • In addition to Hemingway and Fitzgerald, the movement of writers and artists also loosely includes John Dos Passos, Waldo Peirce, Alan Seeger, John Steinbeck, Sherwood Anderson, Aldous Huxley, Malcolm Crowley, Isadora Duncan, James Joyce, Henry Miller, and T.S.
    • James Joyce was a friend of Hemingway during the years both lived in Paris.
    • Scott Fitgerald used to epitomize the Jazz era and the attitude of post-World War I America.