Analyses of English verb meaning often rely on quasi-aspectual operators embedded in event structures to explain shared properties across classes. These operators scope over temporally basic meaning elements that make up the idiosyncratic semantic core of complex verbs. While the inventory of operators – or semantic primes – differ from proposal to proposal, they are generally presented as a closed class that includes at least CAUSE and BECOME, and their presence and location in event structures account for several alternation and ambiguity phenomena. In this study, I investigate a number verbs whose decompositions would include only operator(s) and event structure frames under most current decompositional lexical theories; in particular, the periphrastic causatives (cause, make, etc) and the verbs of becoming (become, get, etc). I account for differences in the selectional behavior of these verbs by positing incorporated meaning components beyond the purely aspectual or event structural. Based in part on regularities among corpus collocations, I propose additional meaning distinctions among these verbs along the parameters of causal patient complicity, sentiment, and register. / text

This novel study explores the catalytic experiences that demarcate the achievement of manhood and the means by which the participants knew this transition had occurred. Its significance is in its unique findings and contribution to a largely unexplored topic in the research literature. Qualitative methodologies, including narrative interviewing and thematic analysis, were used. Ten individuals were interviewed and asked to tell the story of when they became men and how they knew. Thematic findings include experiences that led to gaining attributes associated with self-reliance and changes related to fathers or fatherhood. The participants uniformly reported that the significance was known by virtue of experiencing a distinct ‘felt sense.’ Social validation was also noted as a key feature. Further research is recommended including the exploration of this same issue with specific populations and groups, with the larger goal of enhancing the current understanding of these issues by encouraging further dialog in effort to explore the meanings associated with manhood in the contemporary context. / Graduate / 0519 / 0621 / coryklath@gmail.com

This novel study explores the catalytic experiences that demarcate the achievement of manhood and the means by which the participants knew this transition had occurred. Its significance is in its unique findings and contribution to a largely unexplored topic in the research literature. Qualitative methodologies, including narrative interviewing and thematic analysis, were used. Ten individuals were interviewed and asked to tell the story of when they became men and how they knew. Thematic findings include experiences that led to gaining attributes associated with self-reliance and changes related to fathers or fatherhood. The participants uniformly reported that the significance was known by virtue of experiencing a distinct ‘felt sense.’ Social validation was also noted as a key feature. Further research is recommended including the exploration of this same issue with specific populations and groups, with the larger goal of enhancing the current understanding of these issues by encouraging further dialog in effort to explore the meanings associated with manhood in the contemporary context. / Graduate / 2015-05-05 / 0519 / 0621 / coryklath@gmail.com

Studien är gjord för att skapa en förståelse av barns och pedagogers uppfattningar om vad som är lek. I genomförandet av studien har vi tagit foto på barnen i olika aktiviteter som vi sedan använde oss utav i intervjuer med barn och pedagoger. Det empiriska materialet har analyserats utifrån olika teoretiska utgångspunkter samt begreppen så som sociokulturellt perspektiv, karnevalisk lek, barnperspektiv, barns perspektiv, being och becoming.I resultatet framhålls olika typer av lekaktiviteter samt tankarna kring dem från pedagoger och barn. I resultatet lyfter vi fram de delade meningarna barn och pedagoger har kring lek samt vart de lägger fokus på inom leken. Vårt resultat pekar på att barn anser att lek är roligt och spänningsfyllt och lägger fokus på glädjen den bringar medan pedagoger anser lek vara något som är självbestämt och spontant. Pedagogers tankar kring lek handlar om att poängtera lärandet i leken.Nyckelord: barnperspektiv, barns perspektiv, becoming, being, karnevalisk lek, sociokulturellt perspektiv. / The study is designed to create an understanding of children's and teachers' perceptions of what play is. The implementation of the study, we have taken photos of the children in different activities that we then used in interviews with children and teachers. The empirical data have been analyzed from various theoretical assumptions and concepts such as socio-cultural perspective, carnivalesque play, children's perspective, the child's perspective, wellbeing and Becoming.This result highlights the different types of play activities and thoughts surrounding them from educators and children. In the result, we highlight the shared sentences children and educators around the game as well as where they put the focus on the game. Our results indicate that children believe that play is fun and suspenseful and focus on the joy it brings, while educators consider play to be something that is self-determined and spontaneously. Teachers thoughts about the game is about to emphasize learning in the game.Keywords: child's perspective, the perspective of children, Becoming, being, carnivalesque play, socio-cultural perspective.

The Library Company of Philadelphia, founded in 1731 by Benjamin Franklin and his Junto, served as the impetus for society libraries across colonial America. While inspiring ubiquitous learning, the Library Company also reinforced the English language in linguistically diverse Philadelphia. Furthermore, the Company emblematically displayed ownership of a new land and developed an idealized concept of what it meant to be a Pennsylvanian society through their cabinet of curiosities—all while cultivating the organization's reputation within the colonial press. The Library Company, therefore, utilized language and material/visual culture to navigate individual and community identity in a decidedly unstructured atmosphere—the period shortly before the complete onset of American nationalism. The process of "becoming American," the development of an identity tied to a specific location that emphases class mobility and self creation while also differentiating itself from other societies, is enumerated through the study of these linguistic and cultural manipulations. / Master of Arts

An extensive body of educational literature examines the process and implications of how an individual becomes a teacher, but studies within this field often minimize or ignore the existential nature of this act of becoming. Something happens to the individual as they enter into the teaching profession and commence their teaching practice and in many educational jurisdictions, those happenings are left for the novice teacher to grapple with in isolation. This study presents interpretations of four teacher candidates’ sense of becoming and provides a meta-analysis of important existential themes arising from examinations of the participants’ professional self-understanding. This study engages with the concept of existential becoming in teacher candidates through a hermeneutic phenomenological approach to interpretation and understanding. Four teacher candidates, about to enter their final teaching practicum before graduating from an eight-month Bachelor of Education program as certified teachers, participated in this research project which included one-on-one interviews, journal analysis and focus groups. Interpretations of these teacher candidates’ understandings of becoming a teacher are organized by Kelchtermans’ professional self-understanding framework and presented through the use of poetic vignettes and images of the teacher candidates’ paths of becoming. These aesthetic representations of teacher candidates’ understandings of becoming offer an alternative and existentially-informed vehicle for teacher candidate reflection and professional self-understanding. Data analysis and hermeneutic interpretations among and between the researcher and the participants revealed a number of existential themes present in the teacher candidates’ understandings of becoming a teacher, including: fear, responsibility, authenticity, purpose, and the self. Each theme is examined via a connection to both existential and teacher education literature and implications for teacher education programs are discussed.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

(no abstract available)

O presente trabalho é uma leitura da relação entre a ontogênese e a ética na filosofia de Gilbert Simondon. Pretende-se mostrar como há uma relação de analogia e imbricação entre ética e ontogênese no pensamento do autor, estas correlações nos permitem apresentar a filosofia simondoniana como uma teoria metaestável que se constitui como permanentemente aberta às novas problemáticas do ser e ao devir do devir. Esta teoria, simultaneamente, ética e ontogenética é excedida em seus modos de captação dos processos de individuação por suas relações com a informação e com a dimensão pré-individual do ser. Apresentamos, em um segundo momento, como a ontogênese simondoniana nos permite pensar uma ética existente nas processualidades de todos os seres, do cristal aos seres humanos, das moléculas aos animais, e também dos objetos técnicos. Por fim, mostramos como Simondon constrói uma concepção singular de sujeito como ação autoproblematizante do ser que faz com que o indivíduo seja, ao mesmo tempo, mais-que-unidade e mais-que-identidade em relação a si mesmo. O sujeito simondoniano é capaz de captar a ética como sentido da ontogênese e agir politicamente apostando todos os possíveis em experiências de transformação de si. O sujeito, ao conjugar em si as dimensões pré-individual, individual e transindividual do ser, possui um devir que é, simultaneamente, individual e coletivo. Com estes desenvolvimentos, pretendemos apresentar como a filosofia de Simondon nos oferece contribuições muitos relevantes para pensarmos possíveis transformações espirituais e políticas para os modos de vida em nossa contemporaneidade. / This work aims to be an analysis of the relationship between ethics and ontogenesis in the Gilbert Simondons philosophy. It intends to show that there is an analogycal and inseparable relation between ethics and ontogenesis in his thought. These correlations allow us to show the Simondons philosophy as a metastable theory which creates itself as permanently open to new problematics of the being and to the becoming of becoming. This theory, at the same time, ethical and ontogenetical is always overpassed, in its means of apprehension of the individuation processes, by its relations with information and with the pré-individual dimension of the being. Secondly, we sustain that Simondons ontogenesis allow us to think about an ethics which exists in the being processuality, from crystal to human beings, from molecules to animals, and also in the technical objects processuality. Finally, we show that Simondon constructs a single notion of subject as selfproblematic action of the being that implicates an individual more-than-unity and, simultaneously, more-than-indentity regarding itself. The simondonean subject is able to apprehend ethics as the meaning of the ontogenesis and to act politically risking all the possibles to transform itself. The pre-individual, individual and transindividual dimensions of the being produce an becoming to the subject, which is both individual and collective. According to these arguments, we intend to conclude that the Simondons philosophy gives us very important contributions to think some spiritual and political changes in our contemporary way of life.

This thesis explores young people's experiences of, and orientations towards, being and becoming. Using focus groups and interviews with participants aged between 11 and 15, the research investigates how young people form a sense of who they are and who they can become in terms of character, temperament, talents, intelligence, humour, appearance and so on. Particular attention is paid to the role of relationality, and especially siblingship, in these processes as well as to how young people themselves make sense of and theorise being and becoming. The research shines analytical and methodological 'spotlights' on key contexts, relationships and modes of thinking which highlight processes of being and becoming in new and interesting ways. A spotlight on the context of secondary school indicates how ways of being and becoming can be created and constrained by the particularities of the environment of school. A spotlight on being and becoming in a group of friends indicates young people's reflexivity about the moralities of being different to friends, despite the largely homophilous nature of these relationships, and reveals some of the ways in which young people's friendships can affect who they are and who they see themselves as becoming in the future. A spotlight on young people's sibling relationships fills a gap in existing knowledge about the role of lateral kin in shaping young people's lives and indicates how siblings can be a source of social capital (for good or ill) in school. It is also argued that being one in a series of siblings can 'fix' aspects of being and becoming in several ways, including through the construction of relational identities in families and through normative ideas about how siblings ought to behave. Finally, the thesis shines a spotlight on young people's understandings of modes of transmission and the nature of personhood, indicating how young people can think in nuanced and complex ways about how being and becoming works. Taken together the spotlights of this thesis indicate how young people form a sense of who they are and who they can become whilst embedded in webs of relationships through time. The thesis demonstrates that, despite being relational and contextual, processes of being and becoming can feel as though they become 'fixed' as the potential for how one can 'turn out' is limited. It is argued that the lay concept of 'turning out' evokes the idea that, although always continuing through time, we will one day 'turn out' and be 'finished'. As such, this thesis suggests that the concept of 'turning out' allows sociologists to think about being and becoming simultaneously. 'Turning out' also encourages an understanding of the social world that embraces ideas which can seem 'contradictory' in sociological terms - such as fixity and malleability, individuality and relationality or genetic and social inheritance. Finally, it is argued that 'turning out' denotes a broader understanding of personhood than those evoked in familiar sociological terms - such as the self, identity and habitus - and incorporates aspects of being and becoming that might otherwise appear somewhat beyond the social.