L’objectif de ce travail est d’étudier différentes suites spectrales permettant d’obtenir des propriétés intéressantes concernant la cohomologie d’algèbres de Leibniz en générale ou dans certains cas particuliers. Cette étude est faite dans l’esprit des travaux effectués par J.-P. Serre et G. Hochschild sur les algèbres de Lie, et dans la continuité de ceux effectués par A.V. Gnedbaye sur l’homologie d’algèbre de Leibniz à valeurs dans une semi-représentation. Dans le premier chapitre, on définit la notion d’algèbre de Leibniz, comme généralisation des algèbres de Lie, et on en donne les propriétés fondamentales qui vont nous être utiles pour l’étude ultérieure. Le deuxième chapitre est un préambule rappelant les principales définitions et propriétés liées aux suites spectrales, en particulier celles définies à partir d’une filtration de complexe. On étudiera attentivement la convergence de ces suites spectrales. Le chapitre trois, corps de cette étude, est consacré spécifiquement à la définition de différentes suites spectrales et à l’étude des propriétés qu’elles permettent de prouver concernant la cohomologie d’algèbre de Leibniz. Enfin le dernier chapitre permettra d’étudier des applications des résultats énoncés dans le chapitre trois. / This thesis is devoted to the study of different spectral sequences for the cohomology of Leibniz alebras in general or in certain specific examples. Some of the results are motivated by work of G.Hochschild and J.-P. Serre for Lie algebras and groups as well as the thesis of A.V. Gnedbaye on the homology of Leibniz algebras with values in a special kind of modules. In the first chapter we define the notion of aLeibniz algebras as a generalization of a Lie algebras with a non-antisymmetric bracket. We also prove some basic properties of Leibniz algebras. The second chapter is a general introduction to spectral sequences, especially those defined from a filtration of a complex. Among other topics, we consider the notion of convergence of a spectral sequence. In the third chapter four different filtrations of Loday’s complex defining Leibniz cohomology are studied. We compute the first pages for the spectral sequences arising from each of these filtrations. As a consequence we derive some properties of Leibniz cohomology. The last chapter give some other applications of the results obtain in Chapter 3.

The main purpose of this paper is to examine the road towards the structure of simple and semi-simple Artinian rings. We refer to these structure theorems as the Wedderburn-Artin theorems. On this journey, we will discuss R-modules, the Jacobson radical, Artinian rings, nilpotency, idempotency, and more. Once we reach our destination, we will examine some implications of these theorems. As a fair warning, no ring will be assumed to be commutative, or to have unity. On that note, the reader should be familiar with the basic findings from Group Theory and Ring Theory.

<p>Föräldrakooperativet Lillmyran är en förskola som ligger i Gävle och de har en hemsida som behöver utvecklas. Förskolan ville ha hjälp med att först kartlägga vilka förväntningar medlemmarna hade på deras hemsida. Därefter skulle det undersökas om deras plattform för webbpublicering, CMS Made Simple, hade de tekniska förutsättningar som krävdes för att förverkliga deras önskemål. Till sist skulle även hemsidan utvecklas med tanke på de villkoren. Kartläggningen av förväntningarna på hemsidan skedde med hjälp av en enkätundersökning och systemet skapades med hjälp av CMS Made Simple. Resultatet av enkätundersökningen visade att Lillmyran ville ha en hemsida med en publik och en intern del innehållande olika slags information. Funktioner såsom nyheter, bild- och dokumenthantering var några av önskemålen från medlemmarna. Nästan alla funktioner gick att förverkliga i CMS Made Simple och de implementerades även på hemsidan.</p>

This dissertation describes the development of a new multi-directional direct simple shear testing device, the Texas A&M Multi-directional Direct Simple Shear (TAMU-MDSS), for testing marine soil samples under conditions, which simulate, at the element level, the state of stress acting within a submarine slope under dynamic loading. Prototype testing and an experimental program to characterize the response of marine clays to complex loading conditions are presented. The work is divided into four major components: 1) Equipment Development: Design and construction of a prototype multi-directional direct simple shear testing device (TAMU-MDSS) that addresses the limitations of previous devices. 2) Support systems: selection of control software, development of data acquisition system and design of back pressure systems for direct pore pressure measurements. 3) Prototype Testing: performance of the TAMU MDSS system and testing of strain-control and stress-control capabilities. 4) Experimental Testing: characterize the response of marine clays to monotonic, dynamic and random loads. The two-directional monotonic, cyclic, circular and figure-8 tests demonstrated the undrained shear strength increases with increasing initial shear stress, (i.e, slope), for shearing in the same direction (equivalent to downhill). The strength decreases for shearing in the direction opposite to the initial stress (shearing uphill). The response is as brittle for shearing in the same direction as the shear stress applied during consolidation initial shear stress and ductile for shearing opposite to initial shear stress. These findings have important implications for the stability of the slope, predicting that forces acting downward in the slope direction will need to mobilize less strain to reach peak strength and initiate failure. This information provides insight into the behavior of marine soils under complex loading conditions, and provides high quality laboratory data for use in constitutive and finite element model development for analysis of submarine slopes.

Föräldrakooperativet Lillmyran är en förskola som ligger i Gävle och de har en hemsida som behöver utvecklas. Förskolan ville ha hjälp med att först kartlägga vilka förväntningar medlemmarna hade på deras hemsida. Därefter skulle det undersökas om deras plattform för webbpublicering, CMS Made Simple, hade de tekniska förutsättningar som krävdes för att förverkliga deras önskemål. Till sist skulle även hemsidan utvecklas med tanke på de villkoren. Kartläggningen av förväntningarna på hemsidan skedde med hjälp av en enkätundersökning och systemet skapades med hjälp av CMS Made Simple. Resultatet av enkätundersökningen visade att Lillmyran ville ha en hemsida med en publik och en intern del innehållande olika slags information. Funktioner såsom nyheter, bild- och dokumenthantering var några av önskemålen från medlemmarna. Nästan alla funktioner gick att förverkliga i CMS Made Simple och de implementerades även på hemsidan.

Syftet med studien var att undersöka hur Rydaholmsmetoden kan fungera för elever i lässvårigheter på högstadiet. Syftet var också att undersöka hur eleverna uppfattade arbetet med metoden. Som utgångspunkt valdes en kvantitativ ansats i form av en interventionsstudie med 15 elever i årskurs 7. Även en kvalitativ ansats i form av samtal användes för att ta reda på hur eleverna uppfattat arbetet. Resultatet av undersökningen visade att de flesta elever ökade testresultaten vad gäller avkodning. Interventionen genomfördes under fem veckor med för- och eftertest, vilket kan ha bidragit till viss inlärningseffekt av testresultaten. Under samtalen framkom en positiv inställning till arbetet med metoden, men ett antal elever upplevde exkludering på grund av att arbetet med metoden innebar en-till-en-undervisning utanför ordinarie undervisning. I strävan efter relationellt perspektiv är det viktigt att arbetet sker i samråd med eleven, men de organisatoriska förutsättningarna kan innebära svårigheter för interventioner av detta slag. / The purpose of this study was to examine how the Rydaholm method works for pupils within reading difficulties in secondary school. The aim was also to analyze how students perceive the work with the method. We used a quantitative method in terms of a study of intervention with 15 students in grade 7. A qualitative method was also used with interviews, this to assess how the students perceived the work with the Rydaholm method. The results of the study showed that most students increased their test results in terms of decoding. The intervention was conducted over a period of five weeks, which may have contributed to a certain effect of learning of the test. The interviews with the students revealed a mainly positive attitude to the work with the method. During the interviews some students revealed that they experienced exclusion by working with the method, specifically as one-to-one tutoring was required outside the normal timetable. In search of a relational perspective, it’s important that the work is done in cooperation with the student. Thus, the organizational conditions may implicate difficulties for interventions of this kind.

A group G is said to be 2-generated if G = (x, y), for some non-trivial elements x, y E G. In this thesis we investigate three special types of 2-generations of the sporadic simple groups. A group G is a (l, rn, n )-generated group if G is a quotient group of the triangle group T(l, rn, n) = (x, y, zlx1 = ym = zn = xyz = la). Given divisors l, rn, n of the order of a sporadic simple group G, we ask the question: Is G a (l, rn, n)-generated group? Since we are dealing with simple groups, we may assume that III +l/rn + l/n < 1. Until recently interest in this type of generation had been limited to the role it played in genus actions of finite groups. The problem of determining the genus of a finite simple group is tantamount to maximizing the expression III +l/rn +Iln for which the group is (l,rn,n)-generated. Secondly, we investigate the nX-complementary generations of the finite simple groups. A finite group G is said to be nX-complementary generated if, given an arbitrary non-trivial element x E G, there exists an element y E nX such that G = (x, y). Our interest in this type of generation is motivated by a conjecture (Brenner-Guralnick-Wiegold [18]) that every finite simple group can be generated by an arbitrary non-trivial element together with another suitable element. It was recently proved by Woldar [181] that every sporadic simple group G is pAcomplementary generated, where p is the largest prime divisor of IGI. In an attempt to further the theory of X-complementary generations of the finite simple groups, we pose the following problem. Which conjugacy classes nX of the sporadic simple groups are nX-complementary generated conjugacy classes. In this thesis we provide a complete solution to this problem for the sporadic simple groups HS, McL, C03, Co2 , Jt , J2 , J3 , J4 and Fi 22 · We partially answer the question on (l, rn, n)-generation for the said sporadic groups. A finite non-abelian group G is said to have spread r iffor every set {Xl, X2, ' , "xr } of r non-trivial distinct elements, thpre is an element y E G such that G = (Xi, y), for all i. Our interest in this type of 2-generation comes from a problem by BrennerWiegold [19] to find all finite non-abelian groups with spread 1, but not spread 2. Every sporadic simple group has spread 1 (Woldar [181]) and we show that every sporadic simple group has spread 2. / Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1997.

The purpose of this thesis has been to define translation and to briefly consider the difficulties involved in literary translation, more specifically dealing with translation from French to English. It has also been its purpose to establish certain guidelines of translation and to exhibit both these principles and the author's skill in a translation exercise. The work selected for translation was the author's translation and those of three other demonstrate that different authors may use various translate the same story, and the end result will be similar in content and effect, although different in style.

La presente investigación corresponde al estudio del concreto añadiendo vidrio pulverizado como adición a la mezcla, sabiendo que existe en el distrito de Chiclayo déficit en reciclar el vidrio es por ello que se busca ser aplicado al concreto, sabiendo que el vidrio posee alto contenido de sílice este puede aportar cierta resistencia al concreto, por lo que se busca conocer cuál es el porcentaje y tamaño óptimo de vidrio que puede ser añadido al concreto. El estudio se basó en estudio de los agregados de las canteras más representativas de la zona y así también la evaluación de concreto en estado fresco y endurecido, y la durabilidad del concreto. / Tesis

There are continuing concerns regarding literacy standards within education with these concerns having resulted in many literacy initiatives being introduced over the past 5 years. Much research has focussed on improving our understanding of literacy, our ability to identify literacy needs and our ability to subsequently address these needs. As a result of an independent review into the early teaching of reading the Government have promoted the use of the ‘Simple View of Reading’ (SVOR) in the Primary Framework for Literacy (DCSF, 2007c). The study reported in this thesis considers whether the Simple View of Reading is perceived by teachers as providing a useful framework for the identification of literacy learning needs. In addition, it also aims to contribute to our understanding of teacher development, identifying for whom, and in what circumstances, the introduction of the SVOR results in a change in practice. Teachers working within five primary schools participated in this study. Data was collected through questionnaires and a small number of follow up interviews. It is important to note that these findings are likely to have been influenced by certain changes in context during the study, for example the delegation of funding to schools, a reduction in central support services and the introduction of the Primary Framework for Literacy. Questionnaire data indicates that, on the whole, teachers perceived the SVOR as easy to use, as providing useful information and as providing an easy visual reference. Results also indicate reported increases in teacher understanding of, and use of, the SVOR, coupled with increased confidence relating to the identification of literacy learning needs. These differences were all statistically significant. Key findings from the interviews suggest that teachers who perceived the SVOR to be useful and helpful to them on a personal level, made links between the SVOR and their existing practice and were more concerned with improving outcomes for children rather than meeting their own personal needs were more likely to incorporate the SVOR into their practice. This study has implications for promoting the SVOR as a framework for identifying literacy needs, future teacher development and the use of realist research approaches within Educational Psychology.