Shakespeare's Richard II and Henry V and Political Rebellions in the Reign of Queen Elizabeth I

The purpose of this thesis will be to examine how two acts of rebellion against Queen Elizabeth I influenced Shakespeare's writing of Richard II and Henry V, as well as the performance and publication of these plays. The treasonous plots and execution of Mary, Queen of Scots in the 1580s, as well as the failed Essex Rebellion of 1601, resulted in a sensitivity towards any writings that seemed to support a coup d'état. Shakespeare, being a well-informed and fairly well-connected playwright, wrote passages in the afore mentioned plays that clearly reflect the political turmoil of the times. Thus, his plays were censored both on stage and in print until after the death of Elizabeth in 1603.

Relationship Between Athletic and Academic Success: A Pilot Study

This study aims to reveal that a competitive sports culture exists in the United States, and due to this sports culture and competitive disposition, student athletes are more motivated in academic endeavers. Previous research describes sports cultures; however, the current study investigated the factors impacting academic motivation and sport motivation. Furthermore, the interrelationship of these two factors was assessed. A qualitative approach, using semi-structured interviews with four high school varsity student athletes (two male; two female), was used as the tool in attempts to support these claims. The research hypothesis suggested that high school students who participate in the equivalent of college non-revenue sports, have a competitive disposition which also motivates them to perform well in school.

Labeling in the Classroom: Teacher Expectations and their Effects on Students' Academic Potential

The transition to high school can be challenging for some adolescents, resulting in drops of academic functioning (Barber & Olsen, 2004; Smith, 2006). While changes in academic demands and the disparity between adolescent needs and the environmental characteristics of high school have both been cited as possible contributors to this decrease in academic and personal functioning (Barber & Olsen, 2004), it is possible that teachers may play an even larger role in undermining these students’ functioning, specifically through labeling. Although labeling, and how it can lead to self-fulfilling prophesies, is a concept that has been thoroughly researched and applied to the field of criminology and deviant behavior, it is the goal of this current study to investigate if labeling also occurs in the classroom setting and how such labels ultimately effect the academic potential of high school students.