04896nam 22006375 450 991056828860332120240724130600.09783030970833(electronic bk.)978303097082610.1007/978-3-030-97083-3(MiAaPQ)EBC6992047(Au-PeEL)EBL6992047(CKB)22444039500041(DE-He213)978-3-030-97083-3(EXLCZ)992244403950004120220516d2022 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierPoe, Queerness, and the End of Time /by Paul Christian Jones1st ed. 2022.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2022.1 online resource (x, 207 pages)American Literature Readings in the 21st Century,2634-5803Print version: Jones, Paul Christian Poe, Queerness, and the End of Time Cham : Springer International Publishing AG,c2022 9783030970826 Includes bibliographical references and index.1. Introduction: Poe, Time, and Queerness -- 2. Resisting Reproduction in Poe's Family Fictions: "Morella," "Ligeia" and "The Fall of the House of Usher" -- 3. "My Evil Destiny": The Queer Childhood and Queer Adulthood of William Wilson -- 4. Queer Spaces in "The Masque of the Red Death" and the Dupin Mysteries -- 5. "Nevermore!": Non-Normative Desire and Queer Temporality in "The Black Cat" and "The Raven" -- 6. Epilogue: Poe's Queer Afterlife: Revisiting "The Masque of the Red Death" in the AIDS Era.Resourcefully adapting insights from recent queer theorists, Jones shifts the conversation on a queer Poe from sexuality to temporality, creating fresh, provocative perspectives on some of Poe's most influential works. Jones exposes problematic heteronormative assumptions that have persistently structured Poe's reception, with broader implications for how we read other nineteenth-century American authors. --Carl Ostrowski, Professor of English at Middle Tennessee State University and editor of Collected Tales, Poems, and Other Writings of Edgar Allan Poe (Bloomsbury 2021) Jones establishes, definitively, the validity of considering Poe as a queer author. Indeed, future studies will have to make a strong case about why we should not read Poe as queer. This galvanizing book is most welcome.--David Greven, Professor of English at the University of South Carolina and author of Gender Protest and Same-Sex Desire in Antebellum American Literature This book builds upon recent theoretical approaches that define queerness as more of a temporal orientation than a sexual one to explore how Edgar Allan Poe's literary works were frequently invested in imagining lives that contemporary readers can understand as queer, as they stray outside of or aggressively reject normative life paths, including heterosexual romance, marriage, and reproduction, and emphasize individuals' present desires over future plans. The book's analysis of many of Poe's best-known works, including "The Raven," "The Fall of the House of Usher," "The Black Cat," "The Masque of the Red Death," and "The Murders in the Rue Morgue," show that his attraction to the liberation of queerness is accompanied by demonstrations of extreme anxiety about the potentially terrifying consequences of non-normative choices. While Poe never resolved the conflicts in his thinking, this book argues that this compelling imaginative tension between queerness and temporal normativity is crucial to understanding his canon. Paul Christian Jones is Professor of English at Ohio University, USA, and the author of two books, Unwelcome Voices: Subversive Fiction in the Antebellum South (2005) and Against the Gallows: Antebellum American Writers and the Movement to Abolish Capital Punishment (2011).American Literature Readings in the 21st Century,2634-5803AmericaLiteraturesLiterature, Modern19th centurySexInterpretation, LiteraryNorth American LiteratureNineteenth-Century LiteratureGender StudiesLiterary InterpretationAmericaLiteratures.Literature, ModernSex.Interpretation, Literary.North American Literature.Nineteenth-Century Literature.Gender Studies.Literary Interpretation.813.3813.3Jones Paul C.1969-1100532MiAaPQMiAaPQMiAaPQ9910568288603321Poe, queerness, and the end of time2985736UNINA03919nam 2200673 a 450 991022013350332120200520144314.01-281-18125-097866111812530-8330-4286-6(CKB)1000000000481440(EBL)322565(OCoLC)476120089(SSID)ssj0000173559(PQKBManifestationID)11176929(PQKBTitleCode)TC0000173559(PQKBWorkID)10164881(PQKB)10854741(Au-PeEL)EBL322565(CaPaEBR)ebr10225473(OCoLC)935266233(MiAaPQ)EBC322565(oapen)doab114686(EXLCZ)99100000000048144020061018d2006 uy 0engur|n|---|||||txtccrHow schools can help students recover from traumatic experiences a tool-kit for supporting long-term recovery /Lisa H. Jaycox ... [et al.]1st ed.Santa Monica, CA Rand Gulf States Policy Institute20061 online resource (75 p.)Technical report ;TR-413-RCDescription based upon print version of record.0-8330-4037-5 Includes bibliographical references (p. 65-71).Cover; Preface; Contents; Section 1: Introduction; The Need to Help Students Recover from Traumatic Experiences; Purpose and Organization of the Tool Kit; How to Use This Tool Kit; Section 2: How to Select Students for Targeted Trauma-RecoveryPrograms; Section 3: Comparing Programs; Programs for non-specific (any type of) trauma; Programs for disaster-related trauma; Program for traumatic loss; Programs for exposure to violence; Programs for complex trauma; Section 4: Program Descriptions; Programs for non-specific (any type of) trauma; Programs for disaster-related traumaPrograms for traumatic lossPrograms for exposure to violence; Programs for complex trauma; Section 5: How to Find Funding to Support Use of These Programs; References; Appendix A - How Can Schools Help Students Immediately After a Traumatic Event?; Appendix B - How Can Mental Health Staff and Other School Personnel Help Each Otherand Themselves?; Appendix C - Index of Programs"Many changes in students' performance and behavior stem from the emotional and behavioral problems that they may experience following such traumas as witnessing violence, undergoing assault or abuse, living through natural disasters, or experiencing acts of terrorism. This paper groups the programs to help support the long-term recovery of traumatized students according to the kinds of trauma they address, and describes how to select students for a program. Finally, it gives a one-page summation of each program selected. This summation describes the objective, intended population, and format of the program and provides details on implementation, personnel training and materials, and contact information."--From source other than the Library of Congress.Technical report (Rand Corporation) ;TR-413-RC.Psychic trauma in childrenTreatmentPost-traumatic stress disorder in childrenTreatmentSchool childrenMental healthSchoolsSociological aspectsPsychic trauma in childrenTreatment.Post-traumatic stress disorder in childrenTreatment.School childrenMental health.SchoolsSociological aspects.618.92/8521Jaycox Lisa848711MiAaPQMiAaPQMiAaPQBOOK9910220133503321How schools can help students recover from traumatic experiences1991246UNINA