The Effects Of Globalisation On Education

The Effects Of Globalisation On Education In this modern era, the term Globalisation is used, accepted and treated famously in most part of the world. Even though the word may not be a particularly sophisticated or attractive word, but there are massive numbers of debates happening around the world relating to the globalisation issue. According to Giddens (1999, p. 7), I have not been to a single country recently where globalisation is not being intensively discussed. Referring to his comment on the popularity of the term globalisation that is made in 1999, I think I could imagine and assume logically of how famous the term would be now. Hence, in this essay, I will discuss the effects of globalisation on education in which specifically focusing on the question whether globalisation really helps to improve education or it actually hinders the true meaning of education. To answer this question, this essay will be divided into a few sections starting from a brief explanation of globalisations and educations background follow b y the effects of education and conclusion. In this essay I will first point out the effects of globalisation on education both positively and negatively not only for industrialised countries but also for underdeveloped countries around the world. This essay also will show the variation of my point of view as I have different perceptions for each aspect. 1. What is globalisation and education? Globalisation has actually existed since long time ago. Based on the Human Development Reports 1990 2000 by Peace Child International, globalisation has existed since the sixteenth century when Britain, France, Spain and the Netherlands started to colonise other countries around the world by conquering, occupying and exploiting them in order to gain profit for themselves (2002, p. 42). However, even when those colonial empires broke down during the twentieth century, the inequality and injustice of colonialism have set the stage for the on-going disparities in the world today. The globalisation that is happening today is actually interrelated with the colonisation that happened before. Some people also said that globalisation is the incarnation of colonisation. The globalisation happening now is very different from the colonial era because, as HDR 1999 explains, it is shaped by new actors, new rules, new markets and new tools each of which creates opportunities but also new challenges (Peace Child International, 2002, p. 42). As the new globalisation is one of the most debated issues nowadays, it is mentioned and discussed everywhere by nations leaders, educators, bloggers, businessman, reporters and even by blue collar workers and any people on the streets. Remarkably, for being so widely used, it is hardly to find a precisely agreed definition. Globalisation as defined in Collins English Dictionary is a trend towards the existence of a single world market dominated by multinational companies (2008). Another brief definition of globalisation that brings similar meaning suggests by Porter (1999, in Mortimore, 2001, p. 230), which is the process by which the peoples and nations of the world are increasingly drawn together into a single entity. Both definitions mentioned above show that globalisation is something that attracts people and nations towards something that is new and in trend. However, these two are among the sources that define globalisation as positive and as general as they are. In fact, ther e are still a lot more definitions of globalisation being discussed around the world. This is because different definitions would come from different point of views. As being mentioned before of how famous the term is, it would not be a surprise if the meaning of the term is hardly to be determined (Giddens, 1999). Fortunately, apart from the general definitions mentioned previously, there is one definition of globalisation that attracts me and helps me to understand the term better. The definition is taken from Waks (2006, as cited in Parjanadze, 2009, p. 84). Waks defines globalisation as: The process whereby market exchange relationships and multimedia telecommunications capabilities spread from the core of economically and technologically developed nations to other regions of the world, facilitating the flow of goods, services, and people across national borders, this process being stimulated by, while in turn reinforcing, an image of the world as a unified whole and humanity, despite its cultural diversity and continuing differentiation, as a single global society, while also generating resistance and violent opposition from those excluded from this imagined global society (2006, as cited in Parjanadze, 2009, p. 84). On the other hand, according to Collins English Dictionary, education is defined as the way of gaining knowledge and understanding which is through the process of learning (2008). Collins English Dictionary also defines education as the system of teaching people at school or university (2008). In general, when we hear or come to think of the word education, automatically it reminds us of our school, teachers, friends and other memories that happened and related to our learning phase. Globalisation: Threats or Opportunities for education? As mentioned before, the term globalisation has been defined to a variety of interpretations by different people. Similarly, the judgement of the effects of globalisation has been made differently too. Some people may think that globalisation is like a new wave of modernisation that helps everyone to live a better life. On the other hand, there are also people who aware that not everything from globalisation will benefit them. Though globalisation may simply mean global interconnectedness, but it includes a number of intertwined and complex technological, economic, environmental, cultural and political processes. Hence, there is no definite agreement about the nature of the phenomenon because the perceptions on the effects of globalisation may vary from person to person depending on their worldview and personal experience. According to Parjanadze (2009, p. 79), The concepts of globalisation, nation state and education are closely intertwined. Hence, both globalisation and education will actually affecting each other whether be it positively or negatively. So, I have come to a good question, Does globalisation really helps to improve education or it actually hinders the true meaning of education? The effects of globalisation on education: Smaller globe of education Throughout the globalisation era, globalisation has somehow helped to change the whole worlds perceptions of education. Once, it was not only difficult to get an opportunity to study abroad, but it was close to impossible for one to get out from their village to learn something out of their communitys and societys norm. Our great ancestors, they were educated at home where they learned basic living skills as a preparation for them to live their life well. Years after years, as the world has transformed dynamically, schools and other learning centres are built in order to cater for a better education purpose. Now, not only there are massive numbers of education centres, but also we have been exposed to a lot easier and conducive ways to learn something whether be it new or old knowledge. If once, it was close to impossible for one to earn knowledge because of lack of exposure and location, fortunately now globalisation has helped to reverse the situation. Now everyone can learn is one of my teacher famous phrases when he would like to lift our spirit in learning something new. He used to use that phrase repeatedly to show how everyone will get the opportunity to earn knowledge easily, to appreciate the chances that we have nowadays compare to our parents and ancestors times. To explain this further, the aspects that will be enlightened in order to show the effect of globalisation on education are in term of the revolution of technology as well as the shortcut of education. I chose to emphasis on these two aspects as I find both are important aspects and they are closely related to each other in defining globalisation as well as in presenting of how they have affected education. 4.1 The revolution of technology As the result of globalisation, the world nowadays has faced the dramatic revolution of technology. In the shortest amount of time, lots of high technology or also known as high tech stuff and services are being invented and developed. High tech means the most  advanced technology currently obtainable, the technology that is at the cutting edge. The introduction of computers, television, internets, radios, notebooks, e-books, email and a lot more high tech stuff has made learning process more convenient. The invention and evolvement of the high tech stuff and services are especially useful for educators. It is easier for the educators to teach, transfer and share the knowledge with their learners not only in their specific classroom, but with any learners in the world. The emergence of this leads to the smaller globe of education where everyone from any part of the world could access the knowledge provided from another part of the world easily. Based on Giddens who points out that instantaneous electronic communication is not just a way in which news or information is conveyed more quickly (1999, p. 11). Giddens further adds that the existence of the electronic communication modifies and gives a lot of impacts to both rich and poor peoples life. As result of instantaneous communication, education is now can be easily accessible and transferrable as the famous saying goes education is now at the tips of everyones fingers. This is supported by Abdul Razak (2011, p. 62) in which he mentions that The emergence of technology-mediated learning has revolutionised the teaching and learning process. According to him, the technology-mediated learning by using the high tech stuff has helped in the distribution of information and knowledge to millions around the world (2011). On the other hand, although Abdul Razak agrees that with the help of technology has enhanced the learning processes, he also disagrees as he feels that when people rely too much on technology throughout their learning process, the downside of it is that the person will eventually lose the true essence of learning which is via interactive communication with the knowledge source as well as with other learners. This is because, when learning via technology medium such as websites, emails or any virtual learning system, the interaction between people/society/community will be cut off as the learning process will be more personalised between the learners and the technology medium only. The idea of how lack of interaction can be a downside for a person has been anticipated long time ago by a well-known psychologist named Fromm (Abdul Razak, 2011, p.62). The idea is: Modern man is alienated from himself, from his fellow men, and from nature. He has been transformed into a commodity, experiences his life forces as an investment in which must bring him the maximum profit obtainable under existing market conditions (Fromm, 1995, as cited in Abdul Razak, 2011, p. 62). Referring to Abdul Razak disagreements point and Fromms idea on modern mans alienation, I admit that their points are true. With tremendous developments in network access worldwide and progress in communication and information technologies generally, to learn from distance is like a current phenomenon being practised around the world. Programmes that support students to learn from far are becoming one of the main ways to offer educational opportunities to students. In my opinion, this kind of learning programme would be great for adult learners who would like to work and study at the same time. However, if it were to use by younger students, it would affect their social skills as it reduce their opportunity to mix and interact with the real society rather than just being a technologys kingdom citizen. This kind of people who love to spend time on internet has been labelled as netizen which means an active participant in the online community of the Internet (http://www.merriam-webster .com/dictionary/netizen). 4.2 The shortcut for education In spite of the disadvantages mentioned above, I would personally prefer to look at how globalisation has revolved the technology which then leads to a few more steps in helping us to earn more knowledge conveniently. It is true that we cannot neglect or abandon the fact that globalisation is mostly benefited the rich or industrialised countries only. This is because there is a famous Malay old saying that is not to always critic the lacks but to appreciate the goodness we have in the racks. Looking at the bright side, there are still noble steps that has been done with the help of technology that comes as the result of globalisation. One of the noble steps that I would like to emphasis is something that I personally symbolises it as the shortcut of education. It is basically about how globalisation eases the journey of education. With the advancement of technology, as being mentioned before, it has helped people around the world to study conveniently. As the world has become smaller and almost borderless, apart from being able to learn from distance and to be able to communicate with the person from other places, globalisation has also helped to ease the journey of the education. Globalisation is like a shortcut towards the finding of ways to education or knowledge. It is said as to ease the journey of education because nowadays it is easier for educators as well as for students to go to anywhere in order to share and to search for education. A lot of foreign universities are offering more interesting and skilful courses locally and internationally. According to Abdul Razak (2011, p. 63), Along with the wave of globalisation, western universities realised that a great opportunity was available in the third world countries, particularly in Asia and Africa, which were once the colonies of the west, to open campuses there. Referring to his point, it is true that in most third world countries, especially Asian countries, there are a lot of universities being established as the branches of some big universities from the western countries. Vice versa, there are also branches of Asian universities being opened in western countries. For instance, the Lim Kok Wing University in Cyberjaya in Malaysia has opened its branch located in London, in the United Kingdom. Abdul Razak further adds that a lot of foreign universities and colleges sell and promote their education, their degrees as well as diplomas to the third world countries local students. This is because by doing that, they are generating huge amount of profit for their educational enterprise (2011, p. 63). As the western universities offer courses to generate profit, the charge for each course is tremendously high. This causes students who are from the lower income family, especially in third world countries suffer and find it difficult to get a tertiary education. 5 The effects of globalisation on education: Education as a tool of commodity As globalisation has helped the enhancement of technology for communications throughout the whole world, it has eventually altered and changed the way educators educate. Paralleling with the technology enhancement and economic revolution, educations nowadays serve more for preparation for work rather than for individual holistic values. Hence, schools, colleges and universities have started to work hard in promoting the courses that are needed for the current job demands. For example in Britain and Northern Ireland, courses and programs were restructured and more new courses are introduced in order to upsurge the marketing for courses such as MBAs and distance learning programme (Smith, 2002). The distance learning programme are being promoted to target those who already in work but would like to further study usually for the upgrading of salary or position purposes. On top of that, the current demand in the labour market has raised the awareness of how important a degree would be in order to confirm them a safe position in their work field. This is because, the perception that people have on the current economy plays a major impact on how they view the effect of globalization on education. Regardless of the higher costs that they have to pay, students still find that it is necessary to stay in school and to further study in higher education in order to gain as many accreditation as they can before entering the job market. As mentions by Wolf (2002, in Smith, 2002), At a certain point in what had been a steady, slow expansion, large numbers of people started to feel they really had better get a degree, because not doing so would be such a bad move. The first wave set off another and so on. Looking at this phenomenon, it is assumed that in the next coming years, the enrolment numbers to higher education will increase as they believe that not having a degree in current economical demands will be an obstacle to their success (Smith, 2002). Another form of how education has been change into commodification is the privatisation and corporatisation of schools and national policies. Nowadays, education field has become an arena where corporations and universities from around the world compete with each other for students in order to sustain and extend their funding (Smith, 2002). Students and parents are acknowledged and treated as customers when they are given choices to choose which school has promoted their qualities the best and which learning experiences brands sounds more promising. This kind of promotion is related to the labour market demands mentioned previously too. As parents and students both want to get the best educations to promise a better job future, they seem not to be bothered by this kind of selling the learning experience trend. The real danger is that unthinking adoption of the private sector model prevents the development of an approach to management in the public services in general or to the social services in particular based on their distinctive purposes, conditions and tasks (Stewart, 1992, as cited in Smith, 2002). Referring to Stewarts comment, he believes that by implementing such business strategies on promoting education has come to resemble a private, rather than for public good. This is because, by adopting standardised teaching models and striving for specified outcomes achievement, less emphasis is put on community and equity. More emphasis is put on individual enhancement and the need to fulfil influential customers as well as to satisfy customers (Smith, 2002). Hence, in this case, does commodification help education or does it hinder education? In my opinion, it is true that it does not look noble when we see the current phenomenon of selling education. However, I believe that to survive in this revolutionary world, we have to keep moving forward as this is the only that we can do in order to make sure that we are not being left behind. I view this as if we are running on the treadmill. Once the button start is pushed, we need to keep on running whether be it to run slowly or to keep with the pace set to keep us from falling down. It is true too that after a while, we will feel tired and that is when we started to feel to stop running or to just walk on the treadmill. Same goes with globalisation and especially towards the idea of commodification. To look at the bright side, when education is changed into commodification, at least it raises the awareness among youngsters that they need to keep moving, to keep catching the opportunities in order to achieve their aims. As the effect of globalisation too that it triggers them to be more competitive in their study as well as in their working field in future. Thus, I think, despite the negative impacts of commodification mentioned around, we can still gain something beneficial from them. 6 The effects of globalisation on education: English as a dominant language, English as a lingua franca According to Kelly (2004) through globalisation, English has achieved the status to be declared as a lingua franca. Based on the British Councils report (as cited in Kelly, 2004), The speakers of English as a second language probably outnumber those who speak it as a first language, and around 750 million people are believed to speak English as a foreign language. English has been declared as a dominant language, as a lingua franca, for it has about two billion people in at least 75 countries who speaks in it .Furthermore, English is the most common language to be used as a medium of communication for scientific, technological, and academic field as well as for international trade information.   On top of that, the establishment of foreign universities and the revolution of technology have helped the people in developing and underdeveloped countries to learn and master the English language effectively. The trend of learning and mastering of English has been an inevitable thing in most of the non-English-spoken countries. For example, from my point of view as a Malaysian student, I could see that Malaysian has been benefited a lot as the result of globalisation as well as colonisation. Malaysia, as a developing country, was once being labelled as underdeveloped. However, after being colonialized by a few countries, the education system in Malaysia has undergone a lot of changes. Like in any places, some changes are effectively implemented while some are not. The most obvious example of positive effect that Malaysian has gained is the exposure and opportunity to learn English as our second language. In 2003, in order to meet the challenges of globalisation, the government has taken a brilliant step in introducing the teaching of Science and Mathematics in English. Unfortunately, even though the programme has been implemented successfully, the Malaysian government decided to revert to the teaching by using Bahasa Melayu again by the year 2012. This is because the programme had been criticized by the Malay linguist and political activist (Abdul Razak, 2011, p. 63). Besides the teaching of Science and Mathematics in English programme, I think the decision of teaching English as a second language in the curriculum alone has made a big impact on Malaysia educations future. As English is a dominant language in the world, by acquiring and mastering it proficiently would be a great point that could elevate a persons educational level higher from others. This will help them to portray a good professional image when applying for a job. Conclusion In analysing the impact of globalization on education, I find that globalisation seems to be a pretty beneficial movement in terms of education, although there are still several obstacles in its way. Looking at how to find the origin and the definition of the term globalisation as well as to identify the effects of globalisation on education, it is undeniable that globalisation is a challenging concept to perceive. As Parjanadze (2009, p. 86) says that globalisation is difficult to perceive because globalisation is based on notions of time and space and a shift in the dimensions cause reinterpretation and re-structuring of the reality around us. As previously I have mentioned how I see commodification as something like treadmill, it is the same with the whole idea of globalisation. Despite the valid points made regarding how the advancement of technology and the commodification of education hinder the true essence of education, we should not totally reject the globalisation of the wo rld. This is because in my opinion, it is apparent that the revolution of technology has given and still giving us a lot of conveniences especially in term of communication, transportation and entertainment. Technology has particularly help to create a smaller globe of education which then leads to a lot more advantages. Thus, it is essential for each of us to understand that throughout the process of globalisation, we need to be able to accept, to adapt and keep on track with the current pace of the revolution in order to make sure that we will be left behind.

Anne Boleyn-Her Life and Downfall

Anne Boleyn's life and conflicts- historical background and the presentation in the film â€Å"the other Boleyn girl† What caused her downfall? Gliederung: | Titel | | 1. 0 | Introduction | | 2. 0 | Anne's life | | 2. 1 | Youth and education | | 2. 2 | At the court | | 2. 3 | Queen of England | | 2. 4 | Downfall and Execution | | 3. 0 | Film â€Å"The other Boleyn Girl† | | 3. 1 | Plot | | 3. 2 | Analysis | | . 3 | Special Feature: The birth order | | 3. 4 | Cast and crew | | 3. 5 | Settings: Location and release | | 3. 6 | Scene analysis | | 3. 7 | Comparison grid | | 3. 8. | My personal review | | 4. 0 | Relationships | | 4. 1. 1 | Anne and Mary: In the film | | 4. 1. 2 | Anne and Mary: In reality | | 4. 2. 1 | Anne and Henry: In the film | | 4. 2. 2 | Anne and Henry: In reality | | . 3. 1 | Henry and Mary: In the film | | 4. 3. 2 | Henry and Mary: In reality | | 5. 0 | Conclusion of Anne's conflict:What caused her downfall? | | Anne Boleyn: Introduction: Once there w as a time between 1499 and 1507, somewhere in England , a girl was born. This girl was thought to be so insignificant and small, that nobody bothered to record the date, place or details of her birth. It was not until she was twelve that something at all was recorded about her. However, this girl was named Anne Boleyn, and even though she started small and powerless and destitute, she became one of the greatest influences on King Henry VIII. Anne Boleyn was one of the first non-royal women to become Queen of England, which caused quite a turmoil in those times. She was also the mother of Elizabeth I, one of the greatest monarchs in the history of England and of the world itself and a co-founder of the new English Church. In my opinion history is written by winners. Like any visionary Anne Boleyn lived on the success – as long she was successful. But also like all visionaries, she moved her life on thin ice. What she wanted to achieve and achieved, was not backed up by experience or role models. So far, there were always a risk, and ultimately she failed. Of course after her failure, her opponents tried to reinterpret her successes as the result of devilish machinations. In the end she was not the winner. Instead, she became the devilish witch who enchanted the king to disunite the English church. In the following I am going to consider Anne's life, always trying to understand why such a brilliant and well educated woman had to die so early. So the question I am asking here is,what caused her downfall? For that I will regard her life and the different relationships she had. So, I decided to do my paper on Anne Boleyn, because for me, she was an intelligent woman who â€Å"became one of the principal figures in a hideous melodrama, a corrupt and involute series of intrigues,in which the mores of her contemporaries are now difficult to assess† (S. 15, Hester W. Chapman, Anne Boleyn, London, 1974). It was not really her fault, that she, or possibly Henry VIII could not produce a male heir. I think Anne was neither a saint nor a devil,but she was a human being like everyone else with virtues and faults. That's probably why I admire her so much and tend to dislike critics who usually only see her faults. She was a modern woman in her own time and I bet if she lived in the 21st century she would have fit right in. 2. 0 Anne's Biography: 2. 1 Youth and Education: The tradition says, that Anne Boleyn was born in the Henver castle in the Weald of Kent. (Eric Ives, The life and death of Anne Boleyn, London, 2004). Nevertheless most historians believe that Anne was born at the Blickling residence, because it was their location around 1500. Assuming, that Anne was born around 1500, the historians could be right with their presumption, but if you start with a birth date around 1507, one would assume Henver Castle may well be the birthplace. (The Encyclopedia Britannica and the Dictionary of National Biography give the date of Anne's birth, as do several other historians, as 1507. ) Anne Boleyn was the daughter of Thomas Boleyn and Lady Elizabeth Howard and Anne was the maternal niece of the Duke of Norfolk. Anne's education began very early. Just with a few years Anne and her siblings had to learn what it means how to behave in the society. Their daily schedule was very well structured, so that there was not many time to play or doing nothing. Their daily practice includes learning several languages, for instance French, Italian and Latin, practicing dancing and playing instruments. â€Å"Music was the most important accomplishment, comprising the practice of lute, harp, ciol and virginals† (Hester W. Chapman, Anne Boleyn, London, 1974, p. 1) It was very important to the parents that Anne got a good education, so that she will get a good and hopefully noble husband. And Anne did well in her education. Her French was fluent at just a very early age. When Henry VIII's younger sister Mary Tudor got married to king Louis XII of France, Anne was allowed to accompany the young princess as a lady-in-waiting. The great change, made in October 1514, was a big step for her education. Meanw hile her sister Mary Boleyn, who was close to her sister in age, was educated at the Court of the Hapsburg Archduchess Margaret in Brussels. After a while Mary is sent to the french court, as well, so that both sisters became ladies-in-waiting. The sisters were taught impeccable manners and elegance, but music, poetry and dance, as well. (Wyatt, Extracts from the Life of the Virtous, Christian and Renowned Quenn Anne Boleyn, p. 2 ) During her early years in France Anne Boleyn acquired elegance and the sophistication of the French court. She also acquired her taste for beautiful and elegant clothes. Anne Boleyn returned to England after 7 years, which gave her a grand advantage in front of all the English ladies-in-waiting and mistresses. There she could impress with her new witty, intelligent and ambitious behavior. 2. 2 At Henry VIII's court (1522-1533): Hier fehlt eine Seite von ihrer Biografie. Die musst du nicht korrigieren :)!! 3. 0 Film: 3. 1 Plot: The romantic-drama movie â€Å"the other Boleyn Girl† portrays the famous era in England history during the reign of Henry VIII. The King desperately tries to get a male heir and not being terrified from divorce or execution, he plays with several lives to fulfill his wishes. At the same time there are the two Boleyn sisters, who reveals for the favor of the king. The Boleyn sisters were firstly important when Thomas Howard, the Duke of Norfolk and his brother in law and at the same time father of Anne and Mary Boleyn, plan to install Anne in the court and life of Henry VIII of England, because his own wife Katherine of Aragon fails to give England a male heir. The intention of the plan is easy: Becoming the King's mistress and potential mother of his son would further their own political ambitions. At first Anne refuses because she knows being a mistress can damage her reputation, but then she agrees to the plan. Meanwhile Anne's younger sister, Mary Boleyn marries William Carey, although he had asked for Anne's hand. Her father thought Anne could marry somebody of noble and offered Mary as a substitute. While visiting the Boleyn residence, Henry is injured in a hunting accident, which was indirectly caused by Anne, and is nursed by Mary. While being in Mary's care, Henry gets fascinated by her and invites her to his court. After some reluctance, Mary and William agree, because they know what is expected of her. Anne and Mary become Queen Katherine's new mistresses and Henry sends William away on an assignment for the royal court. Separated from her husband, Mary finds herself falling in love with Henry. Meanwhile Anne secretly marries the nobleman Henry Percy, who was already engaged to Mary Talbot. Anne is exiled to France in disgrace, because Mary tells their father and uncle to rescue the life and reputation of her sister. The men confront Anne, who argues that â€Å"what has been done before God can't be undone and that the marriage has been consummated†. Nevertheless the marriage is annulled and she is exiled to France in disgrace. Feeling that Mary betrayed her to increase her own status, Anne vows revenge. Mary becomes pregnant and of course the status of the family improves abruptly. However, Lady Elizabeth warns her family that favors of the king can be easily taken away, but nobody is listening to her. Thomas Boleyn becomes Earl of Wiltshire and George becomes Viscount Rochford and he against his will, George has to marry Jane Parker. When Mary is bedridden, her uncle Norfolk recalls Anne to England to keep Henry's attention to the Boleyns. With big successes Anne ensnares Henry and shows him that she is finally grown up. Henry so is fascinated by her, that he agrees to her request which includes that Henry is not allowed to neither see or speak to Mary or his own wive. Anne even gets Henry to break from the Roman Catholic Church when the Pope refuses to annul his marriage to Queen Katherine so that Henry can marry Anne. Finally Henry agrees with Anne's demands, breaks from the Roman Catholic Church. After that a new church is needed, so he declares himself Supreme Head of the Church of England, and gets Thomas Wolsey to annul his marriage to Katherine. The scandal of Anne's brief marriage to Henry Percy threatens her upcoming marriage to Henry until Mary, the only one Henry really trusts, returns to court and lies on Anne's wish, by telling the king that the marriage with Percy was not consummated. Being married to the King of England and pregnant, Anne needs every help which she can get, so her sister Mary is re-ordered to the court. Anne and Mary reach kind of a reconciliation and Mary stays with her sister at court trying to support her. Meanwhile Mary meets William Stafford, a brave soldier in the English army, and the two fall deeply in love. Although Anne gives birth to a healthy daughter called Elizabeth, Henry is mad at Anne's failure to deliver a son and legitimate male heir to the throne. For Anne's slowly decaying psyche his secret meetings with Jane Seymour are not helpful. After she loses a son after birth, a hysterical Anne begs her brother George to impregnate her since her own husband will not lie with her. First he is shocked, but knowing the fact, how important this son is for his sister, he agrees. When he accepts to help his sister, Mary runs away, because she is disgusted by them. However, George is not strong enough to make it and begins to cry before the siblings sleep with each other. So Anne decides that they should not sleep with each other. Nevertheless, George's wife, Jane, witnesses enough of their try to reports what she has seen and both Anne and George are arrested. Despite a lack of evidence, the two are found guilty and condemned to death for adultery, incest and treason. Mary returns to court to bed for her siblings' lives. Arriving too late to save her brother's life, who was already executed, she begs Henry to spare her sister, referring to Anne as part of herself. The king calms and tells her he would never harm any part of her. Believing that Henry would spared her sister, Mary leaves to see her sister. The two sisters embrace each other and truly reconcile with one another. Before she leaves, Anne asks Mary to promise to take care of Elizabeth if anything should happen to her. Mary watches from the crowd as Anne makes her final speech, waiting for the execution to be cancelled as Henry promised. A letter from Henry is given to Mary, which reveals he has decided not to stop the execution and save Anne. It also tells Mary that she was only spared because of his respect for her and warns her never to come to court again. Horrified, she watches as her sister is beheaded. Mary then fulfills her last promise to Anne and leaves court with the toddler Elizabeth. The closing captions reveal that Thomas Boleyn, disgraced and alone, died two years after Anne and George's executions. Elizabeth Boleyn died a year after her husband while The Duke of Norfolk was later imprisoned in the tower. The next three generations of his family – son, grandson and great-grandson were all executed for treason. True to her word, Elizabeth Boleyn never saw or spoke to her husband and brother again. Henry's break from the Roman Catholic Church changed the face of England forever. Meanwhile, Mary married William Stafford and lived happily with him and their children away from the royal court for the rest of her life. The captions also reveal that Henry should not have been concerned about leaving England with a strong heir because, in fact, he did: An heir who would rule England for forty-five years and transform it into one of the most powerful nations in Europe. However, it was not the son he desired, but the strong red-haired girl Anne gave him: Queen Elizabeth I. 3. 2 Analysis: In the following I will discuss some aspects in more detail, but not all, because most things as the plot or the individual relationships already occurred in the other texts. As the title of a film is always found at the beginning, I'll start with the consideration of it. The most special part of the title is that its meaning changes during the film. The term the ‘other' Boleyn girl is very vague and so the viewer has a 50:50 chance to guess who of the Boleyn sisters is meant by this term. In one of the first scenes, Mary's wedding, the audience gets to know who is the ‘other' of the sisters and it is Anne, because she says to her sister shortly before the ceremony that Mary is younger than her and more beautiful than Anne, as well. Moreover, Mary is married before her sister. That leads Anne to the conclusion that she is just the ‘other' Boleyn Girl. But during the film the owner of this term changes because soon after Mary got pregnant and Anne returned from France, the king has directed his attention to Anne. So Mary is sent away and becomes just the ‘other' Boleyn girl. But regarding the whole film it is obvious, that mainly Mary is meant by this description. That matches with the author's opinion towards the sisters. For Gregory it is too bad that most people have forgotten Mary Boleyn, just because she was pushed away through the other Boleyn girl. That was the reason why she wrote the novel from Mary's angle, as well. (http://www. philippagregory. com/work/tudor/the-other-boleyn-girl/philippas-quest-for-the-truth-about-mary-boleyn/). Nevertheless the film makers considered Natalie Portman and that means Anne as the first leading actress. Now I am going to describe the opening credits and how it is relevant for the whole. The film starts with a little race of the siblings when they were young. At the beginning Mary is first and Anne second, followed by their brother George. Then with a ploy that Anne cannot run so fast, Mary slowed her pace and Anne overtakes her sister and becomes first in the race. This little incident perfectly shows the history of the sisters' power relations. First Mary is the one who gets all the attention of Henry VIII, but that changes during the film when Anne appears at court and attracts all the attention. If you look at the two aspects again, one can easily see that it's actually all about Henry. If he feels attracted to Mary, Anne is the ‘other' Boleyn girl and after Anne appears again in his life, Mary takes over this term. That leads me to the film's theme. The main theme in the film is definitely power corruption. Both, King Henry VIII and Anne Boleyn have such a drive for power that it becomes destructive for them in the end. The king would do anything, even murder, for getting a male heir and his wife Anne is not better. She even ruins the life of her siblings just to get what she wants. It is amazing enough that she really tries to become Queen of England and achieves it, as well. In a way both ultimately failed because Anne was executed for her not customizable lust for power and crazy ways and the king failed in producing a male heir. So actually he produced one and Jane Seymour gave birth to him in the end, but it was not the long-awaited successor. This part was already reserved for little Elizabeth, Anne's daughter. Blessed with all the good qualities of her family she ruled England to a whole new era and becomes the most important Queen of England in the entire history. 3. Special Feature: The birth order of the siblings: The most significant aspect of the comparison between the reality and the film would definitely be the order of birth. We can never really be sure about the real birth order, but through the years a number of different sources were found from which we can define the approximate dates of birth of the sisters. The parents of the siblings marrie d in 1500, so the two could not be born before that date. (Vgl. David Starkey, Six Wives, The Queens of Henry VIII, Random, 2003. ) Later historians tried to establish her birth date, but they always varied from the earliest possible date: 1500 (Vgl. Gregorio Leti(1630-1701), 1693. Historia overo Vita di Elisabetta, Regina d'Inghilterra. ) to 1507 (Vgl. :William Camden (1551-1623), The history of the princess Elizabeth, Flower-de-luce, 1675). It is handed, that Anne Boleyn had to be nearly thirty when she was executed in 1536 (Vgl. ) which would support the 1507 date, and when her body was exhumed in the Victorian period the archaeologists then thought she had been between twenty five and thirty at the time of her death. (Alison Weir, S. 167, The six wives of Henry VIII,1991, Groove Press), which would suggest a birth date of 1511. So we have a range of possible birth dates for Anne, in the eleven years from 1500 to 1511. We have no date of birth for Mary Boleyn at all, but since she was married in 1520, she would have been sexually mature at that age, so she could not have been born after 1508 (vgl. S. 40 ;Mary Boleyn-the true Story of Henry VIII's favorite mistress, Josephine Wilkinson, 2009). So the specific birth dates of the siblings are unknown, as is the order of their births. We only know that all three Boleyn siblings were close in age. (http://englishhistory. net/tudor/monarchs/boleyn. html). 3. 4 Cast and Crew: One of the leading role, Anne Boleyn, is played by Natalie Portman who was attracted to the role describing Anne as â€Å"strong yet she can be vulnerable and she's ambitious and calculating and will step on people but also feels remorse for it. â€Å"One month before filming began, Portman started taking daily classes to master the English accent under dialect coach Jill McCulloch. Ironically, Anne spoke with a French accent because she was raised in France. (http://www. girl. com. au/natalie-portman-the-other-boleyn-girl-interview. htm). Anne's sister Mary Boleyn is the other leading role and played by Scarlett Johansson. For the young actress the film was a big hurdle, because for her it is â€Å"such a melodramatic tale†. (http://www. dailymail. co. uk/debate/columnists/article-403137/Scarletts-Royal-scandal. html) The third leading role is taken by Eric Bana, who plays Henry VIII of England. For Bana this role was a great offer, because he describes the character of Henry as â€Å"a man who was somewhat juvenile, and driven by passion and greed†, and that he interpreted the character as â€Å"this man who was involved in an incredibly intricate, complicated situation, largely through his own doing† (http://www. ilmmonthly. com/paul_fischer_exclusive/bana_takes_on_kings_and_icons. html) Other characters (http://www. fandango. com/theotherboleyngirl_v353424/castandcrew): Jim Sturgess as George Boleyn, Viscount Rochford Kristin Scott Thomas as Elizabeth Boleyn, Countess of Wiltshire and Ormond Mark Rylance as Thomas Boleyn, 1st Earl of Wiltshire David Morrissey as Thomas Howard, 3 rd Duke of Norfolk Benedict Cumberbatch as William Carey Oliver Coleman as Henry Percy, 6th Earl of Northumberland Ana Torrent as Katherine of Aragon Eddie Redmayne as William Stafford Juno Temple as Jane Parker Iain Mitchell as Thomas Cromwell, 1st Earl of Essex Corinne Galloway as Jane Seymour Bill Wallis as Archbishop Cranmer Crew: The film â€Å"The other Boleyn Girl† was directed by newcomer Justin Chadwick and the screenplay was adapted by Peter Morgan from the 2001 bestselling-novel â€Å"The other Boleyn Girl† by Philippa Gregory. Historical circumstances – by Gregory told in detail over 600 pages – can be reduced by screenwriter Peter Morgan on several obvious scenes. Even though, it reveals how women have been abused, but at the same time possessed of more power than many men had. http://www. cineman. de/movie/2008/TheOtherBoleynGirl/review. html) 3. 5 Settings: Most of the shooting took place in Kent, England, although the real Hever Castle was not used, which was the original household of the Boleyns from 1505-1539. For the Tower of London the Baron's Hall at Penshurst Place and the Knole House in Sevenoaks were used in some scenes, The home of the Bol eyns was represented by Great Chalfield Manor in Wiltshire, and other scenes were filmed at locations in Derbyshire, including Cave Dale, Haddon Hall, Dovedale and North Lees Hall near Hathersage. http://www. visitpeakdistrict. com/be-inspired/boleyn-girl. aspx). The world premiere was at the 58th Berlin International Film Festival held on February 7-17, 2008, but the film was released in theaters on February 29, 2008. The combined worldwide gross of the film was $75,598,644 more than double the film's $35 million budget. (http://www. boxofficemojo. com/movies/? page=intl&id=otherboleyngirl. htm) 3. 6 Comparison grid: The film | The reality | -Historical fiction | -Reality | Emotional | -Neutral and objective | â€Å"loose, airy fantasy-novel mentality † | Serious historical events | William Carey just disappears | William Carey dies of the sweat fiver | Characters and relationships are decorated and filled | Real behavior and characteristics of the characters are just assuma ble | Boleyn lineage: badge of honor (why? ) | Personal pride and historical importance | Mens' will: sexiness and power | Not handed | Incest relationship with George B. Inappropriate relationships with others, too | The spending time of the sisters in France is not mentioned | The time in France was very important for the education of the sisters | Anne is the older sister | The birth order is not proven | Mary is presented as a shy country girl | Mary is a lively girl | Mary had just an affair with the king | Mary had several affairs with some kings | Anne: not interested in religion | Supporter of the religious reforms | Anne's accusations seem to be right | It is proven hat they were wrong | Kind of â€Å"soap opera† | Real history | 3. 7 Scene analysis of the banquet scene: In the banquet scene from â€Å"The other Boleyn girl† the audience is introduced into the English court. To begin, I am going to present the plot of the scene. It is the first evening at cour t, so Anne and her siblings are going to the court's banquet. First Mary is nervous and unconfident but talking to her friend Stafford helps her to relax. Anne is still mad at her sister and family for deciding Mary to be the king's new mistress. It would not be Anne, if she would sulk for a long time. After a while, she has already chosen someone new to bewitch and enchant. So she tries to find a way back to be admired and for the admirer she picks no one else than the already engaged Henry Percy. They both flirt with each other. Meanwhile she is dancing with her brother, who has his own little problems. Jane Parker, a sneaky, insane and very loyal lady-in-waiting of Katharina of Aragon, has her eye on him. The problem is that he feels exactly the opposite. The harmon dance and flirty scene gets interrupted, when the king appears on the scene. He paves his way to Mary, just to tell her that he is expecting her tonight. Mary becomes pale and seems to be depressed. Moreover, Anne has observed the scene. Being hurt and mad by the behavior of the king and her sister she suddenly has no more desire to flirt with Henry Percy. In the banquet scene you can group the different persons. First, there are Mary and Stafford, who are talking to each other. Then there are Anne and her brother where one must add Anne flirting Henry Percy, flirting with Anne, and George observing Jane Parker. Of course you cannot forget the majesty, the king, but he is presented as a sole ruler without anyone around him, but guardianship. Less important and without text, you can notice Sir Thomas Boleyn, the father of the siblings, the Duke of Norfolk, their uncle and of course Mary's husband, William Carey. Now I am going to present the scene's function. One the one hand there is the obvious aim of introducing the court's world to the audience but the actual intention of this scene is definitely to show all the different relationships. This scene includes many prospects, as well, so that the audience can imagine for themselves what will further happen. First, there are Mary and Stafford. They will marry later in the film and move to the countryside again. Then there are Anne and Henry Percy. They will marry, as well, but in contrast to her sister's marriage this one will be annulled by Anne's father and Anne gets exiled for that. Then there is George, who will marry, as well, but different to his sisters, he is forced to that act by his family and the choice fell on none other than Jane Parker, the only woman he loathes. Now I will place the scene in the overall context. Being showed after half an hour, you cannot really say that it is at the beginning, but nevertheless it is the opening scene for the second part of the film, the time at the English court. As you can imagine, this scene is followed by the first night of Mary and Henry. Furthermore the balance of power will change soon, when Henry loses interest in Mary and turns himself to the ‘other' Boleyn Girl, Anne. Now I am going to present the cinematography of the scene. It starts with a close up of Mary Boleyn, whose face shows a curious expression and glides into a tracking movement which changes into a medium shot, because Mary walks deeper into the room and finally disappears in the crowd. The camera angle changes into a high angle camera to give the audience an impression of the whole banquet. Simultaneously it still tracks Mary. Then there is a close up of Sir Thomas Boleyn, because Mary meets him during her way through the crowd. She implies a bow and goes out of the shot, leaving a desperate Thomas in the picture. Turning into a medium shot, because Mary paused, the camera reverse-angel shot to show what Mary sees, and that are her siblings who talk to each other. Then there is a fast change of medium shots between Anne and George and Jane Parker, The siblings are talking about her, so the shot shows her as well, to give the audience an impression of her. Turning away from Jane, the shot changes to Mary again, whose finally stopped her way and is found by Stafford. The shot changes from medium to close on an eye-level shot, because there are too many dancing people around them. Talking about Anne and her flirting with Henry Percy the camera tracks Anne and shows close-ups of her smiling and Henry's fascinated face. The scene gets interrupted by a knock which announces the king's entry. It starts with a long shot, which changes into a medium, because the king walks towards the camera. Between the shot a close up of Anne's bewildered face is shown. Then the laughing Mary and her friend Stafford are shown in a close up. The laughing stops right away, when Mary discovers the king. After telling her the word â€Å"tonight† he walks away again and Mary's scared face is shown in a extreme close up. The camera changes again to show the audience Anne's reaction of this act. She seems composed, but with her behavior and her body language, which is shown in the medium shot, the audience gets to know that she is totally upset inwardly and leaves the stage. Then it changes to a close up of Mary's husband and her uncle. Both of them react completely differently. The Duke is proud that his plan starts to work and smiles but William Carey drinks the rest of his wine with one gulp and seems to be very desperate. The last shot is a close up of the satisfied face of the king. As he walks out of the shot the audience can notice a completely anxious and scared Mary. Her face is the last shot of the scene. The scene, like the whole film, uses an actually normal language. Of course, there is no colloquial language but also no real ancient language. To sum up, you can say that I have chosen this scene because I think that it is a good scene to get a good overview of all the different relationships. 3. 8 My own review: As far as I can see, the makers of the film did very well by adapting the novel written by Philippa Gregory. So, one can say that it is not their fault that the novel is more like a romantic drama, which consists mostly of sexual and emotional relationships. Every relationship goes through ups and downs and the entire movie consists of them. It presents how different relationships are established to each other and stand in the way of another. For me, the several relationships were implemented well and you could follow the course of the individual relationships very easily. What I dislike about the film is, that people who have no foreknowledge can not understand the film right away. There are too many names or incidents which stay unexplained. For example, the missing introducing of Stafford and the lack of explaining the family's rejection towards him. Or the fate of Mary's husband. I know it because I read the novel but most of the viewers can only guess that he died. One could assume that they skipped them because they are not important for the main plot but for me a good film somehow brings in all the details and guides the audience, so that it does not lose the track. All in all, one can say that the film is actually made very well because we still have to remember that this is fiction and made to be entertaining and keep the readers interest. As far as I can see one of the things that is most enjoyable about historical fiction is learning about characters and events we think we know and getting a completely different angle. Novelists have always had artistic license and should be allowed to interpret things in ways that entertain. If you want straight facts you shouldn't expect to get it from a work of fiction like this novel and the resulting film. That is what I learned through the work with the film and the novel. Having said that, Gregory knows her history and I for one trust her interpretations. It's also her right as a novelist to either stick rigidly to known facts or play with it as much as she likes. So I cannot criticize that the facts are actually totally different. I just can compare them. Peter Morgan, for his part, did his job very well by adapting the novel, because he neither changed the weight of the informations Gregory wanted to give her audience nor changed the period of the novel. The only thing he changed, and what could be criticized is the point of view. In the novel the story was told from Mary's point of view, but the film was more about everyone in the plot to get ahead using the sisters. To sum up, I can tell you that the film has succeeded really well and has remained the spirit of Gregory's novel. It is and remains a historical fiction so we have to look at it that way. 4. 0 Relationships: 4. 1 Anne and Mary: 4. 1. 1 in the film: Like we already concluded, the whole film is made on a very emotional level. The relationships of the different characters are definitely in the center of the film. Especially Mary's and Anne's. In the following I'm going to describe and analyze the totally different characters. On the one hand you can say, that there are characteristics, which do not change in the whole film, but on the other hand particularly Anne's behavior towards her sister changes from acceptance to jealousy, from love to hate. Of course, Mary is not so naive so that she does not customize her behavior but in the end you can notice that Mary still loves her sister and never stopped it. But let's start at the beginning. Mary's wedding with William Carey is the first incident which caused a breach in the relationship. For that you have to know, that in the film the birth order is arranged like this: George is the oldest, then comes Anne as the oldest sister and Mary was the last of the three surviving Boleyn children. So of course it is an insult and a humiliation for Anne that her younger sister is marrying before she is married. What Anne does not know, is that it was the aim of her father that his favorite daughter Anne marries somebody of noble. Through his eyes the viewer gets to know a lot of characteristics. To the father, Anne is smarter and stronger than her sister. Whereas Mary is the one with the friendly and uncomplicated behavior. For those days, she had all the properties a good and honest wife had to have. With her open-minded and naive ways, it is obvious that Mary loves Anne more than Anne loves her sister. Anne is always driven by jealousy because Mary is definitely the prettier one of them. The relationship gets another little break when Mary becomes Henry's mistress after Anne tried so hard to get his attention. Like the incident with Mary's marriage, it is so humiliating for Anne. Being at the Court just as ‘the other Boleyn Girl', is something which Anne can not accept. She focusses on other things and without the knowledge of her family she marries Henry Percy. Doing an inappropriate act like this, takes consequences with it. Anne is sent to France because her sister Mary betrayed her by telling their father about the marriage. Not because she wanted to be mean but more for trying to rescue the life and reputation of her beloved sister. The whole power relations changes in the middle of the film, where Mary gets pregnant and Anne's exile in France ends, so that she could come back to court to entertain the king and always remembering him of Mary. From that moment everything changes for Anne. With her new education she knows, how to act. She becomes provocative in a very amusing way, which pleasant the king. Mary is not longer necessary and the relationship of the two sister breaks totally when Henry does not take any note of his own son. When Anne becomes the Queen of England and Mary's presence at court is not longer important, she is sent to the countryside. Now and then she is re-ordered to court when Anne needs her help and each time she comes without being mean. She is always there to help. On the day of Anne's execution she even goes to Henry to beg for her sister's life. That shows, that Mary loved her sister until the end. After Anne's execution, Mary takes her niece Elizabeth with her to countryside to raise her so that she could fulfill Anne's last wish. Their relationship, how it is presented in the film, is the perfect one to show us, that it does not matter what you are doing to your sister or brother, you are always forgive them. Mary's whole life was taken by Anne and nevertheless she still stands there at Anne's execution to give her hope and take her fear away. 4. 1. 2 In reality: It is obvious, that the film just created this whole relationship's ups and downs. There are not any proven documents which include all this. (†¦ In reality of course everything is different. Like it is always. There was not this close relationship like it was presented in the film. For most historians Mary Boleyn was not such an important person in Anne's life. Phillipa Gregory, the author of the novel â€Å"the other Boleyn Girl† has a different opin ion. (Vgl: Seite meiner Facharbeit) Nevertheless, there are not so many facts about the relationship of the sisters but you can probably say that their relationship was not something spectacular because they did not spend so much time together. When Anne was at the french Court together with Mary Tudor, her sister still lived with her family. She moved to the court alone and then after several years (? ) Anne appeared there, too. I do not think that there was the whole rivalry like it was presented in the novel and in the film. That's probably because they never really shared the King. When Mary was his mistress, Anne was not even interested in him, but more in increasing her french education. After the liason Henry dropped Mary and searched for a new mistress. We do not know, if there were one or even more than one mistresses between Mary and Anne, so their paths have never really crossed (Vgl. ). After Anne became Queen of England nobody took care of Mary anymore. And that increases when Mary married her love Stafford. Knowing the fact, that it was forbidden for Mary coming to the court again, we can definitely say that she never returned. Not to convince Henry of Anne's innocence and virginity and not for her execution. That was just made up in the film ( ). Surprisingly, some characteristics stayed almost the same. From what we know, or I should say, from what we assume, Mary was the prettier sister of them but Anne could compete against her with her uniquely french education upon fashion and flirtation. She was a cultivated musician, singer and dancer. ((http://englishhistory. net/tudor/monarchs/boleyn. html). I can imagine, that their relationship was probably really close when they were young. The age difference was very small, so they were apparently educated together. Another instance could be that their family status in the society and at the court was not so high. The Boleyns were not destituted or poor, but not a member of the bourgeois society at all. (Vgl: S. 4 The life and death of Anne Boleyn, Eriv Ives, 2004). Knowing this fact, we can assume, that the children lived closely together in one house without having so much staff. Nevertheless, you can not say that Anne and Mary were best friends. But it is possible and assumable as well, because it is handed that Anne was the only person of the Boleyns who still loved Mary after all her liasons. Erlauterung: Mary had a not really confirmed affair with King Francis I of France and several others in France; the unauthorized marriage to William Stafford) From what I've gathered from various history books, Mary Boleyn was certainly not the enlightened 21st century woman that Gregory made her out to be. Mary was political ly simple and selfish. You could actually say, that there was a role reversal. In the reality Anne is the solicitous and protective one, whereas Mary takes over the part of the care-free and still fun-seeing sister. 4. 2 Henry and Anne: 4. 2. 1 in the film: Actually you have to split the relationships in the one between the King and his mistress Anne and the one between a husband and his wife. But I will regard the relationships as one to show who combining this two relationships ultimately leads to their fail. But let's start at the beginning. Henry first meets Anne at a visit in her father's house. There he is more disinclined because in his opinion she is too emancipated. On the chase he tries to be brave and had an accident which was caused by Anne. With her male behavior she reaches the opposite of what she actually wanted to get. All in all, her overtures ended when Mary is sent to the court to be Henry's mistress. After her secret marriage with Henry Percy, Anne was sent to France to learn how to behave as a young unmarried woman. Being back at court, Henry gets to know a whole new side of Anne. Now she learned how to use her strong emancipation, so that Henry is fascinated of her fresh, all new ambitious and strong kind. She acts as a very well behaved and educated woman. So you can really say, that she enchantes him in a fascinating way. Being the King of England, Henry can gets whatever he wants and is allowed to rule above everything. But Anne wants to be free and denies him. So I think, for the first time in his life, Henry had to chase after a woman so hard, but in the end he did not win Anne as mistress which was his actual aim, but as wife, which is actually hard to believe for those days. One can hardly imagine that a man who is so powerful and always seems so incorruptible, was so crazy after a woman that he separated a whole nation from the catholic church just to marry her just to sleep with her. I think there was never any kind of love, but more envy and desire and maybe a kind of affection. 4. 2. 2 in reality Anne is first noticed at the English court and from Henry when she played a part of Perseverance in the Shrove Tuesday pageant of 1522. (compare Anne Boleyn, Oxford Dictionary of National Biography,London, 1885). Henry fell passionately in love with Anne, and expected her to become his mistress. But rebellious Anne refused, which started a chain of events which ended in England's break with the Roman Catholic Church. Throughout history, people always have wondered why Anne held out for so many years before marrying Henry. It must have been a challenge, as Henry was King of England and very powerful. What made Anne behave so differently? There are several possible explanations. One involves Anne's love for Henry Percy. Another factor in Anne's refusal to become Henry's mistress was her sister Mary's involvement with the King. But Henry ended the affair when Mary became pregnant. All in all, Mary did not benefit noticeably from her relationship with Henry VIII. This undoubtedly was a factor in Anne's decision to withhold her favors from the King. Henry was determined to divorce Catherine and marry Anne. Catherine refused to give him a divorce, and the Catholic Church would not support Henry's position. So Henry founded the English Church. I doubt that there were a greater declaration of love in the entire world history. After achieving their goals, Henry and Anne expected to be happy. Unfortunately, this did not happen. They were both tired and edgy from the stresses of the past several years. In addition, Henry started losing interest in Anne shortly after he fully attained her favors. Henry also finally realized how much his marriage to Anne had cost him. A number of good people, including friends and associates of Henry's, had lost their lives due to loyalty and treason issues stemming from the English church's break from Rome. After a

Nature vs. Nurture Essay - 1987 Words

Keith Mierzejewski Methods of Critical Thinking Research Paper December 11, 2010 Nature vs. Nurture One of the most enduring debates in the field of psychology is the controversial idea of nature vs. nurture. Throughout the endless history of the debate, no clear conclusion has been met, only hypotheses have been formed. At the center of the debate, human behaviors, ideas, and feelings are being determined, whether they are learned or inherited. Determining physical traits, such as eye color or hair color, are simple because they are hereditary traits. The idea of having a certain personality, intelligence, or ability is under discussion because scientists cannot determine if these traits are learned, or predetermined by genes. The†¦show more content†¦If identical twins were truly identical, then their development in two different environments would not affect their behavioral differences. Identical twins that are not separated may still differ from each other. Dr. Farber conducted a study that measured the degree of being separated and I.Q. test scores. On average, Dr. Farber discovered that the more separated the twins were, the greater the difference between their I.Q. scores. If intelligence had been hereditary, then these identical twins that were reared apart and separated would still have the same amount of intelligence; yet, they do not (Gruber). When determining whether homosexuality is caused by an individual’s environment and surroundings or by genetics, the answer is unknown. To this day, researchers are still pondering whether or not this â€Å"gay gene† exists. Most gays and lesbians believe their sexual orientation is an inborn trait or developed in earlier years of life. However, opponents of gay rights believe homosexuality is a behavior that is created through the conscience thought, and this behavior can be changed or developed at will. In 1993, a study was done Dean Hamer, a scientist from the National Cancer Institute. 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The nature versus nurture debate focuses around the extentRead MoreNature Vs Nurture : Nature And Nurture1821 Words   |  8 Pages Nature and nurture are usually seen as very different things, but they are actually somewhat similar and even integrated. There is a huge debate over which holds more influence over how people develop and whether they behave based on genes or their environment. In Sincero’s article Nature and Nurture Debate she discusses arguments for both sides, saying behavior may be completely in a person’s genes, or it could come from experience and influe nce. Many people believe â€Å"that the criminal acts, tendencyRead MoreNature Vs. Nurture : Nurture1405 Words   |  6 PagesDecember 2015 Nature vs. Nurture Very few people know that the nature vs. nurture debate actually began early on with famous Greek philosophers such as Plato and Descartes. These two theorized that certain things were inborn and occurred naturally regardless of environmental factors (Cherry 1). Most people began to witness this debate in 1896 when the phrase â€Å"Nature vs. Nurture† was coined by English polymath, Francis Galton (â€Å"Nature vs. Nurture†Origins 1). At this point the nature vs. nurture debate grewRead MoreNature Vs. Nurture : Nurture901 Words   |  4 Pagestime the proverbial nature vs. nurture question has sparked quite a debate. I hold the belief that nature vs. nurture is a zero-sum game. We essentially enter this existence, a lump of clay that needs molding in order to take form. So, I believe my creative abilities can be attributed to the sum of our genetic predisposition, the nurture of our mind, and the dynamic of both nature and nurture, with nurture being the predominant influencing factor. In psychology, nature refers to the inheritedRead MoreNature Vs Nurture And Nurture1777 Words   |  8 Pagesformed and cultivated through nature or nurture. This psychological anomaly is why I am writing this paper. Ever since I have enrolled in, and taken, a psychology class during my junior year, I have questioned whether every little emotion and action is because of nature or nurture. No topic is more widely explored and researched than morality. It cannot be scientifically or psychologically proven or tested, making any claim highly controversial. This idea, of nature vs nurture, that I had previously researchedRead MoreThe Nature Vs. Nurture1463 Words   |  6 PagesT What can we define as Human Nature and Nurture? The Nature vs. Nurture has been a long never ending debate for some time now. Nature vs Nurture has been so profoundly debated, that now it’s unclear whether what makes us who we are and what we do, nature or nurture. For purposes of this essay Nature is going to be defined as characteristics we acquire through our genetic and biological factors, while that Nurture is going to be defined characteristics we acquire through our interactions and influencesRead MoreNature Vs. Nurture : Nature Versus Nurture1337 Words   |  6 PagesNature vs. Nurture There are many different ways that behavior can be explained, especially on the terms of nature vs. nurture. Aggression is a behavior that has been extensively analyzed in a complex manner and the causes of it can be explained many different ways. Aggression can be defined as hostile or destructive behavior that can cause injury or destructive outlook especially when caused by frustration. Nature can be defined as aspects of behavior that have been inherited or are genetic, while

Essay on Sudden Infant Death Syndrome - 1856 Words

Abstract Sudden Infant Death Syndrome remains the leading cause of post-neonatal mortality (under the age of one) in developed countries. The causes of Sudden Infant Death Syndrome have been puzzling and research is being conducted to solve this catastrophic problem. Having a child under the age of one makes me very concerned, along with any other parent(s), that the possibility of SIDS could affect any infant at anytime, SIDS does not discriminate. I am seeking to find the possible causes to Sudden Infant Death Syndrome so in the future deaths could be avoided. Researchers have studied the many possible causes of Sudden Infant Death Syndrome and four have been selected for this paper. The first study addressed the effects of an†¦show more content†¦The researchers also examined a correlation between the prenatal risk factors and the incidences of SIDS. Sample: The researcher collected a sample of 244 SIDS cases and 869 controls in Denmark, Sweden and Norway. All the SIDS diagnosis were confirmed by the same forensic pathologist for accuracy. Four control groups were selected with the criteria of sameness in gender, age and place of birth. Method: Between the years of 1992 to 1995 the parents of the SIDS victims completed a questionnaire inquired as to the potential risk factors of SIDS. The questions on the questionnaire were regarding the sleeping position (independent variable) of the infant and prenatal information (independent variable) prior to death due to SIDS (dependent variable). Findings: The results found a high risk factor in prone and side sleeping in infants 13 to 24 weeks old and that the risk for prone sleeping was higher in girls than it was for boys. Also, the incidence of SIDS was higher in prone and side sleeping positions than supine sleeping position. The incidence of SIDS was found to be greater in infants of low birth weight and that were considered preterm. Additionally, infants who experienced intrauterine retarded growth showed a higher risk for SIDS when slept in theShow MoreRelatedEssay Sudden Infant Death Syndrome1594 Words   |  7 PagesSudden Infant Death Syndrome Sudden infant death syndrome (SIDS) is a mysterious phenomena that has managed to confound science so far. SIDS is defined as the sudden death of any infant or young child that is unexpected by history and in which a thorough post mortem examination fails to demonstrate an adequate cause (Hunt Brouillette, 1987). It is the leading cause of death in infants in developed countries occurring at a rate of almost 2 per 1000 births. It most often occurs in infants betweenRead MoreEssay Sudden Infant Death Syndrome1401 Words   |  6 PagesSudden Infant Death Syndrome Sudden infant death syndrome (SIDS) is the most frequent cause of death between 1 month and 1 year of age (Naeye). SIDS is defined as the sudden death of any infant or young child that is unexpected by it’s history, and in which a thorough postmortem examination fails to determine an adequate cause (Hunt 1987). It is important to consider both aspects of this definition in order not to ‘overdiagnose’ SIDS. A mistake of this nature would occur with failure to reportRead More Sudden Infant Death Syndrome Essay3915 Words   |  16 PagesSudden Infant Death Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Sudden infant death syndrome, better known as S.I.D.S., is one of the leading causes for the inflated infant mortality rate in this country today. It is often misunderstood or unrecognizable. For the most part, the causes of SIDS are unknown to the general public. This is changing, however, as public awareness is ever increasing. Thus, the purpose of this paper will be to explain sudden infant death syndrome and its known or suggested causes. Also, theRead MoreA Study On Sudden Infant Death Syndrome1664 Words   |  7 Pagespaediatrician from Norway and Sweden and the forensic institution of Denmark invited parents of sudden infant death syndromes (SIDS) to take part in the study. Sudden infant death syndrome is the sudden, unexpected and unexplained death of an apparently healthy baby. There were several aims behind the study. The main aim of the study was to overlook whether smoking was a cause of risk for sudden infant death syndrome and whether the consequence is owed to maternal smoking during the pregnancy or to inhalingRead MoreThe Case Of Sudden Infant Death Syndrome1820 Words   |  8 Pagesdisability and death.† Thus, high quality evidence needs to be based on the research, which can establish efficacy in one particular population, but also on the effectiveness of the intervention in the specific population. (Riegelman and Kirkwood, 2015). For many public health issues interventions play a crucial role in getting such issues under control. In the case of Sudden Infant Death Syndrome (SIDS) in Native American populations infants were ranked second highest in SIDS deaths in the U.S. atRead More Sudden Infant Death Syndrome Essay810 Words   |  4 Pagesnbsp;SIDS, Sudden Infant Death Syndrome, a leading cause of death in infants under the age of one, has left medical experts unable to clearly define sudden infant death syndrome. After thirty years of research, the medical field has not discovered definite causes for SIDS. Medical experts have suggested many theories that have been studied and debated. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;In the Western world, SIDS is the most common cause of death for infants between twoRead More Sudden Infant Death Syndrome (SIDS) Essay1654 Words   |  7 PagesSudden Infant Death Syndrome (SIDS) Sudden Infant Death Syndrome (SIDS) or crib death is an abrupt and inexplicable death of an apparently healthy infant. Most of the cases involve infants from ages 1-12 months, and the event occurs during the night. Various theories have been postulated from research results but without consistency of the etiology. Since the death is sudden, prior diagnostic criteria or patterns are not available for correlation, although some near-miss infants have beenRead MoreSudden Infant Death Syndrome - Research Paper1872 Words   |  8 PagesAbstract Sudden Infant Death Syndrome remains the leading cause of post-neonatal mortality (under the age of one) in developed countries. The causes of Sudden Infant Death Syndrome have been puzzling and research is being conducted to solve this catastrophic problem. Having a child under the age of one makes me very concerned, along with any other parent(s), that the possibility of SIDS could affect any infant at anytime, SIDS does not discriminate. I am seeking to find the possible causesRead MoreEssay on Sudden Infant Death Syndrome (SIDS)802 Words   |  4 PagesSudden Infant Death Syndrome (SIDS) Many questions about the causes of Sudden Infant Death Syndrome (SIDS), also known as â€Å"crib death,† are still unresolved. The mysterious and elusive nature of SIDS creates problems, doubts, and more questions. This paper will present some of the most commonly asked questions as well as the answers that have been uncovered by scientists after years of research and study. In 1969, researchers agreed to define SIDS as â€Å"the sudden death of an infant or youngRead More Sudden Infant Death Syndrome SIDS and African Americans Essay2616 Words   |  11 PagesSudden Infant Death Syndrome and African-Americans Sudden Infant Death Syndrome (SIDS) is a condition that many people still are trying to figure out why it happens to these babies. This syndrome is described as an unexplained death of an infant younger than one year of age. SIDS is frightening because it can strike without warning and affect a good, healthy infant. Most SIDS deaths occur at night and without warning. SIDS victims may have been down for sleep for as little as ten minutes, they