ABSTRACT Medieval xenophobia fostered attitudes that viewed anything foreign or distasteful as monstrous. Accordingly, insular inhabitants of the Middle Ages were constantly striving to distinguish Self from Other. My dissertation argues that sixteenth-century England began to reverse this trend: it began to reconcile difference, not by distinguishing Self from Other, but by blurring those distinctions. Visions of ancient Self and contemporary Other began to fuse as proponents of Imperial Britain sought to assimilate foreign monsters that were once considered barbaric, inferior, or inhuman. This method of assimilation is especially apparent during the Elizabethan Age of conquest in the New World. England's prophetic destiny was inextricably tied to its epic history, its Trojan ancestry, and its most glorified rulers, Brutus and his distant successor, King Arthur. Thus, reestablishing and rewriting Britain's legendary past became an exercise in securing its future. I maintain that John Dee (c. 1527-1608/9) and Edmund Spenser (c. 1552-1599) strategically fused ancient Britain and the New World via the figures of King Arthur and his alleged descendant, Queen Elizabeth. Portions of Dee's Brytanici Imperii Limites are explored to illustrate this connection, as are some of his arcane mystical pursuits. I further examine sections of Spenser's Faerie Queene in relation to Queen Elizabeth and King Arthur, and interpret Arthur in Faery lond as a metaphor for England in the New World. My introduction establishes the key features of the Galfridian tradition and its significance to the Tudor dynasty. It further discusses medieval perceptions of the monstrous that influenced the early-modern era. Subsequent chapters argue that England's assimilation of Other extended to pagan deities and giants, Native Americans, ancient Israelites, and (in Elizabeth's case) to the feminine Other. My final chapter demonstrates how Queen Elizabeth, via her affiliation with King Arthur, became a temporal bridge uniting England's epic past with its future glory.

This thesis is based on several chapters, which, after introducing the basic information, go deeper into the topic and develop it further. In the introduction, I am interested in the genesis of terms used in the work. I analyze their different etymology and geographical use and understanding. Here is a section dealing with the background of rosicrucianism, which freely translates into prominent figures and central writings. The work concludes with introducing the orders and their current activities on the territory of the Czech Republic.

In this study, I attempted to understand how a history of literacy in the U.S. continues to shape the ways in which Latino/a/e/x students learn in English classrooms today. Through the work of scholars such as Gloria Anzaldúa and Ofelia Garcia and with authors such as Richard Rodriguez, Judith Ortiz Cofer, and Lorna Dee Cervantes, I have come to believe that Latino/a/e/x students often experience years of an education system that views literacy so narrowly that it can silence languages that do not fit the perceived academic language of standard English. To understand what an expanded view of literacy could possibly look like in this study, I turned to scholars including The New London Group (1996), Cary Jewitt (2017), and Gunther Kress (2017) who study multimodality, as well as other researchers who examine digital literacies, particularly digital storytelling, in both formal and informal spaces. I did this in an effort to understand how multimodality and narrative might impact my Latino/a/e/x students’ learning and creative processes in the classroom. In this study, I wanted to learn what happens when the notion of literacy is expanded in my classroom and my Latino/a/e/x college students incorporate digital literacies to create their own digital stories in our English composition class. More specifically, I wanted to have a clearer understanding of the processes students experience as they embark on their digital storytelling journey. What I have learned throughout this journey is that digital storytelling does, indeed, offer another lens through which to view Latino/a/e/x students in my English composition classroom and their work and that perhaps it is time to see how digital storytelling might fit into the larger field of English education.

The Dryland Diaries is a multigenerational narrative in the epistolary style, a tale of four women, central character Luka; her mother Lenore; grandmother Charlotte; and great-grandmother Annie – cast in the Quebecoise tradition of the roman du terroir, invoking place and family, the primal terroir of a storyteller. The novel is driven by three acts of violence – the possible murder of Annie’s husband, Jordan, by her Hutterite father; the rape of Charlotte; and the probable murder of Lenore by a notorious serial killer. Set in rural Saskatchewan and Vancouver, Luka, a single mother, finds Annie’s and Charlotte’s journals in the basement of her farm home, where both her predecessors also lived. She reads their stories while attempting to come to terms with her search for her missing mother, and with her attraction to her former flame, Earl, now married. Luka learns that Jordan disappeared shortly after the Canadian government enacted conscription for farmers in the First World War, when Annie became a stud horsewoman, her daughter Charlotte born before the war ended. Letters and newspaper clippings trace the family’s life through the drought and Great Depression; then Charlotte’s diaries reveal her rape at Danceland during the Second World War. Her daughter, Lenore, grows up off-balance emotionally, and abandons her daughters. Luka returns to Vancouver and learns her mother’s fate. Told from Luka’s point of view, in first-person narrative with intercutting diary excerpts and third-person narratives, the novel examines how violence percolates through generations. It also examines how mothers influence their children, the role of art, how the natural world influences a life, and questions our definition of “home.” At its heart, the novel is a story about what makes a family a family, about choices we make toward happiness, and about how violence perpetuates itself through the generations. Inspired by Margaret Lawrence’s The Stone Angel, Carol Shields’ The Stone Diaries, and the place-particular writing of Annie Proulx and Guy Vanderhaeghe, The Dryland Diaries paints a family portrait of loss, hope and redemption, locating it on the boundaries of historical fiction, firmly within the realm of epistolary and intergenerational narrative.

L’objectif de cette thèse est l’étude d’un schéma numérique pour l’approximation des solutions d’équations différentielles doublement stochastiques rétrogrades (EDDSR). Durant les deux dernières décennies, plusieurs méthodes ont été proposées afin de permettre la résolution numérique des équations différentielles stochastiques rétrogrades standards. Dans cette thèse, on propose une extension de l’une de ces méthodes au cas doublement stochastique. Notre méthode numérique nous permet d’attaquer une large gamme d’équations aux dérivées partielles stochastiques (EDPS) nonlinéaires. Ceci est possible par le biais de leur représentation probabiliste en termes d’EDDSRs. Dans la dernière partie, nous étudions une nouvelle méthode des particules dans le cadre des études de protection en neutroniques. / The purpose of this thesis is to study a numerical method for backward doubly stochastic differential equations (BDSDEs in short). In the last two decades, several methods were proposed to approximate solutions of standard backward stochastic differential equations. In this thesis, we propose an extension of one of these methods to the doubly stochastic framework. Our numerical method allows us to tackle a large class of nonlinear stochastic partial differential equations (SPDEs in short), thanks to their probabilistic interpretation. In the last part, we study a new particle method in the context of shielding studies.