Thesis (M.A.)--Boston University, 1932. This item was digitized by the Internet Archive.

Low pH zones in portions of the overburden at the Dave Johnston Coal Field, Converse County, Wyoming are the subject of this study. The low pH zones are restricted to limonite stained sandstones which grade downdip into normal pH gray sandstones. Changes in color, clay mineralogy, cementation and feldspar surface textures are noted between the two sandstone units. These changes appear to be the result of post depositional alteration that was responsible for oxidation of pyrite and chlorite, dissoluion of calcite, and the etching of feldspar grains. The parameters for the diagenesis fit those of uranium roll front models proposed for the Powder River Basin. The alteration appears responsible for the low pH values reported in the yellow sandstone. Research by the North Dakota Geological Survey on similar problems associated with lignite mines in North Dakota suggests reclamation procedures for dealing with these potentially hazardous overburden spoils.

I den här uppsatsen undersöker vi huruvida produktplacering kan påverka mottagarens åsikt om ett modevarumärke och vad som krävs för att denna typ av marknadsföring ska få en optimal effekt. Utöver de redan existerande teoretiska källorna har såväl kvalitativ och kvantitativ data samlats in, detta i form av en enkätundersökning och ett experiment utförda av oss.Engelsk titel: / Program: Butikschef, textil och mode

The coal-bearing sediments of the Antelope coal field in the southcentral Powder River Basin, Wyoming were deposited in paludal and tributary subsystems of the fluvial system that existed in the basin during the early Tertiary. A depositional model for the Antelope coal field was constructed from data collected from approximately 500 drill holes that penetrated the upper 90 meters (300 feet) of the Fort Union Formation. The depositional environments were interpreted from lithologic descriptions and guidelines established in the literature. The two main coal seams at the Antelope coal field are the Anderson and stratigraphically lower Canyon coal seams. They represent poorly-drained swamp depositional environments. Each of the coal seams exhibit splits into multiple and thinner coal seams to the southwest. The parting rocks that lie between these splits, sedimentary structures, and isopach maps of the partings indicate that crevasse splaying with lacustrine and small channel development caused the observed splits in the coal seams. Distal overbank deposits occur at the top of the Canyon seam and at the base of the Anderson seam; well-drained swamp deposits and crevasse splay, lacustrine, lacustrine delta, and small channel-fill deposits occur in between the coal seams. The rocks underlying the Canyon coal seam suggest that the area of the Antelope coal field was a poorly-drained swamp that developed into a well-drained swamp with minor small channel development. The area once again digressed to a poorly-drained swamp which was the beginning of the Canyon coal swamp. The rocks overlying the Anderson seam represent a combination of the environments mentioned above with deposits from lacustrine and well-drained swamp environments dominating. The observed splits in the Anderson and Canyon coal seams to the southwest at the Antelope coal field suggest that a change in the fluvial system and/or tectonic stability of the Powder River Basin occurred and affected deposition in the southcentral portion of the basin. A combination of 1) relative basin subsidence, 2) a prograding and aggrading trunk stream with a thick levee deposit, and 3) peat accumulation that kept pace with relative basin subsidence are proposed mechanisms for the formation of the thick, continuous coal seams present in the basin and a disturbance or change in any of these processes could produce the splits observed in the Anderson and Canyon coal "Seams at the Antelope coal field. Syn- and post-depositional processes that have affected the coal quality and reserves at the Antelope coal field include compaction, erosion and deposition from modern stream action, and burning and oxidation of the coal seams. The position of the paleowater table during stream downcutting and erosion of the coal seams controlled the occurrence and extent of oxidation and burning. Exploration and development of the Antelope coal deposit can be executed in a more efficient manner by using the depositional model. Future exploration drilling programs, design of the mine site, mining and marketing the coal, and later reclamation of the mined area are all affected by the depositional model.

Using the the dependently-typed programming language Agda, we formalise orders, with attention to the theory of Galois Connections, and showcase it by formalising a few results of the category of algebraic contexts with relational homomorphisms presented by Jipsen (2012) and Moshier (2013). We aim to exhibit an internal theory of Galois Connections and Closure operators where the ambient space need not have a notion of meets (intersections), which are the usual medium in presenting antisymmetry of partial orders. Instead we consider `symmetric quotients' as being the relational counterpart of propositional calculus' primitive connective: equivalence. We argue that it as a more natural primitive than meet --- especially its connection with certain proof heuristics regarding posets. Moreover, not only do we constrain ourselves to an unconventional set of primitive operators, but in fact we discard the familiar setting of relations and sets in favour of the more general setting of ordered categories with converse (OCCs) --- in fact, a large portion does not require identities and so semigroupoids may be used instead. / Thesis / Master of Science (MSc)

No description available.

Ce travail sur les constructions converses en a da/ a primi contribue à la construction du lexique-grammaire du roumain. Les tables DP1 et DP2 sont le résultat de l'analyse des phrases à V-n (noms prédicatifs associés à des verbes) ou Npa (noms prédicatifs autonomes) actualisés par le verbe support a da. Les particularités du roumain font que les propriétés syntaxiques décrites soient très intéressantes lorsque nous analysons d'une manière contrastive le français et le roumain. Les divergences entre la réalisation des verbes supports a da et donner, aussi bien que les divergences concernant leurs variantes et les déterminants des noms prédicatifs étudiés, constituent des difficultés dans les domaines de la traductologie et de l'enseignement du FLE / This work on a da/ a primi converse constructions contributes to the creation of the lexicon-grammar of Romanian. The tables DP1 and DP2 are the product of an analysis of sentences containing the support verb 'a da' and V-n (predicative nouns associated to verbs) or Npa (autonomous predicative nouns). The particularities of Romanian make the description of syntactic properties interesting especially when comparing this language to French. The dissimetries in collocations as well as those regarding determiners and variants of support verbs a da/ donner result in difficulties one encounters in the domains of traductology and teaching French as a foreign language

<p>This thesis makes a survey of converse theorems for Dirichlet series. A converse theo-rem gives sufficient conditions for a Dirichlet series to be the Dirichlet series attachedto a modular form. Such Dirichlet series have special properties, such as a functionalequation and an Euler product. Sometimes these properties characterize the modularform completely, i.e. they are sufficient to prove the proper transformation behaviourunder some discrete group. The problem dates back to Hecke and Weil, and has morerecently been treated by Conrey et.al. The articles surveyed are:</p><ul><li>"An extension of Hecke's converse theorem", by B. Conrey and D. Farmer</li><li>"Converse theorems assuming a partial Euler product", by D. Farmer and K.Wilson</li><li>"A converse theorem for ¡0(13)", by B. Conrey, D. Farmer, B. Odgers and N.Snaith</li></ul><p>The results and the proofs are described. The second article is found to contain anerror. Finally an alternative proof strategy is proposed.</p>

This thesis makes a survey of converse theorems for Dirichlet series. A converse theo-rem gives sufficient conditions for a Dirichlet series to be the Dirichlet series attachedto a modular form. Such Dirichlet series have special properties, such as a functionalequation and an Euler product. Sometimes these properties characterize the modularform completely, i.e. they are sufficient to prove the proper transformation behaviourunder some discrete group. The problem dates back to Hecke and Weil, and has morerecently been treated by Conrey et.al. The articles surveyed are: "An extension of Hecke's converse theorem", by B. Conrey and D. Farmer "Converse theorems assuming a partial Euler product", by D. Farmer and K.Wilson "A converse theorem for ¡0(13)", by B. Conrey, D. Farmer, B. Odgers and N.Snaith The results and the proofs are described. The second article is found to contain anerror. Finally an alternative proof strategy is proposed.

Orientador: Luci Banks-Leite / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T19:57:25Z (GMT). No. of bitstreams: 1 Palhares_Odana_D.pdf: 1099664 bytes, checksum: e7d73e0486dfe67e89a67320c2d6112a (MD5) Previous issue date: 2010 / Resumo: O presente trabalho inscreve-se no campo das relações entre psicanálise e educação. Tem como objetivo refletir sobre a posição do especialista que atende crianças com problemas de aprendizagem. Na primeira parte, apresentamos os problemas de aprendizagem no cenário psicopedagógico e, em seguida, na perspectiva psicanalítica, que coloca o olhar na singularidade do sujeito e retira o enfoque de doença que tem tratado como distúrbio aquilo que não é um problema funcional. Na segunda parte, abordamos as noções psicanalíticas de sujeito, sintoma e estilo, para formalizar as bases conceituais que organizam e estruturam uma clínica do aprender. Por fim, por meio da teoria dos quatro discursos, de Lacan, consideramos que o especialista que pretende fazer uma clínica do aprender precisa colocar-se no avesso do lugar classicamente ocupado pelo psicopedagogo, ou seja, sair da posição daquele que detém o saber sobre o sujeito para o lugar do não-saber. Articulamos esse giro na posição discursiva com o conceito de mestre não-todo, que leva em conta o sujeito do inconsciente, tempera seu gozo e pode operar uma transformação subjetiva naquele que padece as vicissitudes na aprendizagem. / Resumè: Le présent travail s'inscrit dans le champ des relations entre la psychanalyse et l'éducation. Son objectif est de réfléchir sur la position de l'expert accueillant dês enfants avec des problèmes d'apprentissage. Dans la première partie, nous présentons les problèmes d'apprentissage sur la scène pédagogique, ensuite dans une perspective psychanalitique. Cette dernière oriente son regard vers la singularité du sujet sans considérer comme trouble ce qui n'est pas um problème fonctionnel. Dans La deuxième partie, nous présentons les notions psychanalytiques de sujet, de symptôme et de style, pour formaliser les bases conceptuelles qui organisent et structurent une clinique de l'apprentissage. Finalement, fondés sur la théorie des quatre discours de Lacan, nous considérons que l'expert qui a l'intention de pratiquer une clinique du " apprendre " doit se situer à l'envers du lieu occupé traditionnellement par le psychopedagogue, c'estè- dire, sortir de la position de celui qui detient le savoir sur le sujet vers le lieu du non-savoir. Nous articulons ce tour dans la position discursive par le concept de maître non-tout, qui tient compte du sujet de l'inconscient, calme sa jouissance et peut opérer une transformation subjective sur celui qui subit les vicissitudes dans l'apprentissage. / Abstract: This is study in the field of relations between psychoanalysis and education. It is aimed at fostering a reflection on the role of specialists assisting children with learning problems. For such, we firstly present learning problems in a psychopedagogical context and, then, from a psychoanalytical perspective. The latter focuses on subjects' singularity instead of treating their problems as kinds of illnesses or disorders when they are not functional problems. In the second part, we approach psychoanalytical notions of subject, symptom and style, in order to formalize the conceptual bases that organize and structure a learning clinic. Last, with the use of Lacan's theory of the four discourses, we consider that a specialist intending to establish a learning clinic must see himself or herself on the opposite position to the role traditionally played by a psychopedagogue, that is, he or she must leave the position of someone who knows everything about a subject to occupy the position of someone who ignores things about him a subject. We promote this discursive shift with the unexclusive master concept, which considers the unconsciuos subject, fulfills his or her desires and can operate a subjective change in people who suffer with learning challenges. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação