O desejo materno é o responsável pelo funcionamento da função materna e já existe em um tempo anterior ao próprio surgimento do Eu da criança, ou seja, em um tempo em que o funcionamento psíquico desse sujeito recém-nascido está se esboçando. Diante disso, a função do desejo materno na constituição do sujeito é exercida pela nomeação, a qual oferece as bordas do que virá a ser o sujeito do desejo. Pode-se, então, dizer que o desejo materno e a maternagem são fatores estruturantes da vida psíquica de um bebê. Ao se acompanhar o desenvolvimento inicial da relação entre mãe e filho, há a possibilidade de planejar intervenções em caráter preventivo e, portanto, trabalhar com a saúde mental. O objetivo geral da pesquisa foi identificar, em três mães de filhos primogênitos e quatro mães de segundo filho, modificações nas expectativas, nos desejos e nos temores que tinham em relação a si e ao filho durante a gravidez e algum tempo depois de o mesmo ter nascido. Para tanto, por meio de múltiplos estudos de casos longitudinais, incluindo o reteste dos procedimentos de um trabalho anterior, este estudo exploratório utilizou-se da entrevista clínica e de aplicações do Desenho da Figura Humana, segundo a técnica de Machover, e das pranchas 1, 2, 4, 7MF, 8MF e 16 do Teste de Apercepção Temática, instrumentos estes de coleta de dados. A amostra foi composta por um grupo de 7 mulheres que já tinham dado à luz e cujas gestações foram estudadas, em etapa anterior, pelos mesmos instrumentos. A análise estrutural do material obtido por meio dos Testes Projetivos, seguida da análise temática do conteúdo da entrevista, resultou em uma interpretação psicodinâmica global que integrou todo o material do caso. Os procedimentos de análise foram repetidos para cada um dos sete casos os quais foram posteriormente comparados. Os resultados foram ilustrados com os protocolos clínicos obtidos, cujos recortes foram organizados - a fim de definir os movimentos do desejo e da posição materna antes e após o nascimento do filho - a partir de quatro categorias, a saber: a posição psíquica de mãe; suposição do sujeito; aspectos do desenvolvimento do filho da realidade e da relação entre mãe e filho; e relações na família e aspectos sócio-culturais. Após cuidadoso estudo do material, constatou-se que os sentimentos maternos são um conjunto complexo de fatores que interagem entre si, sobredeterminando-se. Soma-se a isso o fato de que cada sujeito materno é único e traz consigo uma história diferente que se modifica pela e na presença do filho. Após coletar dados longitudinalmente observou-se que o criterioso estudo da psicodinâmica das sete mulheres ao longo da gravidez, fazendo-se especial ressalva às contribuições do DFH e do TAT, já apontava para áreas potenciais de conflitos e dificuldades, assim como de facilidades, que poderiam interferir, e que assim o fizeram, no estabelecimento da relação mãe-filho / The maternal desire is responsible for the functioning of the maternal function and already exists even before the time when emerges the Self of the child, that is, at a time when the psychic functioning of the newborn subject is still being outlined. Therefore, the function of maternal desire in the constitution of the subject is performed by nominating and offers the edges of what will be the subject of desire. It is possible then to say that maternal desire and mothering are structuring factors of the psychic life of a baby. By following the initial development of the mother and child relation, it is possible to plan interventions of preventive characteristics and consequently work with mental health. The general purpose of this research was to identify, in three mothers of firstborn children and four mothers of second son, changes in expectations, desires and fears they had about themselves and about the child, during pregnancy and some time after they were born. For this purpose, through multiple longitudinal case studies, including re-testing procedures of previous work, this exploratory study carried out clinical interview and Human Figure Drawing applications, according to the technique of Machover, as well as the application of the pictures 1, 2, 4, 7GF, 8GF and 16 of the Thematic Apperception Test, as instruments of data gathering. The sample comprised a group of 7 women who had already given birth to their children and whose pregnancies were studied in previous phase, with the same instruments. The structural analysis of the material obtained from the Projective Tests, followed by thematic analysis concerning the contents of the interview resulted in an overall psychodynamic interpretation that integrated all the material of the case. The procedures of analysis were repeated for each of the seven cases, which were subsequently compared. The results were illustrated with the clinical protocols obtained, whose cuttings were organized - in order to define the movements of desire and maternal position before and after the birth of the child - based on four categories, namely: the psychic position of the mother; the supposition of the subject; aspects of the development of the son of reality, as well as aspects of the mother and child relation; and family relations plus socio-cultural aspects. After careful study of the material, it was observed that the maternal feelings are a complex set of factors that interact, overdeterminating themselves. It must be added to this, the fact that each maternal subject is unique and brings with her a different story, and that it is modified by and in the presence of the child. After collecting data longitudinally it was observed that the careful psychodynamics study of the seven women during pregnancy, with special exception to the contributions of the HFD and the TAT, had already pointed to potential areas of conflict and difficulties as well as facilities that could interfere, and did so, in the establishment of the relation mother-child

A complexidade de um módulo M, sobre uma álgebra de dimensão finita R, é a medida do crescimento da dimensão de suas sizigias. No nosso trabalho, estudamos esse conceito, nos concentrando muito mais no caso das álgebras autoinjetiva. Relacionamos esse crescimento com o comportamento da componente do carcás de Auslander-Reiten, a qual o módulo M pertence. Em particular, estudamos, com bastante cuidado, o caso em que a complexidade é 1, o que significa que a dimensão das sizigias são eventualmente constante. Surpreendentemente, o comportamento de todos os módulos numa mesma componente é muito parecido. / The complexity of a module M under a finite dimensional algebra R is the measure of the growth of its syzygies\' dimension. In our work, we study this concept concentrating on the case of the selfinjective algebras. We relate this growth with the behavior of the Auslander-Reiten component containing this module. In particular, we study, carefully, the case in which the complexity is 1. Surprisingly, the behavior of every module in the same component as M is very similar.

Le but de cette thèse est de considérer différentes questions sur les groupes projectifs et sur les arrangements de droites dans le plan projectif. Un groupe projectif est un groupe qui est isomorphe au groupe fondamental d'une variété projective lisse complexe. Pour étudier les groupes projectifs, des techniques sophistiquées de topologie algébrique et de géométrie algébrique ont été développées pendant les dernières décennies, par exemple la théorie des variétés caractéristiques combinée avec la théorie de Hodge s'est montrée être un outil puissant. Les arrangements de droites dans le plan projectif ont une place centrale dans l'étude des groupes projectifs. En effet, il y a beaucoup de questions ouvertes sur les groupes projectifs, et la théorie des arrangements d'hyperplans, en particulier celle des arrangements de droites, qui est un domaine très actif de recherche, peut suggérer des solutions à ces problèmes. En outre, les problèmes sur les groupes fondamentaux de complémentaires des arrangements d'hyperplans peuvent être réduits au cas des arrangements de droites, en utilisant le bien connu Théorème de Zariski du type de Lefschetz. Assez souvent, pour étudier les groupes projectifs ou quasi-projectifs, on considère d'abord les arrangements de droites pour obtenir des idées intuitives. Dans cette thèse nous obtenons aussi des résultats d'intérêts indépendants, par exemple sur les morphismes définis sur un produit d'espaces projectifs dans le Chapitre 4, sur la fibre générale de certains morphismes dans le Chapitre 5 et les critères sur les surfaces de type générales au Chapitre 7. / The objective of this thesis is to investigate various questions about projective groups and line arrangements in the projective plane. A projective group is a group which is isomorphic to the fundamental group of a smooth complex projective variety. To study projective groups, sophisticated techniques in algebraic topology and algebraic geometry have been developed in the passed decades, for instance, the theory of cohomology jump loci, together with Hodge theory, has been proven a powerful tool. Line arrangements in the projective plane are of special interest in the study of projective groups. Indeed, there are many open questions related to projective groups, and the theory of hyperplane arrangements, and in particular that of line arrangements, which is quite an active area of research, may provide insights for these problems. Furthermore, problems concerning the fundamental groups of the complements of hyperplane arrangements can be reduced to the case of line arrangements, due to the celebrated Zariski theorem of Lefschetz type. Very often, in the study of projective groups or quasi-projective groups, one usually considers line arrangements first to get some intuitive ideas. In this thesis, we also prove some theorems that are of independent interest and can be used elsewhere, for instance, we prove properties concerning morphisms from products of projective spaces in Chapter 4, we show that some morphisms have generic connected fibers in Chapter 5 and we give criteria for a projective surface to be of general type in Chapter 7.

Le thème de la présente recherche est l'étude des conditions dans lesquelles se développent les compétences interculturelles des jeunes immigrants en milieu scolaire à Sherbrooke. La problématique met en évidence divers questionnements en lien non seulement avec l’évolution de la société québécoise, mais aussi avec les besoins propres aux systèmes éducatifs et aux contextes dans lesquels évoluent les personnes concernées. Au niveau national et particulièrement au plan institutionnel, ces contextes sont de plus en plus marqués par l’émergence d’expériences interculturelles complexes. Celles-ci constituent des phénomènes dynamiques et en transformation; elles provoquent des sentiments multiples, des comportements spécifiques, des troubles émotionnels, des chocs culturels, etc. Ces phénomènes s’accentuent proportionnellement à l’augmentation du nombre de nouveaux arrivants dans certaines régions. Ainsi, le nombre des jeunes immigrants à Sherbrooke s’accroît sans cesse. Les professionnels du milieu scolaire ne savent plus comment agir de façon adéquate dans une telle situation ; ils déplorent leur propre manque de connaissances et de ressources dans ce domaine, étant donné que l'augmentation de l'immigration vers les petites villes constitue un phénomène relativement nouveau au Canada. Ce phénomène demeure largement sous-représenté dans la documentation scientifique. Il est traité de manière parcellaire et peu adaptée aux réalités spécifiques des adolescents évoluant dans une telle région. Il s’agit donc d’un champ conceptuel à redéfinir; son cadre de référence est à rebâtir. Dès lors, il s’avère impératif de mener une analyse fine pour mieux comprendre le processus de développement des compétences interculturelles chez les immigrants, afin de mettre en place des outils efficaces pour une meilleure appropriation des connaissances et des actions pertinentes dans plusieurs sphères culturelles et institutionnelles. Pour cela, nous avons adopté un modèle de référence structurant permettant d’analyser les conditions du développement des compétences vues sous l’angle des facteurs favorables et défavorables, en allant du microsystème au macrosystème. Quatre types de répondants ont été interrogés : les jeunes québécois, les adolescents immigrants et leurs parents, ainsi que les enseignants œuvrant au sein des classes multiethniques, pour obtenir un regard global sur les témoignages des différents acteurs concernés par les expériences d'intégration. A l’issue des analyses, les résultats montrent que les conditions étudiées relèvent de plusieurs facteurs essentiels, qui sont classés selon l’écosystème. On y retrouve principalement les degrés de motivation et d’estime de soi, l’image perçue de l’école (microsystème), les stratégies parentales (mesosystème), la formation et les approches des enseignants (exosystème) ainsi que les lois touchant à l’accueil scolaire (macrosystème). De plus, il faut noter que les jeunes immigrants tendent à s’acculturer plus rapidement et au mieux dans la nouvelle société aussi bien que dans le nouveau collectif scolaire.Dans le présent travail, les concepts traités en rapport avec la notion des compétences interculturelles se trouvent enrichis par des apports multidisciplinaires (psychologie, sciences de l’éducation, sociologie, ainsi qu’anthropologie). / The subject matter of the present research is the analysis of conditions in which immigrant youth develop their cross cultural competences in school milieu in Sherbrooke.Several questions pertaining to changes taking place in Quebec society and the particular needs of Quebec’s educational system, in which the target population evolves, are outlined. Nationally, and particularly on the institutional level, the emergence of complex intercultural trajectories is increasingly taking center-stage. Such experiences represent dynamic evolving phenomena that provoke various feelings, specific behavior patterns, emotional disorders and cultural shocks. They are more clearly identifiable in certain regions where the number of newly arrived immigrants continuously grows. And the immigration in Sherbrooke is in constant evolution. Academic professionals are not sufficiently skilled to adequately perform in this kind of situations. They deplore their lack of knowledge and resources in this area, given that immigration to small towns on this scale is a relatively new phenomenon in Canada.Furthermore, this new phenomenon remains largely unexplored in the scientific domain. This subject is only partially paid attention to and is poorly adapted to the specific realities of immigrant youth being brought up in such regions.The conceptual field and frame of reference appear to have to be entirely reconstructed. To do so, it is necessary to analyze the conditions in which immigrant youth develop their cross-cultural competencies as it would allow us to understand the process of how they are acquired.Such subtle analysis will provide for carrying out tools and techniques to better equip academic professionals with knowledge and skills to help them face their new school realities and act in an appropriate and efficient manner.To address this need, we deployed an analysis pattern, which allowed us to study the evolution of cross-cultural competences by considering positive and negative factors for their development. These factors have been classified in an ecosystem, going from micro-system to macro-system.In the present study four types of respondents were interrogated: Quebecois youth, immigrant youth and their parents and teachers working in multicultural classes. These four respondents’ types were necessary to obtain a comprehensive view of the immigrant situation and their integration. We used focus groups, projective imagination test and face to face interviews.The results of the global analysis have shown that there are several crucial factors which were classified into the ecosystem. The main identified factors are: the degree of self-motivation, self esteem and how the school image is perceived (microsystem), parental strategies (mesosystem), teachers’ academic background and their tutorial approach, as well as policies around “welcome classes” structure (macrosystem). Moreover, we noticed that immigrant youth tend to faster adopt and integrate the culture of the Quebec society as well as merge with the new school community.The present research aimed to study the concepts of cross-cultural competencies has been enriched by the multidisciplinary approach we have applied throughout our analysis (psychology, pedagogy, sociology and anthropology).

Ce mémoire révèle la structure des représentations des algèbres de Temperley-Lieb affines aTLN(β) sur les espaces propres CN(q,v,d) (du spin total Sz) des chaînes de spins XXZ périodiques. En particulier, on y démontre que ces représentations, introduites dans Martin/Saleur et Morin-Duchesne/Saint-Aubin, admettent toujours une structure similaire à celle des représentations de Feigin-Fuchs de l’algèbre de Virasoro Vir et que les différentes possibilités, pour la structure d’un Vir-module de Feigin-Fuchs, sont toutes réalisées par un espace propre donné. On introduit aussi une pléthore d’applications aTLN(β)-linéaires entre différents espaces propres en considérant une action naturelle de l’extension de Lusztig LUqsl2 sur les chaînes XXZ périodiques et on caractérise entièrement le noyau ainsi que l’image de ces applications à l’aide de longues suites exactes et d’une décomposition de Clebsch-Gordan généralisée. Finalement, on identifie l’image du morphisme iNd(q,v) défini par Morin-Duchesne/Saint-Aubin et on donne également une nouvelle réalisation explicite pour les couvertures projectives de la catégorie modLUqsl2. / This master’s thesis reveals the structure of the representations of the affine Temperley-Lieb algebras aTLN(β) on the eigenspaces CN(q,v,d) (of the total spin Sz) of the periodic XXZ spin chains. In particular, we show that these representations, introduced by Martin/Saleur and Morin-Duchesne/Saint-Aubin, always admit a structure akin that of the Feigin-Fuchs representations of the Virasoro Vir algebra and that the different possibilities, for the structure of a Feigin-Fuchs Vir-module, are all realized by a given eigenspace. We also give a plethora of aTLN(β)-linear maps between different eigenspaces by considering a natural action of the Lusztig extension LUqsl2 on the periodic XXZ chains and we then fully characterize the kernel and image of these morphisms by means of long exact sequences and a generalized Clebsch-Gordan decomposition. Finally, we explicitly give the image of the intertwiner iNd(q,v) defined by Morin-Duchesne/Saint-Aubin and we also introduce a new explicit realization for the projective covers in the category modLUqsl2.