Dans cette th??se nous nous consacrons ?? l'??tude des alg??bres qui sont d??riv??es ??quivalentes aux alg??bres inclin??es m-amass??es de type A et [A tilde]. Dans la premi??re partie nous donnons une condition n??cessaire et suffisante pour qu'une alg??bre A soit d??riv??e ??quivalente ?? une alg??bre inclin??e m-amass??e de type A. Dans la deuxi??me partie, nous trouvons une caract??risation du carquois li?? des alg??bres inclin??es m-amass??es de type [A tilde] et finalement nous donnons le crit??re analogue ?? l'ant??rieur pour qu'une alg??bre B soit d??riv??e ??quivalente ?? une alg??bre inclin??e m-amass??e de type [A tilde].

<p>Many English teachers see British English as the standard variety and teach this variety in the classroom. Their students are, however, also exposed to a great deal of American English in today’s media. As a result, there are a lot of students who use a mixture of these varieties because of the double input, both from media and from the teachers in school. In this paper, I interviewed teachers from Swedish secondary and upper secondary schools to find out what their attitudes towards British and American English were and whether these attitudes were reflected in their teaching. I also examined whether the teachers actually spoke the variety of English they thought they did as well as what their views were on students using a mixture of varieties. The focus of this essay will be on American English and British English.</p>

Sedimenting suspensions exist in a varity of natural phenomena and industrial applications. It is already observed in experiments that the dilute fibre suspensions experience a concentration instability under gravity at low Reynolds numbers. Initially well-mixed suspensions become inhomogeneous and anisotropic due to this instability. This project is focused on the development and validation of numerical models to understand the instability in a dilute fibre suspension by means of the mixture model and the point-particle model. For periodic boundary condition, we use a linear stability analysis to show that inertia and hydro dynamic translational diffusion damp perturbations at long wavelengths and short wavelengths, respectively, leading to a wavenumber selection. However, numerical simulations indicate a weak wavenumber selection even at zero Reynolds number. Numerical simulations also show that the induced flow may either die or saturate on a finite amplitude. The characterof this long time behaviour is dictated by the wavenumber, the presence or absence of the translational diusivity, rotational diffusivity, and the fluid inertia on particle motions. Moreover, the most unstable wavenumber decreases with time and the maximum amplitude increases. The smallest wavenumber obtains the largest amplitude at steady state. For a vessel bounded by sidewalls, the near-wall convection is an upward back flow in the very beginning, due to the combined effects of the steric-depleted layer and a hydrodynamiclly-depleted region near the wall. However, the evolution of the near-wall convection at later times depends on the aspect ratio of the bres, the translational diffusivity and the initial perturbations. The steric-depleted layer in the mixture model can be neglected for large widths. Multiple streamers are obtained due to the sidewalls, implying that the sidewalls can generate a wavelength which is smaller than the channel width. The suspension ends up with a single streamer on one side of the container, consistent with the results of the cases with periodic boundary condition but different from the experimental results. This might be due to the absence of the botton wall in the mixture model. Moreover, the global structure evolution of a suspension is dependent on the width of the vessel and the amplitude ofthe initial perturbations. / <p>QC 20140207</p>

Many English teachers see British English as the standard variety and teach this variety in the classroom. Their students are, however, also exposed to a great deal of American English in today’s media. As a result, there are a lot of students who use a mixture of these varieties because of the double input, both from media and from the teachers in school. In this paper, I interviewed teachers from Swedish secondary and upper secondary schools to find out what their attitudes towards British and American English were and whether these attitudes were reflected in their teaching. I also examined whether the teachers actually spoke the variety of English they thought they did as well as what their views were on students using a mixture of varieties. The focus of this essay will be on American English and British English.

Healthy diet isn't only important aspect of life, but also an important topic discussed within school system and one of the main chapters of Education of health. Thanks to early prevention this can save from many deceases like ischemic heart decease, diabetes mellitus, cancer or obesity. All of these can be prevented thanks to healthy eating, exercising and leading healthy lifestyle. Puberty is one of the main points of person's life, that's why I was interested if pupils of middle school are eating within nutrition recommendation or not, which is also the main topic of this thesis. I wanted to research to what point young people are eating healthy, if they are getting better with their food choices and where they have the best and the worst results in their eating habits. The thesis is divided to two parts. The first part is focused on healthy and recommended eating of teenagers in general. The sources are mainly literature focused on healthy eating, health of children and teenagers and recommended eating for children in middle school. The second part is focused on comparison between general requirements for healthy eating and the results of survey of children in middle school. This part also includes project of 8th grade students, in which they solely put together a healthy diet for whole day....

This essay is an investigation of varieties of English used, learned, and taught, in a Swedish school. The age of the students is 15-16 and they attend grade 9. The hypothesis of this essay is that American English is the variety most students prefer and use, and that British English is the variety mainly preferred by teachers and the school system. This do not collaborate with the ‘learner-centered learning’ pedagogical view (Modiano 2009:172). The data is mainly collected in three areas. 1: a teacher survey, to determine the teachers ́ views and opinions of the varieties of English. 2: a student survey, to examine whether the students prefer one variety to the other, and if they are even aware of what variety they are speaking, and 3: the data gathered from transcribing this year’s English National Test to determine what types of English that are represented in the test. The result of this essay confirms the hypothesis that AmE is the variety both preferred and used by younger students in Sweden today, and that these students do find that they are allowed to use any variety they wish while learning in school. BrE is still the variety preferred by teachers and the school system, however AmE is catching up. Furthermore, the students do have a high level of participation in their own acquisition of English.

The aim of this essay is to gain knowledge about attitudes towards the use of different varieties of English in the classroom from the perspective of seven English teachers in Swedish upper secondary school. The study was carried out through interviews with teachers from different upper secondary schools in Sweden. Qualitative interviews were used to gain information from the teachers. The results showed that the language varieties most of the teachers used were American English and British English, which had to do with what variety they were more exposed to. When asked about their students’ choices of language variety in the classroom, the teachers said that they used American English because of the frequent presence of the variety in films and television. The teachers worked with language varieties in the classroom by incorporating different varieties into the teaching using films, clips or listening comprehensions with speakers of, for example, Indian English or Australian English. Regarding the significance of working with language varieties in the classroom, the teachers said that it could develop knowledge and understanding of other people and that it could expand knowledge about the English-speaking world. In conclusion, the results showed that, even though American English and British English are the most commonly used English varieties in Swedish upper secondary schools, there are many ways teachers try to incorporate other language varieties to help students develop their English.

Existing research on phrasal verbs is ample due to their prevalent existence in the English language and the difficulties they bring out as a result of their lack of transparency (Liu, 2011, p. 661). However, more research is necessary to cover new generations of English learners who cross paths with phrasal verbs. This study will provide empirical information on (i) whether Swedish students in 7th -9 th grade understand frequently used phrasal verbs better than nonfrequent ones, (ii) if phrasal verbs are easier to understand in productive- or perceptive tasks, (iii) if the students’ first languages (L1) interfere with this understanding, or (iv) if there is a difference in understanding phrasal verbs which are more common in AmE or BrE. The factors of second language acquisition taken into account in the analysis are explicit and implicit exposure of English, English varieties, crosslinguistic influences and idiomaticity. Chameliec &amp; Weiss (2008, p. 381) define a phrasal verb as “a simple verb combined with an adverb or a preposition, or sometimes both, to make a new verb with a meaning that is different from that of the simple verb, e.g., go in for, win over, blow up”. The data was elicited with a questionnaire in three parts: one part about the participants background information and two parts on phrasal verb understanding, both in contextualized examples and without context. In the analysis, factors such as the construction of the questionnaire and choice of phrasal verbs need to be considered. The results demonstrate that Swedish junior high school students understand about 50% of the tested phrasal verbs in both parts of the questionnaire. More frequent ones are easier to understand, more so the AmE PVs, and the perceptive task generated a slightly higher percentage of correct answers. The textbooks did not have explicit sections on phrasal verbs, or even formulaic expressions in general. However, the books contained vocabulary boxes with a few different phrasal verbs, which also occurred in the texts. Since no explicit teaching method has been applied in these classes, doing so might increase the general frequency of correct answers. Furthermore, no conclusive results can be made regarding crosslinguistic influences, however, hypotheses on positive transfer can be made.

<p>The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.</p>

The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.