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Chapter Four – The diachronic analysis – who, what and when? – Page 121
accuracy). (I realise from the original schedule that Paula moved later too, having
booked at Session 7). So, definitively, 1 Contracting, 2 Judi (tutor), 3 Bill, (tutor), 4
Veronica, 5 Tom, 6 Ron, 7 Mary, 8 Discussion, 9.Nancy, 10 Frances, 11 Paula, 12
Heidi, 13 Kelly, 14 Discussion and Bill, 15 Closure. This and other data on attendance
are in Table 4.2 below:
WEEK 1 2 3 4 5 6 7 8 9 10 Break 11 12 13 14 15 Σ
Frances A P P P A A P P P P P P P P P 12
Heidi P P P A P P P P P A P P P P P 13
Kelly A P P A P A P P P P P A P P P 11
Mary P P P P P P P A P P P P P A P 13
Nancy P P P P A A P A P P P P P P P 12
Paula A A P P A P P P A P P P P P P 11
Ron P P P P A P P P A P A P P P P 12
Tom P P P P P P A P P P P P P P P 14
Veronica P P P P P P P P A A P P P P P 13
111
Totals 6 8 9 7 5 6 8 7 6 7 8 8 9 8 9 111
TABLE 4.2 - ATTENDANCES THROUGHOUT THE SEMESTER
This table shows each student’s attendance at each session, whether they were absent
(A) or present (P), and the P shaded in red indicates who was the presenter that week.
And now in a different form …
I was thinking of how, in some sense, the mind is social, a network of representations of
relationships with others. I can only consciously be myself in relation to others, real or
imagined. Where (or who) are the people I have listed in the process of the group, and
how does it move them (or fail to) towards their goal? In the following paragraph, I will
list some of the issues that I have identified in relation to individuals, without specifying
to whom they belong. Some of these issues will be shared by many if not all in the
group, and will, as it were, merely be expressed by one or more individuals on behalf of
the group. Other issues will be more personal, but the other members of the group and
the tutors will have a part to play in the manifestation and possible resolution of those
issues. Linked to this last point, some of my perception and understanding of these