This PhD thesis contains a general introduction and three main chapters. Chapter 2 investigates Bell inequalities that generalize the CHSH and Braunstein-Caves inequalities. Chapter 3 shows a derivation of an upper bound on the success probability of a class of quantum teleportation protocols, denoted as port-based teleportation, from the no-cloning theorem and the no-signalling principle. Chapter 4 introduces the principle of quantum information causality. Chapter 2 considers the predictions of quantum theory and local hidden variable theories (LHVT) for the correlations obtained by measuring a pair of qubits by projections defined by randomly chosen axes separated by a given angle θ. The predictions of LHVT correspond to binary colourings of the Bloch sphere with antipodal points oppositely coloured. We show a Bell inequality for all θ, which generalizes the CHSH and the Braunstein-Caves inequalities in the sense that the measurement choices are not restricted to be in a finite set, but are constrained only by the angle θ. We motivate and explore the hypothesis that for a continuous range of θ > 0, the maximum correlation (anticorrelation) is obtained by assigning to one qubit the colouring with one hemisphere black and the other white, and assigning the same (reverse) colouring to the other qubit. We describe numerical tests that are consistent with this hypothesis and bound the range of θ. Chapter 3 shows a derivation of an upper bound on the success probability of port-based teleportation from the no-cloning theorem and the no-signalling principle. Chapter 4 introduces the principle of quantum information causality, a quantum version of the information causality principle. The quantum information causality principle states the maximum amount of quantum information that a transmitted quantum system can communicate as a function of its dimension, independently of any quantum physical resources previously shared by the communicating parties. These principles reduce to the no-signalling principle if no systems are transmitted. We present a new quantum information task, the quantum information causality game, whose success probability is upper bounded by the new principle, and show that an optimal strategy to perform it combines the quantum teleportation and superdense coding protocols with a task that has classical inputs.

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The purpose of the study was to explore the effects of review sessions on student achievement and retention in a computer applications course taught by televised distance learning and traditional instruction. Identified within the study were method of instruction, review, and grades in televised and traditional computer applications courses. A quasi-experimental design was used to measure the effects of review sessions on student achievement and retention in computer applications classes. Intact classes were used to form the 4 groups used in this study. Randomization was limited to choices students made in registering for the classes. The control groups for this study consisted of those students enrolled in traditional and telecourse computer applications during the Fall 1995 and Spring 1996 semesters for a total of 137 students. These students received no review sessions as part of their instruction. The experimental groups were formed by those students enrolled in the traditional and telecourse computer applications during the Fall 1996 semester for a total of 102 students. These students received review sessions as part of their instruction. Findings indicated that method of instruction does not provide significant differences in terms of grades and retention between the telecourse and traditional classes. Results indicated that there were significant differences in terms of review on grades with telecourse and traditional classes. Student responses indicated that review sessions were helpful. Recommendations were made for improved efforts to enhance strategies in traditional and distance learning and for continued research in traditional and distance learning.

The purpose of this study was to discover and interpret reasons Florida parents enrolled their children in Islamic schools. A selection of 30 parents from 3 different schools in Florida were interviewed by the researcher using a semistructured interview guide which used both oral and written responses. The sample was matched according to the gender of parents interviewed - 15 mothers and 15 fathers were interviewed. the sample was matched according to the gender of the referent child. Out of 30 referent children, 15 were female and 15 were male. The researcher included children of all grade levels. Fifteen were from primary grades (1-5) and 15 were from secondary grades (6-12). The researcher served as the primary instrument for data collection. Data were summarized and reported in a descriptive format addressing each research question. Results indicated that the first reason for choosing Islamic schools was religious; the second reason was sociocultural and the last reason was academic. Many parents who enrolled their children in Islamic schools strongly envisioned the need to create schools where children could pursue the Islamic knowledge, preserve Islamic identity and develop the Islamic personality. Parents wanted the guard and shield their progeny from the negative influence (violence, drugs, promiscuity, prejudice, etc.) of the public schools. The academic concern was not a major reason for the majority of responding parents. A significant finding affirmed that Islamic education does not separate between religious and social factors. Findings indicated that parents were more attracted to Islamic schools than dissatisfied with public schools. Muslim parents were concerned with retaining their children's identity and religious commitment. At the same time, they wanted them to learn in a safe environment which galvanized them against negative effects of the dominant culture, and be able to survive the tide of assimilation, secular pressure and moral deterioration.

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