LEADER 04620nam 2200781Ia 450 001 9910462628503321 005 20211217013130.0 010 $a0-8122-0427-1 024 7 $a10.9783/9780812204278 035 $a(CKB)2670000000418345 035 $a(EBL)3442227 035 $a(SSID)ssj0000981049 035 $a(PQKBManifestationID)11618475 035 $a(PQKBTitleCode)TC0000981049 035 $a(PQKBWorkID)10968982 035 $a(PQKB)11619866 035 $a(MiAaPQ)EBC3442227 035 $a(OCoLC)859161675 035 $a(MdBmJHUP)muse29106 035 $a(DE-B1597)449732 035 $a(OCoLC)979578139 035 $a(DE-B1597)9780812204278 035 $a(Au-PeEL)EBL3442227 035 $a(CaPaEBR)ebr10748807 035 $a(EXLCZ)992670000000418345 100 $a20010703d2002 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aImaginary betrayals$b[electronic resource] $esubjectivity and the discourses of treason in early Modern England /$fKaren Cunningham 210 $aPhiladelphia $cUniversity of Pennsylvania Press$d2002 215 $a1 online resource (224 p.) 225 0 $aThe Middle Ages series 300 $aDescription based upon print version of record. 311 0 $a0-8122-3640-8 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tIntroduction --$t1. "Fugitive Forms": Imagining the Realm --$t2. Female Fidelities on Trial --$t3. Masculinity, Aflliation, and Rootlessness --$t4. Secrecy and the Epistolary Self --$tConclusion --$tNotes --$tWorks Cited --$tIndex --$tAcknowledgments 330 $aIn 1352 King Edward III had expanded the legal definition of treason to include the act of imagining the death of the king, opening up the category of "constructive" treason, in which even a subject's thoughts might become the basis for prosecution. By the sixteenth century, treason was perceived as an increasingly serious threat and policed with a new urgency. Referring to the extensive early modern literature on the subject of treason, Imaginary Betrayals reveals how and to what extent ideas of proof and grounds for conviction were subject to prosecutorial construction during the Tudor period. Karen Cunningham looks at contemporary records of three prominent cases in order to demonstrate the degree to which the imagination was used to prove treason: the 1542 attainder of Katherine Howard, fifth wife of Henry VIII, charged with having had sexual relations with two men before her marriage; the 1586 case of Anthony Babington and twelve confederates, accused of plotting with the Spanish to invade England and assassinate Elizabeth; and the prosecution in the same year of Mary, Queen of Scots, indicted for conspiring with Babington to engineer her own accession to the throne. Linking the inventiveness of the accusations and decisions in these cases to the production of contemporary playtexts by Udall, Shakespeare, Marlowe, and Kyd, Imaginary Betrayals demonstrates how the emerging, flexible discourses of treason participate in defining both individual subjectivity and the legitimate Tudor state. Concerned with competing representations of self and nationhood, Imaginary Betrayals explores the implications of legal and literary representations in which female sexuality, male friendship, or private letters are converted into the signs of treacherous imaginations. 606 $aSex role in literature 606 $aEnglish drama$yEarly modern and Elizabethan, 1500-1600$xHistory and criticism 606 $aLaw in literature 606 $aBetrayal in literature 606 $aTreason in literature 606 $aTrials (Treason)$zEngland$xHistory$y16th century 606 $aEnglish drama$y17th century$xHistory and criticism 606 $aSubjectivity in literature 606 $aLaw and literature$xHistory$y16th century 608 $aElectronic books. 615 0$aSex role in literature. 615 0$aEnglish drama$xHistory and criticism. 615 0$aLaw in literature. 615 0$aBetrayal in literature. 615 0$aTreason in literature. 615 0$aTrials (Treason)$xHistory 615 0$aEnglish drama$xHistory and criticism. 615 0$aSubjectivity in literature. 615 0$aLaw and literature$xHistory 676 $a822/.309358 700 $aCunningham$b Karen$01046331 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462628503321 996 $aImaginary betrayals$92473157 997 $aUNINA LEADER 01073nkm 2200337 450 001 9910702560203321 005 20140919133507.0 035 $a(CKB)5470000002428576 035 $a(OCoLC)890944463 035 $a(EXLCZ)995470000002428576 100 $a20140919d2001 ua i 101 0 $aeng 135 $aurcn||||||||| 181 $csti$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$a"Eternal vigilance is the price of liberty" 210 1$aAlexandria, VA :$cAmerican Forces Information Service, Department of Defense,$d[2001?] 215 $a1 online resource (1 poster) $ccolor 225 1 $aDefense billboard ;$v142 300 $aTitle from title screen (viewed on Sept. 19, 2014). 606 $aLiberty$vPosters 607 $aUnited States$xDefenses$vPosters 615 0$aLiberty 712 02$aUnited States.$bAmerican Forces Information Service, 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910702560203321 996 $aEternal vigilance is the price of liberty$93186326 997 $aUNINA LEADER 04309oam 2200793I 450 001 9910789754903321 005 20181122172233.0 010 $a0-429-91329-X 010 $a9780429896898 010 $a0-429-89906-8 010 $a0-429-47429-6 010 $a1-283-26505-2 010 $a9786613265050 010 $a1-84940-929-3 035 $a(CKB)2670000000114142 035 $a(EBL)769732 035 $a(OCoLC)751695267 035 $a(SSID)ssj0000611795 035 $a(PQKBManifestationID)12273737 035 $a(PQKBTitleCode)TC0000611795 035 $a(PQKBWorkID)10671097 035 $a(PQKB)10186393 035 $a(MiAaPQ)EBC769732 035 $a(Au-PeEL)EBL769732 035 $a(CaPaEBR)ebr10500324 035 $a(CaONFJC)MIL326505 035 $a(OCoLC)1029230284 035 $a(FlBoTFG)9780429474293 035 $a(OCoLC)756594696 035 $a(FINmELB)ELB141724 035 $a(EXLCZ)992670000000114142 100 $a20181122h20182011 uy 0 101 0 $aeng 135 $aur||| ||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEngaging with Complexity $eChild and Adolescent Mental Health and Education /$fby Rita Harris 205 $aFirst edition. 210 1$aBoca Raton, FL :$cRoutledge,$d[2018]. 210 4$dİ2011. 215 $a1 online resource (292 p.) 225 1 $aTavistock Clinic series 300 $aDescription based upon print version of record. 311 $a0-367-10086-X 311 $a1-78049-003-8 320 $aIncludes bibliographical references and index. 327 $aCover; Copy Right; Content; SERIES EDITOR'S PREFACE; ACKNOWLEDGEMENTS; ABOUT THE EDITORS AND CONTRIBUTORS; INTRODUCTION; 1. Passion in the classroom: understanding some vicissitudes in teacher-pupil relationships and the unavoidable anxieties of learning; 2. The school as a secure base; 3. Integrating reintegration: the role of child & adolescent mental health professionals in supporting the inclusion of excluded pupils; 4. The Mediation Model: a conflict resolution approach for the promotion of the psychological well-being of children and adolescents 327 $a5. Giving feelings a voice: the case for emotionally literate schools, with particular reference to a London comprehensive6. Working and learning together: a collaboration between the Tavistock Clinic and New Rush Hall School; 7. Supporting children diagnosed with a developmental disorder: advantages of family home interventions for school integration; 8. Changing conversations; 9. "Fox's Earth": developing social links in a traumatized community; 10. The role of a child & adolescent mental health service with looked-after children in an educational context 327 $a11. Families and schools-a network of interdependent agencies: the ecology of development12. The social construction of school exclusion; REFERENCES 330 3 $aChildren and young people spend a great deal of their time in schools and other education settings. Consequently those working in such contexts have a huge impact and influence on the development, experiences and thinking of the children and young people with whom they interact. This book represents the richness and variety of ideas shared by some of the contributors to the first European Conference on Child and Adolescent Mental Health in Education Settings, held in Paris in 2005 and hosted by the Tavistock and Portman NHS Foundation Trust. The intention of the event was to gather together child mental health and educational professionals from across Europe to share innovative practice. The success and impact of this conference was such that it became the first of what is now a bi-annual series of events each taking place in a different European city. 410 0$aTavistock Clinic series. 606 $aChild psychology 606 $aMental health 615 0$aChild psychology. 615 0$aMental health. 676 $a362.2083 676 $a618.92 676 $a618.92/89 700 $aHarris$b Rita$01495350 702 $aHarris$b Rita 702 $aRendall$b Sue 702 $aNashat$b Sadegh 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910789754903321 996 $aEngaging with Complexity$93719401 997 $aUNINA