The thesis examines the legend of Saint Procopius. At the beginning there is the description of the life of Saint Procopius and introduces genre legends. The introductory chapters will contain chapter of Sázava's monastýry founded by Saint Procopius and the last chapter of the theoretical part will be devoted to visual processing Prokop´s legend in Liber depictus. This is followed by a comparison and analysis of Prokop legends from the Middle Age to the present. The starting point is the five basic texts, which are Vita minor, Legenda Aurea by the Italian Dominican Jacobus de Voragine, which is written around 1260, traditional Czech verse processing of Prokop legends from the reign of Charles IV., Prokop legend by Jaroslav Vrchlický from 19th century and the final text is compared About Saint Prokop with legend published by M. Drahovzal, which is a part of folk culture. This comparison is supplemented with a chapter called Saint in the Baroque period. Each processing precedes the introductory part, which is either introduced the time in which the legend was created, or contains a brief description of the author, who wrote the legend.

The abstract The main aim of the thesis is preparation of the edition of an educational text by Simon Lomnicky from Budeč. My work is aimed on the adaptation and analyse of a moralizing text by Lomnicky. I have analysed his book, Instruction or The short eduction for young hundsman, her evolution during three centuries, differences among editions from 16th, 18th and 19th century and her dependence on source book, The sentences and educations of the great philosophes. The reflection of Lomnicky's life has been changing very fast and dramatically, I have tried to find out reasons of peremptory changes.

Made available in DSpace on 2017-07-10T16:21:16Z (GMT). No. of bitstreams: 1 madale1na.pdf: 2576107 bytes, checksum: 7d00f2ace86788710895fffe320adf57 (MD5) Previous issue date: 2016-09-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In the school context, the use of computers and the internet is becoming increasingly frequent, in order to meet the demand of students who live in a mediated and computerized society. Thus, the Information and Communication Technologies (ICT) become a new way to improve the process of teaching and learning. In addition, developing reading and textual production in the students and motivate them to perform these tasks in the classroom remains one of the school's biggest challenges. We note also that there are few studies that seek to combine ICT in the classroom context, especially in the discipline of Portuguese Language in teaching perspective through genres. This research is justified since there are no studies that congregate in the discursive genre legend teaching, using the methodology of the didactic sequence, combining elements of ICTs to develop a responsive attitude and multiliteracies in a class of fifth year of fundamental education. Considering the pedagogical proposal, prepared by the researcher, which integrates the elements already mentioned in the textual production possibilities using different objects of learning with movement in a virtual environment (internet), it is worth asking: Has this material contributed to the development of responsive attitude in the productions of texts in a class of 5th grade of elementary school? Did it enable these student s multiliteracies? The research has the general objective to verify the pedagogical proposal, prepared by the researcher, assists students in the 5th grade of elementary school to take an active responsive attitude to the activities of reading and textual production and develop their multiliteracies. It presents specific objectives: understanding if the prepared teaching materials has contributed to the students of the 5th grade of elementary school take an active responsive attitude in the teaching and learning of reading and text production; if has the multimodal texts contribute to the students through the production of digital learning object; identify if there was ownership of multiliteracies by students. This research supports in the field of Applied Linguistics, with a qualitative research and action research. The subjects are students of the 5th grade of elementary school to a public school in the city of Toledo-Pr. The instruments for the data generation are: audio recordings of lessons where the teaching material was applied, field diary and digital learning objects produced by students. Pautamo us in theoretical as Bakhtin (1988; 2003), Geraldi (1991), Dolz and Schnewly (2004), Costa Hübes (2008), Rojo (2005; 2009; 2012), Costa (2014), Castilla (2009), among others. The data revealed that students actually participated in the process and the texts productions reached the goals, helping the students had a responsive attitude and develop multiliteracies. / No contexto escolar, o uso do computador e da internet torna-se cada vez mais frequente, com vistas a atender a demanda de alunos que vivem numa sociedade midiatizada e informatizada. Assim, as Tecnologias da Informação e da Comunicação (TICs) tornam-se uma nova forma de aprimorar o processo de ensino e aprendizagem. Além disso, desenvolver a leitura e a produção textual nos alunos e motivá-los para realizar essas tarefas na sala de aula continua sendo um dos grandes desafios da escola. Constatamos ainda que há poucas pesquisas que buscam aliar as TICs no contexto de sala de aula, principalmente na disciplina de Língua Portuguesa, na perspectiva de ensino por meio dos gêneros discursivos. Esta pesquisa justificou-se uma vez que não há trabalhos que congreguem no ensino do gênero discursivo lenda, utilizando a metodologia da sequência didática, aliando elementos das TICs, no sentido de desenvolver a atitude responsiva e os multiletramentos em uma turma de quinto ano do Ensino Fundamental. Considerando a proposta pedagógica, elaborada pela pesquisadora, que integrou os elementos já citados, em possibilidades de produções textuais utilizando diferentes objetos de aprendizagens com circulação em ambiente virtual (internet), coube indagar: Esse material contribuiu para o desenvolvimento da atitude responsiva nas produções de textos em uma turma do 5º ano do Ensino Fundamental? Possibilitou o multiletramentos desses alunos? A pesquisa teve como objetivo geral verificar se a proposta pedagógica, elaborada pela pesquisadora, auxiliou alunos do 5º ano do Ensino Fundamental a assumirem uma atitude responsiva ativa diante das atividades de leitura e produção textual e a desenvolverem seus multiletramentos. Para tanto, apresentamos como objetivos específicos: Perceber se o material pedagógico elaborado contribuiu para que alunos do 5º ano do Ensino Fundamental assumam uma atitude responsiva ativa no processo ensino e aprendizagem da leitura e produção textual; contribuiu para o multiletramento dos alunos, por meio da produção de objetos digitais de aprendizagem; identificar se houve a apropriação de multiletramentos pelos alunos. Esta pesquisa subscreveu-se no campo da Linguística Aplicada, sendo uma pesquisa qualitativa e pesquisa-ação. Os sujeitos foram alunos do 5º ano do Ensino Fundamental de uma escola municipal do município de Toledo-Pr. Os instrumentos para geração de dados: gravações em áudio das aulas em que o material pedagógico foi aplicado, diário de campo e os objetos digitais de aprendizagem produzidos pelos alunos. Pautamo-nos em referencial teórico como Bakhtin (1988; 2003), Geraldi (1991), Dolz e Schnewly (2004), Costa-Hübes (2008), Rojo (2005; 2009; 2012), Costa (2014), Castela (2009), entre outros. Os dados revelaram que os alunos participaram efetivamente do processo e as produções de textos atingiram os objetivos propostos, contribuindo para que os alunos tivessem uma atitude responsiva e desenvolvessem multiletramentos

本文旨在闡明史賓塞如何架構出一則阿諦構和布烈特瑪間的完美愛情故事並鼓勵那些活在真實世界中的讀者跟隨這對戀人的腳蹤。本文首先介紹基督教中的愛論如何建基於神人之間完美的愛，並介紹史賓塞如何以神聖之愛為典範，寫出一對完美的愛人。藉此典範,史賓塞拆毀了兩座巨牆:他不但使人可以有完美的愛情，也使他的人物同時具有寓言和寫實兩大特性.此外、本文亦說明基督教愛論和其實現間的環狀關係如和使史賓塞的愛情故事和基督教的愛論亦產生環狀關係。第二、本文細探阿諦構和布烈特瑪間關係的發展、將之分為三個階段:為愛人、為夫妻、為朋友。在這三階段中、此愛情故事皆和基督教的愛論有環狀關係:此故事反映了神聖之愛的光華、釋明了神聖之愛的迷團、並藉著神聖之愛的特異處將此愛情故事中似乎不完美處解釋為完美。藉著探討史賓塞的愛情故事和基督教愛論彼此間的環狀關係、本文終能釐清史賓塞如何促使讀者基督教中認為人可以行出的貞潔。本文最後呈現史賓塞的環狀辯論如何鼓勵讀者不僅閱讀阿諦構和布烈特瑪的經驗、並能親身嘗試實行這對愛人的信念。 / This thesis aims at explaining how Spenser builds his love story of Artegall and Britomart as a perfect love model for all his readers in the real world to follow. The thesis first introduces how the Christian theory of love is modeled on the perfect love relation between God and human beings and how Spenser emulates that divine model and creates a pair of perfect human lovers. By his emulation of the divine model, he not only breaks down the middle wall between the perfect and the human, but also shapes his characters as both allegorical and realistic. Besides, the thesis also explains how the circular relationship between the Christian theory of love and its practice renders Spenser's artistic love model to have a circular relatioinship with theChristian love theory, too. Second, the argument of the thesis follows closely the development of Artegall and Britomart's relationship and divides it into three phases: their relationship as lovers, as husband and wife, as friends. In all the three phases, the love story has a circular relationship with the Christian theory oflove. It reflects the glory of a divine love model, explains the mystery of Christian love, and is justified of its seeming defects by the harshness andother-worldliness of the divine love. By laying bare of the circularrelationship between Spenser's love story and the Christian theory of love, the thesis finally comes to unravel Spenser's art of inviting the readers toperform chastity that human beings in Christian theory is supposed perform. Thethesis concludes by showing how the circular argument encourages the readers to join in Artegall and Britomart's experience and to practice their belief about love rather than simply to read it.

This dissertation examines Robert Penn Warren‘s use of Arthurian legend, Judeo-Christian folklore, Norse mythology, and ancient vegetation rituals in his first four novels. It also illustrates how the use of these myths helps define Warren‘s Agrarian ideals while underscoring his subtle references to these ideals in his early fiction.

Hemed Abdallah el-Buhry (1850-1928), known as Mzee Kibao and coming from a prestigious family of poets from Tanga, can be considered as the inventor of a new relation between poetry and reputation in the context of the German conquest of Tanganyika. The aim of this paper is to analyse how the ap¬parently anti-epic attitude of ‘reputation through non-action’ is the main narrative device of Hemed’s tenzi. This poetry of ‘prevented actions’ can be considered as an important turn in Swahili poetry in the new historical context of colonisation.

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This undergraduate thesis is an examination of the works of Odorannus (c. 985-c. 1046), a monk of the abbey of Saint Pierre-le-Vif in Sens, France. A prominent monk in his community, Odorannus was involved in constructing and celebrating his monastery's prosperity and identity. At times, however, he was at variance with his brethren, even experiencing a brief period in exile. This essay explores aspects of Odorannus' compilation, a collection which the monk himself gathered together in his old age, in terms of the dynamic relationship between self and community in a Benedictine monastery of the central Middle Ages.

The focus of this project is on poetry, narrative, landscape and myth, and the palimpsest and/or hybridisation created when these four areas overlay each other. Our local communities' engagement with myth-making activity provides a golden opportunity for contemporary poets to continue the practice long established by our forebears of utilising folklore and legendary material as sources for poetry. Keeping in mind the words of M. H. Abrams who said

Zugl.: Salzburg, University, Diss., 2008.