This book examines Shakespeare's depiction of foreign queens as he uses them to reveal and embody tensions within early modern English politics. Linking early modern and contemporary political theory and concerns through the concepts of fragmented identity, hospitality, citizenship, and banishment, Sandra Logan takes up a set of questions not widely addressed by scholars of early modern queenship. How does Shakespeare's representation of these queens challenge the opposition between friend and enemy that ostensibly defines the context of the political? And how do these queens expose the abusive potential of the sovereign? Focusing on Katherine of Aragon in Henry VIII, Hermione in The Winter's Tale, Tamora in Titus Andronicus, and Margaret in the first history tetralogy, Logan considers them as means for exploring conditions of vulnerability, alienation, and exclusion common to subjects of every social position, exposing the sovereign himself as the true enemy of the state.

Showcases assessments that specifically support the unique work of school counselors! Written specifically for school counselors and those in training, this is the first book to highlight the use of assessment and data collection to effectively advocate for student success. It bridges the gap in relevant knowledge and skills by not only delineating the requirements for formulating a data-driven approach, but also presenting actual assessments that can immediately be implemented. Underscoring the professional and ethical responsibilities of practicing school counselors to be data-driven, the book delivers the guidance and instruments needed to access multiple levels of data. This includes individual student data, school-level data, school counseling program-level data, or data regarding the school counselors' practices or beliefs. This practical, user-friendly book is organized step-by-step, starting with foundational knowledge and progressing towards application. It introduces readers to both formal and informal assessments and provides examples of how to integrate assessments within comprehensive school counseling programs (CSCP). It addresses a variety of approaches to assessments and data collection across the domains of academic, career, and social-emotional development, and examines needs assessment and program evaluation to drive the development and implementation of a CSCP. Additionally, the resource explains each type of data, reinforced with examples across domains and school levels. Also included are technology tools that can aid in the assessment and data collection process as well as accountability reporting. Key Features: Provides specific, concrete steps for using assessment and data collection to advocate for student success and develop effective CSCPs Includes examples of data collection tools, assessments, charts, tables, and illustrations Delivers hands-on application tasks throughout Delineates valid and reliable instruments to bolster effectiveness Includes downloadable appendix with formal assessments and templates to complete tasks described throughout the text

Engaging with a range of events-historical moments, theatrical performances, public presentations, and courtly intrigues - and the texts that record them, this book explores representational practice as a component of Elizabethan political culture. Considering the inscriptive production of mediated, indirect experience as an authorial challenge to the value of the immediate, direct experience of events, and conversely, recognizing the multi-valent impact of theatrical performance and performativity as a reinvigoration of the immediate, this study traces the emergence of 'realness' as a textual effect and a mode of political intervention. This interactive, refractive nexus of experience and inscription comprises what Sandra Logan calls the 'text/event'. The four primary foci of this investigation - the 1558 coronation entry; the 1575 entertainments at Kenilworth; the 1590s dramatizations of the reign of Richard II; and the Essex trial of 1601 - serve as exempla of four moments in the reign of Elizabeth I which suggest an increasingly complex interaction between events and texts developing in the last half of the sixteenth century. Logan argues that, in representing England's recent and distant past, a wide range of social subjects engaged in a struggle for intellectual credibility and social viability, and in the process generated a contingent public sphere within which history, framed as a coherent narrative shaped by causal relationships, was brought to bear on the concerns of the Elizabethan present and future. Assessing how these chronicles, short prose histories, and historical dramas each made use of the materials and techniques of the others, blurring the distinctions between historiography and poetry, as well as between past and present, Logan considers the conjunctions between the development of new genres and perceptions about inscription and experience, and changing socioeconomic institutions and practices.

Engaging with a range of events-historical moments, theatrical performances, public presentations, and courtly intrigues - and the texts that record them, this book explores representational practice as a component of Elizabethan political culture. Considering the inscriptive production of mediated, indirect experience as an authorial challenge to the value of the immediate, direct experience of events, and conversely, recognizing the multi-valent impact of theatrical performance and performativity as a reinvigoration of the immediate, this study traces the emergence of 'realness' as a textual effect and a mode of political intervention. This interactive, refractive nexus of experience and inscription comprises what Sandra Logan calls the 'text/event'. The four primary foci of this investigation - the 1558 coronation entry; the 1575 entertainments at Kenilworth; the 1590s dramatizations of the reign of Richard II; and the Essex trial of 1601 - serve as exempla of four moments in the reign of Elizabeth I which suggest an increasingly complex interaction between events and texts developing in the last half of the sixteenth century. Logan argues that, in representing England's recent and distant past, a wide range of social subjects engaged in a struggle for intellectual credibility and social viability, and in the process generated a contingent public sphere within which history, framed as a coherent narrative shaped by causal relationships, was brought to bear on the concerns of the Elizabethan present and future. Assessing how these chronicles, short prose histories, and historical dramas each made use of the materials and techniques of the others, blurring the distinctions between historiography and poetry, as well as between past and present, Logan considers the conjunctions between the development of new genres and perceptions about inscription and experience, and changing socioeconomic institutions and practices.