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Chapter Four The diachronic analysis – who, what and when? Introduction Saussure (1983) distinguished two analytic perspectives, the diachronic (across or through time) and the synchronic (with or in time) (Stables, 2002). Although Saussure’s distinction has been criticised, Stables illustrates its value in relation to the consideration of educational achievement, and I believe it contributes to a wider perspective in this study than would be the case were just a diachronic or synchronic approach to be taken. This chapter is a diachronic analysis of the semester. It is created by first setting the scene (including actors, their aims, and the setting) and then relating a narrative of what took place over the life of the semester. The group of chapters that follow (Five to Nine) represent a series of synchronic analyses, particular moments or episodes in this narrative that, I propose, warrant a closer and deeper look. Setting the scene This chapter begins with a table (table 4.1, below), showing two responses from each individual, one made at the beginning and one at the end of the semester. I then look in turn at questions and learning edges for the students (i.e. where they began the semester); the setting trope; the fieldwork; the story so far for the group; and issues that members bring, both between them as individuals and collectively as a group. The above is intended as a succinct view of the context of the fieldwork project, in particular, something of the worlds of the participants and of the group that Judi and I
Chapter Four – The diachronic analysis – who, what and when? – Page 113 form with them, as well as impressions of the issues that we bring. This chapter concludes with a narrative account of the semester, with week-by-week summaries of what took place, so that it is then possible to look in the chapters of Synchronic Analyses that follow this one at a series of episodes in this tapestry of experience in space and time.
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The Learning Group: Dynamics, Conce
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Chapter Two Part Two - Methodology
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Transcript of the beginning of Sess
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The use of breaks 260 Displacement
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The conclusions 329 An overall crit
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Acknowledgements I feel very honour
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Abstract This is a study of the fin
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ole as a trainer, 1 I was concerned
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himself in the foot’. Supporting
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Here, differences between staff mem
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obscure or miss altogether the know
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Part One Introduction, Methodology
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Chapter One - An introduction to th
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Existing practice Chapter One - An
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A gap in ways of investigating Chap
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Conclusion Chapter One - An introdu
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Chapter Two Part One - Literature r
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Chapter Two Part Two Methodology Th
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Chapter Five - A Beginning - Page 1
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Judi Of course, yes, hmm … I supp
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Mary Sorry I’m late. I nearly sto
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Mary We lived on a country block fo
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INTERPRETATION Chapter Five - A Beg
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Chapter Six Part of a Session (The
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Chapter Six - Part of a Session - P
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Judi Do you feel that it’s someth
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Introduction Chapter Seven A Discus
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DESCRIPTION The episode in the cont
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Chapter Seven - A Discussion - Page
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PAUSE Paula Different analogy! Judi
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Clinical Experience (Clinical) This
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Punctuation of a developmental shif
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Summary of INTERPRETATION Chapter S
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Chapter Eight A Consulting Break (T
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The aims of this chapter Chapter Ei
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Chapter Eight - A Consulting Break
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Judi Yeah, maybe more maturely, I k
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Bill I thought you could do the sam
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Bill Yeah oh thank you. It's easy t
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I'll mention before the meeting tom
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I'm finding a lot of stuff is comin
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Displacement and projection Chapter
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Introduction Chapter Nine An Ending
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Chapter Nine - An Ending - Page 275
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My own inner world at the time Chap
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Chapter Nine The Ending Missing Tim
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INTRODUCTION Chapter Ten Summary an
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Chapter Ten - Summary and Conclusio
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The question of co-facilitation Cha
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Introduction Chapter Eleven A Criti
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Chapter Eleven - A Critical Reflect
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Objectivity Chapter Eleven - A Crit
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Chapter Twelve - Implications for T
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References - Page 338 Bion, W. R. (
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References - Page 340 Foulkes, S. H
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References - Page 342 Jackson, J. E
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References - Page 344 Morgan, D. L.
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References - Page 346 Stolorow, R.
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Appendix One Papers relating to eth
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A.6 Complete this section only if o
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B.9 Is this project a clinical tria
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Finally, I believe that intermediat
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D. SUBJECTS THE AUTEC TAKES THE TER
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E. OTHER PROJECT DETAILS E.1 Where
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F. DATA F.1 Who will have access to
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H. OTHER INFORMATION H.1 AUTEC trea
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J. CHECKLIST J.1Complete the applic
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Farrell Consulting Consultation - T
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Attached: Farrell Consulting Consul
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January 2003 2 A u c k l a n d U n
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M E M O R A N D U M Auckland Univer
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Introduction Appendix Two The Metho
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Appendix Two - The Methodology in A
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