I. Abstract The thesis deals with the concept of time and its conceptualisation in the Czech language. It is based on the theory of conceptual metaphor and the theory of linguistic worldview. Within the field of cognitive linguistics, the theory of conceptual metaphor is mainly applied in the identification of the source domains of metaphors used for language expression of the target domains. The first part of the thesis deals with the reflection of the "time" phenomenon, with its non- linguistic concept. Attention is paid to the concept of the cyclical and linear time. The second part aims to identify metaphors used in Czech for the expression of time relations and for the expression of the time phenomenon. The paper analyses the language plane in order to find such metaphors. It employs semantic and etymological analysis of words used when expressing the notion of time, i.e. nouns, adjectives, verbs, prepositions, and interjections.

This master's thesis researches the linguistic image of love in lyrics found in Czech popular music based on the theoretical and methodological principles of cognitive linguistics. The theoretical section first characterizes the song lyrics of the band Lucie and then explores the context of cognitive linguistics. More specifically, this thesis characterizes the cognitivist concept and the application of metaphorical structures in both common language and creative texts. In the interpretational section, the concept of love is characterized by using a number of key lexemes which are used to express love in the Czech language. This section also describes the metaphorical and metonymical conceptualization of love in terms of the Czech image of the world. The conclusion deals with the profiles of the Czech concept of (erotic) love. This thesis mainly relies on theoretical and methodological tools included in the works of G. Lakoff, M. Johnson, J. Grady and M. Głąbska.

Dans le champ disciplinaire des mathématiques, l'élève drehu éprouve des difficultés à maîtriser les savoirs enseignés. Pourtant dans sa vie de tous les jours, il est entouré de pratiques et de productions culturelles qui présentent des concepts mathématiques qui sont étudiés en classe. On constate que les faibles performances qu'il obtient dans les activités mathématiques sont dues le plus souvent aux difficultés d'adaptation aux méthodes pédagogiques des enseignants ou à l'assimilation des concepts mathématiques. Comment donc aider ces jeunes drehu, provenant d'un milieu culturel où les concepts sont perçus implicitement, à s'intégrer dans un milieu scolaire où ils sont explicités? La prise en compte de la conceptualisation du nombre et des figures géométriques dans la culture drehu permet aux enseignants de connaître la manière d'enseigner implicitement les concepts mathématiques dans le milieu socioculturel de l'enfant et surtout les méthodes d'apprentissage développés par ce dernier. Ces apports socioculturels aident le pédagogue à s'approprier des stratégies d'enseignement qui favorisent un meilleur apprentissage des concepts mathématiques par les élèves drehu à l'école. Ces savoirs culturels servent de béquille didactique dans l'apprentissage des savoirs scolaires. / In the disciplinary field of mathematics, the student Drehu has difficulty to master the knowledge taught. But in his daily life, he is surrounded by practices and cultural productions that present mathematical concepts that are studied in class. It notes that the low performance in mathematical activities are most often due to difficulties in adapting teaching methods of teachers or the assimilation of mathematical concepts. How, therefore, help these young drehu, from a cultural environment where the concepts are perceived implicitly, to integrate in a school environment where they are referred to? Taking account of the conceptualization of number and geometrical figures into the culture Drehu allows teachers to know how to teach math concepts implicit in the sociocultural environment of the child and especially the teaching methods developed by him. These socio-cultural contributions help the teacher to appropriate teaching strategies that promote better learning of mathematical concepts by students at school Drehu. These cultural knowledge serve as didactic crutch in the learning of school knowledge.

La question de la qualité des programmes de télévision est une problématique récurrente tant pour les producteurs de contenu que pour le législateur, qui en a confié le contrôle dans la loi a une institution publique, le CSA. Cependant, la notion même de qualité dans ce contexte est ambiguë, et les outils permettant de l’évaluer sont souvent réduits à la vérification du respect d’obligations contractuelles avec les diffuseurs de contenus. Le seul outil universellement utilisé reste la mesure d’audience, souvent remise en cause depuis sa première utilisation en France dans les années 80. Le téléspectateur, principal intéressé de cette démarche qualité, n’est donc considéré que dans son nombre par cette démarche statistique. Cette étude propose de changer de paradigme pour placer le téléspectateur au cœur de l’évaluation des produits audiovisuels. A partir d’une perspective aux confluents de l’énaction de Francisco Varela et de la méthode de conception relativisée de Mioara Mugur-Schächter, l’étude de l’expérience émotionnelle apporte un regard nouveau et original sur la conception de spectateur dans un cadre d’évaluation des programmes. En s’intéressant a la façon dont le téléspectateur guide sa propre perception en fonction de son histoire personnelle, de sa façon d’interpréter son environnement et de l’influence des émotions dans la construction de sa relation à l’audiovisuel, les travaux menés permettent de replacer le téléspectateur comme acteur de l’évaluation. Les entretiens réalisés démontrent ainsi l’individualité de chaque spectateur dans son approche de l’audiovisuel et la construction de critères d’évaluations qui lui sont propres, mais permettant de définir un protocole a multiples niveaux utilisable comme indicateur de la qualité de la relation à l’audiovisuel dans un contexte plus large. / The quality of television programs is a running problem for the content producers as well as the legislator in France, whom gave monitoring in the law to a public institution, the CSA. However, the very concept of quality in that context is ambiguous, and tools allowing oversight are often reduiced to the verification of owed legal duties with the content providers. The only tool universally used is the audience rating, yet often challenged since its first usage in France in the 1980s. The viewer, having a leading interest in this quality process, is only considered in its numbers by such a statistic approch. This study proposes to initiate a paradigm shift in order to place the viewer in the heart of the audiovisual product’s evaluation. Around the theories of enaction by Francisco Varela and the method of relativized conceptualization of Mioara Mugur-Schachter, the study of the emotionnal experience casts a new and original light on the conception of the viewer in a program evaluation setup. By focusing on the way the viewer guides its own perception through its personal history, its manner to interpret its environment and the influence of emotion in the construction of its relation to audiovisual products, the work exposed in this dissertation allows to place the viewer as an actor of the evaluation. The interviews carried out proove the individuality of each viewer in its personnal approach of audiovisual and the construction of criterias of its own, yet allows to define a multi-layered protocol usable as an indicator of the relation’s quality to audiovisual content in a broader context.

De plus en plus d’études s’accordent à reconnaître dans la métaphore un instrument de la pensée, plutôt qu’une figure de style. En particulier, les métaphores les plus communes et les plus répétées, celles qui font partie du langage quotidien, structurent l’appréhension du monde des membres des communautés linguistiques qui les utilisent. Bien que nous n’ayons pas accès au langage quotidien des anciens Grecs, les textes contiennent un corpus de métaphores récurrentes, extrêmement répandues, qui utilisent la terminologie botanique pour parler des êtres humains. Cette thèse vise à montrer en quoi ces métaphores végétales ont constitué une manière, culturellement déterminée, d’appréhender plusieurs facettes de la vie humaine : le corps et le fonctionnement de humeurs en son sein ; la forme visible de la personne, la manifestation des émotions et celle de la χάρις ; l’innéité ; les rapports de parenté et notamment celui de filiation ; l’identité citoyenne. Centré sur les textes poétiques composés en Grèce entre le VIIIe et le Ve siècle avant notre ère, ce travail convoque tour à tour les écrits médicaux et philosophiques, les représentations religieuses et les mythes de métamorphose, afin d’inscrire les métaphores botaniques étudiées dans des réseaux conceptuels faisant partie du savoir partagé. / As anthropologists, philosophers and linguists have nowadays largely recognized, metaphors are not simply rhetorical embellishments, but a basic mechanism of human thought. Focusing on botanical metaphors occurring in Greek poetry composed between the 8th and the 5th centuries BCE, this dissertation aims to show how knowledge relative to the world of plants was used to understand, conceptualize and represent different aspects of human life. Botanical metaphors are pervasive in archaic and classical poetry. My work locates them against a wider background, comprising other kinds of texts (mainly, philosophy and medicine), myths, and, to a lesser degree, religious representations and practices. Therefore, botanical metaphors appear to be integral to a widespread network of cognitive schemata, sanctioned and transmitted by linguistic practice, and used by Greek speakers to construct their understanding of (some aspect of) human life. As this thesis demonstrates, plants offered convenient models to reason about the functioning of the body and its internal humors as well as the ways in which physical appearance may reveal moral or divine qualities. Botanical knowledge was also used to understand human passions, inborn qualities, kinship ties and civic identities. The overall aim of my dissertation is to offer an “emic” depiction of those domains: that is, a description grounded in Greek speakers’ own conceptual schemata

The diploma thesis is concerned with the effect of the grammatical gender of Czech nouns referring to inanimate entities on their semantic meaning and conceptualization. The thesis looks into the question whether masculines are conceptulized as "men" and feminines as "women". The thesis is divided into two main parts. In the first part, theoretical insight into the question of relation between language and thought is provided. In this part, foreign experiments related to our research question are mentioned as well. In the second part, two experiments accomplished in the Czech language are presented. The objective of experiment nr. 1 was to choose such semantic differential scales which according to Czech speakers distinguish the "female and male principle" the best. In experiment nr. 2, feminine and masculine gender variants of nouns were employed (e. g. "brambor - brambora"). Experiment nr. 2 contained two tasks. The first task used the semantic differential method. In the second task, participants were asked to choose a woman's or a man's voice that the inanimate entities would have in a cartoon movie. The results of the first task indicate that the grammatical gender of nouns did not affect the decision-making as individual nouns were marked on the semantic differential scales. However, there...

Ce travail suit un objectif : montrer et démontrer le fait que dans le dit du texte tout n’est pas dit. Le voyage du personnage sur trois continents et la structure propre à l’écriture romanesque d’ordre épisodique contribuent à la distorsion de l’hégémonie d’un seul discours. A ceci, il faut ajouter la fragmentation de l’espace qui, comme procédé à la fois esthétique et stratégique, permet au romancier d’échapper à l’emprise discursive d’une idéologie qui se veut ubiquitaire. Ce travail envisage le narrateur, non comme une altérité constituée, mais comme une figure composite faite des pensées hétéroclites du romancier. Elle recèle une grande réserve de contradictions. Nous tentons de reconnaître dans le texte les intermittences du dire et du silence : des éléments hétérogènes qui se déploient sur une grille de nuances entre l’aliénation, le dégoût et la poésie.De la même manière que l’espace vacille entre la poésie et le monde prosaïque, les pôles sémantiques du texte, esthétiques et idéologiques, changent de frontières. Des unités sémantiques se transforment en des altérités glissantes qui tendent à échapper au procédé de conceptualisation. À la différence de toute approche critique idéaliste qui prétend à atteindre le sens absolu de l’objet en essayant de fusionner l’œuvre et la vie, nous montrons comment le sens esthétique suit son chemin de crête, demeure funambulesque. Nous abordons le concept de l’hétérogénéité non comme un concept purement esthétique qui caractérise la trame de l’écriture célinienne, mais comme un esprit sous-jacent à l’univers intellectuel de l’auteur. Par le recours aux divers procédés, le style de Céline illustre le vacillement de l’agencement sémantique entre l’aliénation et la libération, entre l’engagement et le désengagement, entre l’affirmation et le dénigrement. / This work follows an objective: to show and to demonstrate the fact that in the said of the text everything is not said. The journey of the character on three continents and the structure of episodic novel writing contribute to the distortion of the hegemony of a single discourse. To this must be added the fragmentation of space which, as a process both aesthetic and strategic, allows the novelist to escape from the discursive grasp of an ideology that claims to be ubiquitous. This work envisages the narrator, not as a constituted otherness, but as a composite figure made up of the heterogeneous thoughts of the novelist. This figure contains a great reserve of contradictions. We try to recognize in the text the intermittencies of saying and of silence: heterogeneous elements which unfold on a grid of nuances between alienation, disgust and poetry.In the same way that space vacillates between poetry and the prosaic world, the semantic poles of the text, aesthetic and ideological, change borders. Semantic units are transformed into slippery alterity that tend to escape from the process of conceptualization. Unlike any idealistic critical approach which claims to reach the absolute meaning of the object by trying to merge work and life, we show how the aesthetic sense follows its crest path. We approach the concept of heterogeneity not as a purely aesthetic concept that characterizes the framework of Celine's writing but as a spirit underlying the Celinian intellectual universe. Through the use of various methods, Céline's style illustrates the semantic vacillation between alienation and liberation, between commitment and disengagement, between affirmation and denigration.

<p>The aim of this study is to construct as philosophical conceptualization of pedagogical attitude. Founded on Martin Buber’s philosophy of dialogue, the construction suggested in the study takes on a normative character, thus understanding pedagogical attitude as a matter of pedagogical creed. The author proposes a construction where existence is understood as a matter of Calling and Respons(e)ibility. Pedagogical attitude is thus understood in accordance with the notion of paying heed, responsibly responding and calling. As a consequence this conceptualization calls on the teacher to speak authentically, serve, embrace a loving leadership, provoke and dare to take risks.</p><p>Within the concept of Calling and Respons(e)ibility, “calling” means addressing a particular other, whilst respons(e)ibility is a term chosen to make the concept connote to the response as well as the responsibility taken in relation to a particular calling. The concept of Calling and Respons(e)ibility is understood as closely connected to the religious concept of vocation, although recycled in a secularized meaning, thereby put forth as a matter of realizing the fate of the teacher, the student as well as the field/subject. The concept of Calling and Respons(e)ibility is in the study connected to the notions of “mothering”, obedience and adjustment as well as to the notions of responsibility, fidelity and being enterprising.</p><p>Using a methodological approach of philosophical conceptualization suggested by Gilles Deleuze and Félix Guattari, the study sets out to reuse such old theological concepts as vocation, calling, paying heed and responding responsibly in new forms in a pedagogical context, thereby intending to discover, articulate and discern new aspects of that context. </p><p>By conceptualizing pedagogical attitude on the basis of an existential, normative and relational perspective, using the notion of calling and respons(e)ability, the study aspires to contribute to the ongoing conversation concerning teacher-student-relationship. </p>

For many years software engineering has primarily focused on the development of new systems and neglected maintenance and reengineering of legacy applications. Maintenance typically represents 70% of the cost during the life cycle of a system. In order to allow an efficient and safe maintenance of a legacy system, we need to reverse engineer it in order to reconstruct its missing or out-of-date documentation. In data-oriented applications the reverse engineering complexity can be broken down by considering that the database can be reverse engineered independently of the procedural components. Database reverse engineering can be defined as the process of recovering the database's schema(s) of an application from database declaration text and program source code that use the data in order to understand their exact structure and meaning. A database reverse engineering methodology is broken down into three processes: project preparation, data structure extraction that recovers the database's logical schema and data structure conceptualization that interprets the logical schema in conceptual terms. In order to validate our methodology and program understanding techniques, we have developed tools to support them. Those tools have proved absolutely necessary to perform database reverse engineering of medium to larger applications in reasonable time and at reasonable cost. To cut down on the cost of large projects, we have stressed the need for automation to reduce the manual work of the analyst. Our experience with real size projects has taught us that the management aspects of a project are essential success factors. The management of a project comprises different aspects such as database reverse engineering explanation, cost evaluation and database reverse engineering result evaluation.

The aim of this study is to construct as philosophical conceptualization of pedagogical attitude. Founded on Martin Buber’s philosophy of dialogue, the construction suggested in the study takes on a normative character, thus understanding pedagogical attitude as a matter of pedagogical creed. The author proposes a construction where existence is understood as a matter of Calling and Respons(e)ibility. Pedagogical attitude is thus understood in accordance with the notion of paying heed, responsibly responding and calling. As a consequence this conceptualization calls on the teacher to speak authentically, serve, embrace a loving leadership, provoke and dare to take risks. Within the concept of Calling and Respons(e)ibility, “calling” means addressing a particular other, whilst respons(e)ibility is a term chosen to make the concept connote to the response as well as the responsibility taken in relation to a particular calling. The concept of Calling and Respons(e)ibility is understood as closely connected to the religious concept of vocation, although recycled in a secularized meaning, thereby put forth as a matter of realizing the fate of the teacher, the student as well as the field/subject. The concept of Calling and Respons(e)ibility is in the study connected to the notions of “mothering”, obedience and adjustment as well as to the notions of responsibility, fidelity and being enterprising. Using a methodological approach of philosophical conceptualization suggested by Gilles Deleuze and Félix Guattari, the study sets out to reuse such old theological concepts as vocation, calling, paying heed and responding responsibly in new forms in a pedagogical context, thereby intending to discover, articulate and discern new aspects of that context. By conceptualizing pedagogical attitude on the basis of an existential, normative and relational perspective, using the notion of calling and respons(e)ability, the study aspires to contribute to the ongoing conversation concerning teacher-student-relationship.