This qualitative case study examined the recruitment and hiring practices of an urban district. Participants in this study included five district-level, human resource staff members and six campus principals. Data collected and analyzed including audio recordings of semi-structured interviews of each participant and documents at the district and campus levels used during the recruitment and hiring processes. The findings suggested that there is evidence of the district's use of the fit theory and culturally relevant pedagogy, and there is potential value in uniting and using both theories to identify and hire culturally responsive teachers. Findings also suggested that some tenets of both theories overlap, and some were more evident and more valued in the district processes than others. Since urban schools tend to experience significant staffing challenges and require teachers who are more culturally responsive, this study has the potential to help district and campus leaders examine their current hiring practices and establish stronger connections to the fit theory and culturally relevant pedagogy tenets.

The study of culturally relevant pedagogy (CRP) within a social and emotional learning (SEL) program is timely as it supports the increasing body of literature on narrowing the educational gaps prevalent among Black students. Current research is lacking regarding if and how educators utilize CRP to support the learning of SEL competencies with Black students. For this study, the tenets of cultural relevance, SEL competencies, and the leadership practices of one urban district seeking to increase its overall accountability rating as deemed by the state of Texas were examined. The purpose of this study was to determine the adequacy of the district's response to the needs of Black students in terms of cultural relevance when selecting a SEL program and developing a support plan for the program's implementation at the campus level. A secondary purpose was to examine the extent to which the district embedded CRP practices into their adopted SEL program. A qualitative exploratory research design and case study research approach were utilized. Documents related to the SEL program chosen by the district were analyzed. In addition, semi-structured interviews with district leaders and a focus group with campus administrators were conducted. It was found that there were no direct actions by the district toward ensuring that district's SEL program was culturally relevant nor was there support provided to ensure that SEL was implemented in a way that would be meaningful to Black students. Implications for future practice, recommendations for future research, and a researcher reflection serve as the conclusion.

Tile research focuses on the role played by the school in preraring learners for self-employment. It seeks to establish the extent to which entrepreneurial knowledge, skills and attitudes are being promoted ai school thus equipping learners for ihe world of business once they leave school. The study is undertaken ag~i the background of very high mte of unemployment currently facing South Africa. A nmnber of factors, such as high population growth, globalisation and a variety of other socio-political circlUllStance have resulted in the shrinkage of job opportunities in the formal sector of the economy. The unemployment problem mostly affects the rural schoolleavers, among other groups, in the community. Small bu.'$ine.<Js development is generally seen as the most promising solution to the unemployment problem. Preparing learners for entrepreneurship is therefore the most serious challenge facing schools today. The school is required to deliver the kind of education that will make it possible for learners to start and develop their own businesses once they leave school. Hence the quest for education that is relevant to the needs and aspirations of society. A qualitative study undertaken with rural schoolleavers who own small businesses reveals that the school has not yet taken delibemte steps to tester entrepreneurship among learners thus preparing them for self-employment when they leave school. Again it bas been demonstrated that schools have great potential to inculcate entrepreneurial knowledge, attitudes and skills once they can start working in close co-operation with the community. A shift from traditional approaches to teaching and learning to the progressive (entrepreneurial) approaches can contribute greatly in producing learners who are ready fbr life as independent, creative and influencial business leaders of the future. / Educational Studies / D.Ed. (Comparative Education)

From a visual standpoint it is often easy to point out whether a system is considered to be self-organizing or not, though a quantitative approach would be more helpful. Information theory, as introduced by Shannon, provides the right tools not only quantify self-organization, but also to investigate it in relation to the information processing performed by individual agents within a collective. This thesis sets out to introduce methods to quantify spatial self-organization in collective systems in the continuous domain as a means to investigate morphogenetic processes. In biology, morphogenesis denotes the development of shapes and form, for example embryos, organs or limbs. Here, I will introduce methods to quantitatively investigate shape formation in stochastic particle systems. In living organisms, self-organization, like the development of an embryo, is a guided process, predetermined by the genetic code, but executed in an autonomous decentralized fashion. Information is processed by the individual agents (e.g. cells) engaged in this process. Hence, information theory can be deployed to study such processes and connect self-organization and information processing. The existing concepts of observer based self-organization and relevant information will be used to devise a framework for the investigation of guided spatial self-organization. Furthermore, local information transfer plays an important role for processes of self-organization. In this context, the concept of synergy has been getting a lot attention lately. Synergy is a formalization of the idea that for some systems the whole is more than the sum of its parts and it is assumed that it plays an important role in self-organization, learning and decision making processes. In this thesis, a novel measure of synergy will be introduced, that addresses some of the theoretical problems that earlier approaches posed.

Based on the view of an agent as an information processing system, and the premise that for such a system it is evolutionary advantageous to be parsimonious with respect to informational burden, an information-theoretical framework is set up to study behaviour under information minimisation pressures. This framework is based on the existing method of relevant information, which is adopted and adapted to the study of a range of cognitive aspects. Firstly, the model of a simple reactive actor is extended to include layered decision making and a minimal memory, in which it is shown that these aspects can decrease some form of bandwidth requirements in an agent, but at the cost of an increase at a different stage or moment in time, or for the system as a whole. However, when combined, they do make it possible to operate with smaller bandwidths at each part of the cognitive system, without increasing the bandwidth of the whole or lowering performance. These results motivate the development of the concept of look-ahead information, which extends the relevant information method to include time, and future informational effects of immediate actions in a more principled way. It is shown that this concept can give rise to intrinsic drives to avoid uncertainty, simplify the environment, and develop a predictive memory. Next, the framework is extended to incorporate a set of goals, rather than deal with just a single task. This introduces the task description as a new source of relevant information, and with that the concept of relevant goal information. Studying this quantity results in several observations: minimising goal information bandwidth results in ritualised behaviour; relevant goal and state information may to some point be exchanged for one another without affecting the agent’s performance; the dynamics of goal information give rise to a natural notion of sub-goals; bottlenecks on goal memory, and a measure of efficiency on the use of these bottlenecks, provide natural abstractions of the environment, and a global reference frame that supersedes local features of the environment. Finally, it is shown how an agent or species could actually arrive at having a large repertoire of goals and accompanying optimal sensors and behaviour, while under a strong information-minimisation pressure. This is done by introducing an informational model of sensory evolution, which indicates that a fundamental information-theoretical law may underpin an important evolutionary catalyst; namely, even a fully minimal sensor can carry additional information, dubbed here concomitant information, that is required to unlock the actual relevant information, which enables a minimal agent to still explore, enter and acquire different niches, accelerating a possible evolution to higher acuity and behavioural abilities.

Educational policies and systemic inequalities have created “very different educational realities” for African American students and their white counterparts (Darling-Hammond, 2005) resulting in low literacy rates, low test scores, and high dropout rates. Culturally relevant pedagogy has been shown to increase the academic achievement of culturally diverse students (Gay, 2000; Howard, 2003; Ladson-Billings, 1994). However, many in-service teachers struggle to effectively implement a culturally relevant pedagogy (CRP) (Esposito & Swain, 2009; May, 2011; Rozansky, 2010), and limited research has been conducted on professional development aimed at supporting teachers’ knowledge and practices around CRP (Knight & Wiseman, 2005; Milner, 2009). Guided by sociocultural theory (Vygotsky, 1934/1986; Wertsch 1991), critical theory (Freire, 1970), critical race theory (Delgado & Stefanic, 2012; Taylor, 2009) and critical pedagogy (Freire, 1970; Giroux, 2003), this study examined teachers’ changing beliefs and practices as they engaged in professional development on issues related to culturally relevant pedagogy and literacy development. Questions guiding this study were: (1) What shifts do teachers make in their conceptual and pedagogical understandings around CRP when engaged in professional development activities? (2) What factors enhance or inhibit teachers’ ability to implement CRP during literacy instruction? (3) How do teachers navigate contextual constraints to implement their beliefs in relation to CRP? The methodology for this study is formative experiment, as its goal is to bridge the gap between theory and practice, (Bradley & Reinking, 2011). A continuous, teacher-centered professional development focused on CRP served as the intervention for this formative experiment. Data sources include audio-recorded interviews and teacher debrief session, video-recorded professional development sessions, and field notes from classroom observations. Findings of this study indicate that theoretical learning, critical self-reflection, collaboration, and longevity are integral to support shifts in teachers beliefs and practices around culturally relevant pedagogy. Findings also show that the shifting process is dynamic and complex and occurs differently for individuals. Implications of this study suggest that professional learning should be differentiated for teachers as it considers teachers beliefs, experiences, and work context during the learning process. Teachers can form communities of practice to support each other’s learning goals and implementation of CRP.

This dissertation demonstrates, in a non-semantic information-theoretic framework, how the principles of 'maximisation of relevant information' and 'information parsimony' can guide the adaptation of an agent towards agent-agent interaction. Central to this thesis is the concept of digested information; I argue that an agent is intrinsically motivated to a.) process the relevant information in its environment and b.) display this information in its own actions. From the perspective of similar agents, who require similar information, this differentiates other agents from the rest of the environment, by virtue of the information they provide. This provides an informational incentive to observe other agents and integrate their information into one's own decision making process. This process is formalized in the framework of information theory, which allows for a quantitative treatment of the resulting effects, specifically how the digested information of an agent is influenced by several factors, such as the agent's performance and the integrated information of other agents. Two specific phenomena based on information maximisation arise in this thesis. One is flocking behaviour similar to boids that results when agents are searching for a location in a girdworld and integrated the information in other agent's actions via Bayes' Theorem. The other is an effect where integrating information from too many agents becomes detrimental to an agent's performance, for which several explanations are provided.

The tension between the Equidistance-Special Circumstances rule (articulated in the 1958 Geneva Convention on the Continental Shelf) and the Equitable Principles-Relevant Circumstances rule (declared in the 1969 North Sea Continental Shelf cases of the International Court of Justice) prevented the 1982 United Nations Convention on the Law of the Sea from stipulating a specific method for the delimitation of the EEZ or the continental shelf. For this reason, the role or status in maritime delimitation of the equidistance method, equitable principles, and relevant circumstances must generally be determined by reviewing the decisions of international courts and tribunals. The equidistance method has been employed in international case-law as a means of constructing a ‘provisional’ line. Analysis of international case-law also shows that the current rule governing maritime delimitation is the ‘achievement of an equitable solution’ in and of itself. The concept of equity in maritime delimitation is therefore only relevant to the equitability of the ‘result’ to be reached. Thus, the argument that equitable principles applicable to the examination of relevant circumstances are ascertainable and meaningful in maritime delimitation should be dismissed. Guaranteeing the equitability of principles or processes does not necessarily lead to the achievement of an equitable result. The remaining concept of significance to the delimitation process is that of ‘relevant circumstances’, which must be taken into account in order to reach an equitable result. The patterns or processes involved when the delimitation rule is applied by taking account of relevant circumstances are not predictable. The achievement of an equitable solution in maritime delimitation is preceded by the flexible consideration of relevant circumstances. The increasing importance of relevant circumstances to the delimitation of maritime boundaries is proven by two practical instances. One is the establishment of a single maritime boundary, which constitutes one typical maritime boundary; the other is the delimitation of the outer continental shelf, which has recently been included in international case-law. In brief, this thesis will show how best to arrive at an equitable solution by drawing attention to the demise of equitable principles and the dominant role of relevant circumstances. The clarification of taking into account relevant circumstances enables us more clearly to understand what is entailed in the task of achieving an equitable solution.

In externally fertilizing fishes, multiple factors of the spawning environment may affect the sperm viability, and thus the fertilization rate. In this thesis, the sperm activation effect of osmolality of non-electrolytes and electrolytes activation media, pH and ion channel inhibitors on Nile tilapia, Oreochromis niloticus, and the effect of environmentally relevant pollutants (cadmium, malathion and rotenone) on sperm fitness (motility and morphology) were investigated. Seminal fluid samples collected from male fishes (200-250g) were subjected to activation treatments, then analyzed for sperm motility using motility score, and motility variables using Hobson sperm tracker for straight line velocity (VSL), beat cross frequency (BCF) and percentage of motile cells (MOT). For the ion channel inhibitors and pollutants, the effect on sperm motility variables of VSL, VCL (curvilinear velocity) and LIN (linearity) were determined. Multivariate analysis was also carried out to determine the effects of ion channel inhibitors and pollutants on sperm subpopulations. The effects of pollutants on sperm morphology were observed using microscopy techniques, namely, scanning electron microscopy (SEM) and transmission electron microscopy (TEM). Sperm motility was initiated when the sperm were exposed to hypoosmotic electrolytes and non-electrolytes solution. We also found that sperm show optimal activity at pH range of 6-8 which depicts that the effect of pH on sperm motility is negligible. Lanthanum (calcium channel blocker) and flunarizine (sodium-calcium exchanger pump blocker) were found to inhibit sperm motility at 25 and 5 µM, respectively, suggesting that both ion channels play a significant role in sperm activation in O. niloticus. In contrast amiloride, ouabain and quinine showed no effects on activation, indicating that epithelial sodium channels, sodium-potassium ATPase and voltage gated potassium channels respectively are unlikely to have major roles in sperm activation or motility. The spermatozoa of Oreochromis niloticus were uniflagellate with clearly differentiated oval-shaped head, midpiece and flagellum. Sperm exposed to hypoosmotic shock showed swelling of the midpiece and sleeve structure. The pollutants showed dose- and time-dependent effect on sperm motility of the fast linear sperm subpopulation. Sperm morphology was not affected. Sperm motility was inhibited at 0.44, 0.03 and 0.063 µM, cadmium, malathion and rotenone respectively. Both cadmium and malathion exerted effects very quickly after exposure. The effect of cadmium, which can exert toxicity by calcium antagonism, is consistent with the effects of calcium channel blockes and further supports an important role for calcium in sperm activation and motility. Malathion had effects at relatively low, environmentally relevant concentrations, suggesting the presence of functionally important acetylcholinesterase activity in sperm, and also the presence of activation cytochrome P450 activity. Rotenone, a well known mitochondrial poison, affected motility only after 15 min of pretreatment. The alteration of sperm trajectories in fast linear spermatozoa subpopulation by pollutants at submicromolar concentrations as demonstrated in our study implies potentially serious consequences for fish populations in polluted environments. Furthermore the results indicate that fish sperm motility as assessed by CASA could be an ecologically relevant, sensitive, and ethically acceptable method for toxicity testing in environmental risk assessment.

Asian Americans are one of the fastest growing minority groups in the United States. One of the stereotypes associated with Asians is that they are more likely to choose careers in science, medicine, and engineering rather than social science, inclusive of social work, mass communication, or humanities (Leong & Serafica, 1995; Tang et al., 1999). This occupational stereotyping of Asians is not just a myth in that descriptive studies have shown that only a few Asians choose social work as a career (Lennon, 2005; NASW, 2006). Few studies exist on Asian Americans who do not choose Asian stereotypical career choices, such as social work. Acknowledging this lack of research, the present study was developed to explore the relationships between factors that may influence Asian Americans who choose social work as their career. Based on social cognitive career theory (Lent, Brown, & Hackett, 1994), it was hypothesized that acculturation and family immigration status influenced parental involvement, perceived career barriers, and career outcome expectations of Asian American social workers. A cross-sectional survey design utilizing mixed methods was used in this study. The sample was derived from the members’ database of the National Association of Social Workers (NASW). Among 1,802 of Asian American social workers in the NASW database, those aged 65 or older were excluded and 900 Asian social workers were randomly chosen for this study. A total of 370 Asian American social workers participated in this study with 41 percent of a return rate. Quantitative data were collected through standardized measurements: the Social Work Career Influence Questionnaire (Biggerstaff, 2000); Suinn-Lew Asian Self-Identity Acculturation Scale (Suinn, Rickard-Figueroa, Lew, & Vigil, 1987); Career Barriers Inventory Revised (Swanson, et al., 1996); and eight items from Tang et al.’s (1999) Asian American Career Development Questionnaire. Also, qualitative data were obtained through two open-ended short questions. The data were collected through a combined method of an online survey with option of a paper mail-return questionnaire. Results of the study found significant group differences among family immigration status groups on perceived likelihood and perceived hindrance of career barriers. The 1st generation group perceived the greatest career barriers and the 3rd or higher generation group perceived the least career barriers among the family immigration status groups. However, there was no significant multivariate effect of acculturation on perceived likelihood and hindrance of career barriers, parental involvement, desire to be a therapist, prestige of the profession, and social change mission of the profession. Qualitative data included participants’ diverse perspectives on what factors influenced Asian Americans’ selecting or not selecting social work as a career. Implications and limitations of this study, as well as suggestions for future research, are discussed.