Judith Owens – författare

This issue by Dr. Judith Owens focuses on sleep behavioral problems with articles covering topics such as Addressing Sleep Problems in Children with Anxiety Disorders, Behavioral Treatment of Insomnia in Children with Attention Deficit Hyperactivity Disorder (ADHD), Application of Cognitive Behavioral Therapy for Insomnia (CBT) in the Pediatric Population, Treatment of Delayed Sleep Phase Disorder (DSPD) in Adolescents, Tricks of the Trade: Practical Techniques for Managing Behavioral Sleep Problems in Young Children ,Quality of Life in Children with Narcolepsy, Myofunctional Therapy in the Treatment of Pediatric Sleep Disordered Breathing, Improving Positive Airway Pressure (PAP) Adherence in Children, Creating the "Child-Friendly� Sleep Lab, Controversies in Treatment of Pediatric Insomnia.

Enabling Engagements contributes to current critical debates regarding early modern subjectivity and early modern cultural capital. In stressing the boldness of Edmund Spenser''s poetics of patronage, Judith Owens shows that Elizabethans could and did exercise agency within a wide range of institutions. By consistently challenging assumptions of courtly hegemony in early modern society, Owens suggests a new appraisal of the processes of cultural commodification. Enabling Engagements challenges conventional assessments of Spenser as court-centred and of patronal relations in the early modern period as asymmetrical and prescriptive. Owens demonstrates that Spenser exercised a vigorous sense of agency within the close quarters of patronage and courtly culture, fashioning his laureate''s role and envisioning nationhood in resistance to the centre. She shows that his independence from court-centred values and tropes informed his poetics from the start of his publishing career, not just as a result of increasing disillusionment with the court. Owens develops detailed readings of Spenser''s poetry and his paratextual material in The Shepheardes Calender, the 1590 Faerie Queene, and Complaints, providing contexts that are both broader and more varied than those usually accorded Spenser''s poetry. She extends the horizons of The Faerie Queene in particular to include not only court and sovereign but also London, the material conditions of early modern publishing, and Ireland. Bringing together concerns usually approached individually, she shows us a Spenser who is neither the careerist of much recent criticism nor the Elizabethan propagandist of long-standing custom.

In essays that capture the multiple aspects of urban life, contributors examine European cities through the lenses of history, literature, art, architecture, and music. Covering topics such as governance, performance, high culture and subculture, tourism, and journalism, this volume provides new and invigorating ways to think about cities both past and present. An innovative and interdisciplinary work, City Limits crosses conventional critical boundaries to depict a vibrant and moving cityscape of historical urban experience.

This book is notable for bringing together humanist schooling and familial instruction under the banner of emotions and for studying seminal works of early modern literature within this new analytical context. It thus furnishes unique ways to think about two closely interrelated moral imperatives: shaping boys into civil subjects; and fashioning heroic agency and selfhood in literature. In tracing the emotional dynamics of the humanist classroom, this book shows just how thoroughly school could accommodate resistance to authority and foster unruly boys. In gauging the emotional pressures at work in filial relationships, it shows how profoundly sons could experience patriarchal authority as provisional, negotiable, or damaging. In turning to Shakespeare’s Hamlet, Spenser’s Prince Arthur, and Sidney’s Arcadian heroes, Emotional Settings highlights the ways in which the respective emotional and moral imperatives of home and school could bring conflicting pressures to bear in the formation of heroic agency – and at what cost. Engaging and accessible, this book will appeal to scholars interested in early modern literature, pedagogy, histories of emotion, and histories of the family, as well as to graduate students and advanced undergraduate students in these fields.

This book is notable for bringing together humanist schooling and familial instruction under the banner of emotions and for studying seminal works of early modern literature within this new analytical context. It thus furnishes unique ways to think about two closely interrelated moral imperatives: shaping boys into civil subjects; and fashioning heroic agency and selfhood in literature. In tracing the emotional dynamics of the humanist classroom, this book shows just how thoroughly school could accommodate resistance to authority and foster unruly boys. In gauging the emotional pressures at work in filial relationships, it shows how profoundly sons could experience patriarchal authority as provisional, negotiable, or damaging. In turning to Shakespeare’s Hamlet, Spenser’s Prince Arthur, and Sidney’s Arcadian heroes, Emotional Settings highlights the ways in which the respective emotional and moral imperatives of home and school could bring conflicting pressures to bear in the formation of heroic agency – and at what cost. Engaging and accessible, this book will appeal to scholars interested in early modern literature, pedagogy, histories of emotion, and histories of the family, as well as to graduate students and advanced undergraduate students in these fields.