In this thesis we study the chamber graphs of the geometries ΓpA2nΓ1q, Γp3A7q, ΓpL2p11qq and ΓpL2p25qq which are related to the Petersen graph [4, 13]. In Chapter 2 we look at the chamber graph of ΓpA2nΓ1q and see what minimal paths between chambers look like. Chapter 3 finds and proves the diameter of these chamber graphs and we see what two chambers might look like if they are as far apart as possible. We discover the full automorphism group of the chamber graph. Chapters 4, 5 and 6 focus on the chamber graphs of ΓpL2p11qq,ΓpL2p25qq and Γp3A7q respectively. We ask questions such as what two chambers look like if they are as far apart as possible, and we find the automorphism groups of the chamber graphs.

This thesis examined a topic from the field of intergroup relations, namely the consequences of the process of depersonalization. According to Turner, depersonalization is that process whereby people come to perceive themselves and others more as interchangeable exemplars of a social category than as unique personalities defined by their differences from others. Based on research involving simple or unstructured groups, he formulated the consequences of depersonalization in his Assimilation-Contrast Model as the enhancement of intragroup similarities (assimilation) and intergroup differences (contrast) with a pro-ingroup bias. The generality of the Assimilation-Contrast Model has recently been challenged by Smith's Person-Situation Model of depersonalization, on the grounds that the assimilation-contrast effect may not be observed in complex or structured groups. The present work derived and tested the validity of three sets of predictions on the behavior of structured and unstructured groups under depersonalized conditions based on the Assimilation-Contrast and Person-Situation Models. To this end, structured and unstructured groups were studied under two levels of depersonalization, one level of non-explicit outgroup comparison and a second level of explicit outgroup comparison. This resulted in four experimental conditions. A fifth condition of non-categorized individuals functioned as a control group. Fifty-eight college aged males participated in the experiment which consisted of a game-like procedure (brainstorming task). Subjects participated in a group (experimental conditions) or alone (control condition). The assimilation-contrast effect was assessed in three ways. Subjects were asked about their overall impressions regarding the group and the individual ingroup members ('global questionnaire items'), they were asked to rate other ingroup members on a number of personal attributes ('personal attribute ratings'), and thirdly, they were asked to rate the products of the ingroup as well as those of the outgroup ('product ratings'). There were four major Findings: (a) in unstructured groups, ingroup assimilation was more pronounced under higher levels of depersonalization than under lower levels. This was in line with previous research findings involving the Assimilation-Contrast Model (b) In structured groups, ingroup assimilation was less under higher levels of depersonalization than it was under lower levels. This was predicted by the Person-Situation Model (c) Structured groups expressed more assimilation-contrast behavior than unstructured groups. This finding was not predicted by either model, (d) In structured as well as unstructured groups, more outgroup contrast was observed under high levels of depersonalization than under low levels. This was in line with the predictions of the Assimilation-Contrast Model. The findings showed that all three sets of predictions were found to be useful in describing a certain component of the behavior of the groups under study. It was concluded that the assimilation-contrast effect may constitute less monolithic a phenomenon than originally suggested by Turner. / Arts, Faculty of / Psychology, Department of / Graduate

This thesis is a study of primary Abelian groups and height.

Uses the techniques of symmetric presentations to manipulate elements of large sporadic groups and to represent elements of these groups in much shorter forms than their corresponding permutation or matrix representation. Undertakes to develop a nested algorithm and a computer program to manipulate elements of large sporadic groups.

"In this paper, we will use additive notation and will let O be the identity element of our groups. Also, let it be agreed that by "group" we mean "abelian group." First, we wish to consider cyclic groups. A group G is said to be cyclic if it can be generated by a single element, i.e., there is an element a in G such that all other elements in G are integral multiples of a. If G is infinite, it is isomorphic to the additive group opf integers. If G has n elements, G is isomorphic to the additive group of integers mod n"--Chapter 1. / Typescript. / "June, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Paul J. McCarthy, Professor Directing Paper. / Includes bibliographical references.

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In the past, consolidation of schools was studied for the post-consolidation phase. This study focused on the pre-consolidation perceptions of administrators, teachers, and parents in the areas of academics, athletics, and interactions and collaborations between administrators, teachers, students and parents of two school districts in Mississippi that went through consolidation. Data were collected through: a) archival data, b) observations, and c) focus group interviews of administrators, teachers, and parents from the two school districts. Data from all sources were carefully reviewed and coded, further categorized, and emerging themes were related to the research questions. This study found that after consolidation, Starkville School District (SSD) students would continue to do the same academically while the Oktibbeha County School District (OCSD) students will improve and do much better academically. SSD students would continue to do the same athletically but face more competition while OCSD students will have more choices, and face more competition. All stakeholders agreed that most of the OCSD administrators will be without employment. Teachers and parents from both school districts thought the administrators from both school districts will get along fine. Moving into the future all thought teacher interactions will go well. SSD administrators, teachers, and parents thought student interactions will be fine. OCSD administrators, teachers, and parents thought initially student interactions might be rough but it will be fine later. SSD administrators, teachers, and parents and OCSD teachers thought parent interaction will go well. OCSD administrators and parents thought parent interaction would be fine if they were treated right by the SSD parents. More research during the pre-consolidation phase needs to be done. Areas like transportation and funding need to be studied. Quantitative studies for the areas looked at in this study need to be done. Longitudinal studies needs to be done in the future. Students need to be used as participants in future research.

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