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Queen Elizabeth I (1533 – 1603) occupied the English throne for 45 years in what has become known as England’s ‘Golden Age’. Her reign is one of the most studied and deliberated of any English monarch, and yet, there is one aspect of Elizabeth’s life which remains an enigma, namely her feelings towards her mother, Anne Boleyn (c.1501 – 1536). Anne was infamously executed on the orders of Elizabeth’s father, Henry VIII (1491 – 1547), in 1536 on false charges of adultery, incest and treason when Elizabeth was two years and eight months old. Elizabeth rarely spoke of her mother, therefore, there is much ambiguity surrounding her feelings towards Anne. This has allowed for a range of theories to develop. Some historians believe that Anne’s death was simply of no consequence to Elizabeth. David Starkey remarked that she “airbrushed her mother from her memory.” In contrast, other scholars have used psychoanalytic theory to suggest that Elizabeth suffered from the oedipal complex as a result of Anne’s fall. These hypotheses are a misleading representation of not only Elizabeth’s sentiments for her mother, but also the intricate impact that Anne’s memory had on her reign. Through the analysis of literary sources, portraiture and material objects, this article will work to challenge these theories. Instead, it will suggest that Elizabeth subtly contributed to the rehabilitation of Anne’s memory, adhering to a figurative and symbolic understanding of their relationship as expressed in the works of Protestant authors. This will reveal Anne’s multifaceted legacy to Elizabethan England, in which her memory was used to both legitimise and destabilise Elizabeth’s monarchy.

Abstract Background and objectives: Focused Cardiac Ultrasound (FoCUS) has proven instrumental in guiding anesthesiologists’ clinical decision-making process. Training residents to perform and interpret FoCUS is both feasible and effective. However, the degree of knowledge retention after FoCUS training remains a subject of debate. We sought to provide a description of our 4-week FoCUS curriculum, and to assess the knowledge retention among anesthesia residents at 6 months after FoCUS rotation. Methods: A prospective analysis involving eleven senior anesthesia residents was carried out. At end of FoCUS Rotation (EOR) participants completed a questionnaire (evaluating the number of scans completed and residents’ self-rated knowledge and comfort level with FoCUS), and a multiple-choice FoCUS exam comprised of written- and video-based questions. Six months later, participants completed a follow-up questionnaire and a similar exam. Self-rated knowledge and exam scores were compared at EOR and after 6 months. Spearman correlations were conducted to test the relationship between number of scans completed and exam scores, perceived knowledge and exam scores, and number of scans and perceived knowledge. Results: Mean exam scores (out of 50) were 44.1 at EOR and 43 at the 6-month follow-up. Residents had significantly higher perceived knowledge (out of 10) at EOR (8.0) than at the 6-month follow-up (5.5), p = 0.003. At the EOR, all trainees felt comfortable using FoCUS, and at 6 months 10/11 still felt comfortable. All the trainees had used FoCUS in their clinical practice after EOR, and the most cited reason for not using FoCUS more frequently was the lack of perceived clinical need. A strong and statistically significant (rho = 0.804, p = 0.005) correlation between number of scans completed during the FoCUS rotation and 6-month follow-up perceived knowledge was observed. Conclusion: Four weeks of intensive FoCUS training results in adequate knowledge acquisition and 6-month knowledge retention.