Let R be a commutative ring with identity, and let M be a unitary R-module. We introduce a concept of almost bounded submodules as follows: A submodule N of an R-module M is called an almost bounded submodule if there exists xÃŽM, xÏN such that ann_R(N)=ann_R(x).

        In this paper, some properties of almost bounded submodules are given. Also, various basic results about almost bounded submodules are considered.

        Moreover, some relations between almost bounded submodules and other types of modules are considered.

Let R be a commutative ring with unity and let M be a left R-module. We define a proper submodule N of M to be a weakly prime if whenever  r  R,  x  M, 0  r x  N implies  x  N  or  r  (N:M). In fact this concept is a generalization of the concept weakly  prime ideal, where a proper ideal P of R is called a weakly prime, if for all a, b  R, 0  a b  P implies a  P or b  P. Various properties of weakly prime submodules are considered. 

   Let R be a commutative ring with unity and let M be a unitary R-module. In this paper we study fully semiprime submodules and fully semiprime modules, where a proper fully invariant R-submodule W of M is called fully semiprime in M if whenever XXW for all fully invariant R-submodule X of M, implies XW.         M is called fully semiprime if (0) is a fully semiprime submodule of M. We give basic properties of these concepts. Also we study the relationships between fully semiprime submodules (modules) and other related submodules (modules) respectively.

  Let R be a commutative ring with unity and let M be a unitary R-module. Let N be a proper submodule of M, N is called a coprime submodule if   is a coprime R-module, where   is a coprime R-module if for any r  R, either O      r or     r .         In this paper we study coprime submodules and give many properties related with this concept.

Let R be a commutative ring with identity 1 and M be a unitary left R-module. A submodule N of an R-module M is said to be pure relative to submodule T of M (Simply T-pure) if for each ideal A of R, N?AM=AN+T?(N?AM). In this paper, the properties of the following concepts were studied: Pure essential submodules relative to submodule T of M (Simply T-pure essential),Pure closed submodules relative to submodule T of M (Simply T-pure closed) and relative pure complement submodule relative to submodule T of M (Simply T-pure complement) and T-purely extending. We prove that; Let M be a T-purely extending module and let N be a T-pure submodule of M. If M has the T-PIP, then N is T-purely extending.

     Suppose that F is a reciprocal ring which has a unity and suppose that H is an F-module. We topologize La-Prim(H), the set of all primary La-submodules of H , similar to that for FPrim(F), the spectrum of fuzzy primary ideals of F, and examine the characteristics of this topological space. Particularly, we will research the relation between La-Prim(H) and La-Prim(F/ Ann(H)) and get some results.

  In this paper, we introduce and study the concept of S-coprime submodules, where a proper submodule N of an R-module M is called S-coprime submodule if M N is S-coprime Rmodule. Many properties about this concept are investigated.

Let R be a commutative ring with unity and let M be an R-module. In this paper we
study strongly (completely) hollow submodules and quasi-hollow submodules. We investigate
the basic properties of these submodules and the relationships between them. Also we study
the be behavior of these submodules under certain class of modules such as compultiplication,
distributive, multiplication and scalar modules. In part II we shall continue the study of these
submodules.

     Let R be a commutative ring with unity and an R-submodule N is called semimaximal if and only if

 the sufficient conditions of F-submodules to be semimaximal .Also the concepts of (simple , semisimple) F- submodules and quotient F- modules are  introduced and given some  properties .

This paper describes a practical study on the impact of learning's partners, Bluetooth Broadcasting system, interactive board, Real – time response system, notepad, free internet access, computer based examination, and interaction classroom, etc, had on undergraduate student performance, achievement and involving with lectures. The goal of this study is to test the hypothesis that the use of such learning techniques, tools, and strategies to improve student learning especially among the poorest performing students. Also, it gives some kind of practical comparison between the traditional way and interactive way of learning in terms of lectures time, number of tests, types of tests, student's scores, and student's involving with lectures