Académique Documents
Professionnel Documents
Culture Documents
In recognition of completion
BACHELOR OF ARTS
81vmpla, Washlnuton
Has completed
BACHELOR OF ARTS
At the conclusion of
~.
The
E~State
College
Transcript Explanation
Acc:r8d1 tatIon
The Evergreen State College is accredited by the Northwest
Association of secondary and Higher SChools
AcademIc Philosophy
Our curriculum permits maximum student participation in develop
ing individual programs of study. The learning climate places high
value on:
Acquiring information
Relating bodies of knowledge
SolVing problems individually and collectively
Helping rather than competing with fellow students
Continuous mutual evaluation of stUdents. program and faculty
Making decisions and accepting the consequences
Understanding how learning occurs and developing attitudes about
Iifelong learning
Connecting the theoretical to the practical
Developing skills
.
Becoming a productive. effective participant in the larger society
Modes of le8rnlng
The first three modes average 20 students per Faculty Member in
full-time study so that neither students nor faCUlty are fragmented
among different courses simultaneously.
Coord'nated Stud... several faculty members from different disci
plines work With students (on a 20 to 1 ratio) around a theme,
project or problem.
Group Contracts though the basic desi~n. is fac~lty initia.ted,
students and faculty negotiate the specifiC learning that IS to
occur.
Transcript Structure
The "Record of Academic Achievement" lists only awards of credit.
Credit earned is expressed in:
auarter Credit Hours beginning in Fall 1979.
It
is made.
The numerical and alpha character designates:
99997 External Credit (Documented Prior Learning)
Contracts)
Grading Policy
Program
Contract No.
Program/Contract Title
(Suggested Course Equivalencies in Quarter Credit Hours)
Date
Began
Date
Ended
Evergreen
Units
Awarded
Otr. Cr.
HIGH SCHOOl
06-74
4069G
EVERGREEN CREDIT
LIFE SPAN DEVELOAMENTAL PSYCHOLOGY
(8-LIFE SPAN DEVELOPMENTAL PSYCHOLOGY)
(4-THE PHILOSOPHICAL CONTENT OF FREUDIAN
THEORY)
(4-GROUP DYNAMICS)
02-76
06-85
06-94
05-80
05-90
08-94
15
115
01-95
03-95
16
4100G
04-95
06-95
4171M
GRANT WRITING
(4-GRANT WRITING)
06-95
08-95
4607C
PERSONALITY THEORY
(4-PERSONALITY THEORY)
06;95,
,
08-,95'
10-95
12-95
5069G
;~d
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16
12-95,
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CUMULATIVE CREDIT
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JUNGIAN STUDIES
Program Description
Faculty:
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GILLESPIE
Neil
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5069G
Program or Contract No.
160-52-5117
Joseph
10 Number
MIddle
Jungian Studies:
Directed Research
TItle
10/95
16
12/95
c.teended
example of both his thinking and writing ability and should be read with this
report.
Total:
16
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Faculty IIgnature I)
David Rut1ed e
Faculty Name
Ph.D.
January 5, 1996
Date
1
FEB 8 1936
ESC03-002(5-87)
Gillespie
Neil
160-52-5117
First
Middle
10 Number
Jungian Studies
09/25/95
12/16/95
Title
Date Began
Date ended
The Jungian Studies program introduced me to the life and work of Carl Gustav Jung, providing a
comprehensive examination of his approach to psychological phenomenon. Considering Jung on his terms
was a key to unlocking the magic of his message. Through my study of Jung's religion, philosophy, and
myth, a better understanding of the human condition is emerging in my life. This process built throughout
the program, with divergent ideas culminating into cohesive understanding.
My understanding of contemporary philosophy increased significantly during this program. I found
the philosophical component of the curriculum a valuable foundation from which to understand psychology,
religion, literature, and other disciplines. Jung introduced me to the ideas of Nietzsche, Goethe, and
Schopenhauer. The feminist philosophy presented in this class enhanced the learning process.
The literature section of Jungian Studies offered me a chance to investigate how the structure of
language affects perception. I understand why considering a "case history" from the viewpoint of literature
benefits the therapeutic approach. Through the technique of deconstructing words, texts, and ideas, I have
further developed my critical thinking ability.
My mid-quarter academic paper combined solid scholarship on Jung's thinking and pertinent,
personal observations on my relation to that thinking. Well written, my paper demonstrated depth, clarity
and enthusiasm. My preparation during this program was thorough and prompt. I attended all lectures and
seminar discussions, submitting weekly seminar position papers. The seminar process enhanced my
understanding of difficult material through participation in analysis and discussion of ideas with my
colleagues.
The art workshop I attended as part of this program offered access to Jung's imagery as a psychic
tool. I saw images as refreshing phenomenon when juxtaposed with the compensatory nature of language
and the intellect. The process culminated in the production of several wo~rJ~s of art. (i ,
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The Native American literature and Chinese philosophy I reaQIefmed my cross-cultural awareness.
I found the Native American speaker who addressed the class particularly illuminating. The Chinese
philosophy I considered allowed me to compare and contrast different approaches to life.
My fmal project in this program was an academic paper that discussed feminist philosophy from the
position of Jung and others. As I investigated my subject through comparative ~ly~s,( qeconstructiQJl,
and related readings, the enigmatic quality of life emerged. The paper was discursive and iDcluded my
mandala drawing, a work in progress throughout the quarter. I continue to (f~el;enthusiasmfOr" .the
knowledge and understanding resulting from my participation in this prograin.}f (
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ESC03-121 (8-87)
160-52-5117
Student 10 Number
Fall
Gillespie
Neil
Last Name
First
Initial
4607C
Donald Bantz
Sponsor no.
Sponsor
Wtr
Spr
Personality Theory
06/95
08/95
Short Title
Beginning Date
Expected Completion
Smr
Total
Objectives:
Class
Standing
Senior
Related academic preparation and work experience:
181
DYes
No
I will write a fonnal evaluation of my work and a faculty evaluation by the end of the quarter. I will meet with
.
the faculty sponsor as appropriate. Faculty will submit a final narrative evaluati.on of fIlYt-,~.?rk.
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No
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'al ~I implications
Does this contract require the use of special resources, facilities an ~uip~en, Of ~rry'
including compliance with the policy on "Human Subjects Re~~"? (I' y~" attach cI~a I anatj)
Does 'this contract involve foreign travel? (If Yes, attach liability waivp.r;.~)\
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Sponsor signature
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GILLESPIE
Neil
4607C
Program or Contract No.
Joseph
First
160-52-5117
Middle
10 Number
PERSONALITY THEORY
Title
06/95
08/95
Date began
Date ended
4
Qtr. Credit Hrs.
Neil Gillespie successfully completed the learning objectives for his individual learning contract and
earned four (4) credits. He read Beneath the Mask and wrote two papers according to his
contract objectives. In his first paper, Neil utilized a fictional case of a 51 year old businessman to
analyze the etiology of the disorder- and proposed treatments- from the perspective of four
western psychology theorists- Fromm, Freud, Maslow, and Watson. Overall, my assessment is
that, in doing so, he has attained a basic knowledge of the four personality theories and the
attendant therapeutic approaches.
In the second paper, he used an actual Department of Social and Health Services case study
discuss the implications of employing a multi-cultural approach to psychological counseling. His
case involved a Philippine woman whose actions towards her baby were an accepted and
common practice, within her own culture, yet when viewed from a Freudian, western medicine
perspective, would clearly be labeled deviant behavior. He surmised accurately a) that a Freudian
psychologist would likely find the actions detrimental to the child's mental heath and development
and b) that Freud himself might dismiss the implications of culture- despite his being a Jewish
male- and argue that psychoanalytic theory was not culture-dependent. His case study
highlighted the inherent problems and ethical dilemmas facing a therapist who employs dominant
western culture methods, worldviews, values, and medical standards to diagnose a patient from a
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non-western culture.
FaCUlty~
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Date
Faculty Name
Page
ESC03-002(5-87)
GILLESPIE
Neil
First
4l7lM
Program or Contract No.
Joseph
160-52-5117
Middle
10 Number
08/95
OtJ/95
Date began
Date ended
Description
This program was designed to take students through each step in the preparation
of an actual grant proposal. We reviewed the broader context of fund raising,
the use of resource directories to research potential grantors, and elements of a
successful initial "pitch." Next, we studied systemic thinking and techniques
for conceptualizing problems and programs, outputs and outcomes. We worked on
the mechanics of each phase of the grant proposal--grantee capability, need
statement, action plan (goals, objectives, activities, outputs), evaluation plan,
and a budget using Coley's Proposal Writing as a guide. Finally, we explored
strategies for developing an enterprising attitude to enhance funding prospects.
Evaluation
Neil began this class with a minimal knowledge about grant writing. He attended
all program meetings, completed all assignments, actively participated in class,
and earned full undergraduate credit. Overall, my assessment is that he has
successfully completed the learning objectives for this program, having attained
the skills necessary to prepare a grant proposal from start (initial concept) to
finish (completed application).
Neil teamed with a colleague to devise a plan to revitalize the TESC Union of
Students with Disabilities (USD). They went through several initial
conceptualizations of the existing needs and crafted several possible
organizational configurations and programmatic responses to them. As a result,
they decided to work within the existing structure of TESC and use it as a basis
to formulate a long-term strategy of enhanced services to students__ with
disabilities. They made good use of the in-class wor~sh~ps to ~ev~~pd refine
their proposal.
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They prepared a proposal to submit to the TESC Student and Activities Board in
hopes of restoring full funding for the USD. In doing so, they demonstrated
their ability to transform abstract ideas into a concrete proposal. Overall,
each of the four major components of their final proposal (grantee capabilities,
action plan, methods, and budget) were solid as measured against a comprehensive
set of funding criteria developed by the class as a whole. Clearly, their final
grant proposal was indicative of the degree to which theY,,_le'a,~~~~nd applied,
the principles of grant making in this program.
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ESC03-002(5-a7)
Gillespie
Neil
160-52-5117
First
Middle
10 Number
Grant Writing
7/24/95
8/26/95
Title
Date Began
Date ended
Grant
Wrjtjn~
This class introduced me to the grant writing process and served as an opportunity to write a grant
proposal. Grants fund student activity groups at Evergreen and one such group, the Union of Students with
Disabilities (USD), served as the subject for my grant proposal. My project was a collaborative effort with
another student. Together we developed a plan to rejuvenate the usn and restore its funding. In developing
our plan, my colleague and I explored a variety of options before choosing an ultimate course of action.
The USD grant proposal provided me a chance to learn and understand the various issues pertaining
to grants. Writing the proposal facilitated an understanding of how component parts contribute to a viable
grant. While developing the proposal, I meet and worked with people from various offices around the
college. The experience enhanced classroom instruction, providing a real world dimension to learning.
Working in groups, making oral presentations, and critiquing each others' work was instructive as we worked
through each stage of the proposal. My involvement in this class led to the position of USD coordinator the
following quarter.
Personality Theory Individual Learnini Contract
My objective in this learning contract was to study theorists of Western psychology and their
therapeutic approaches. I read the book Beneath the Mask by Christopher F. Monte and completed two
academic papers under the terms of this contract, a case study paper and a topical paper.
For the case study paper I utilized a fictional case featuring a business person experiencing financial,
personal, and family problems. I analyzed the case from the perspective of four different theorists featured in
Beneath the Mask. The four theorists I chose were Sigmund Freud, Erich Fromm, Abraham Maslow, and
John Watson. After analyzing the etiology of the disorder, I proposed a treatment plan according to each of
the cited theorists. Through this project I achieved a basic knowledge of the four persqmt~~ories and
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their accompanying therapeutic approaches.
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My topical paper considered the issue of multi-cultural focus in psychological counseling. For this
paper I chose an actual case from the Department of Social and Health Services. I discussed my topic from
the perspective of Sigmund Freud. I chose Freud because of his importance as cornerstone of Western
thought and, being Jewish, a member of a cultural minority. My paper considered the relationship of a
Philippine woman toward her young son, a relationship incongruent with Western chUd-rearing practice.; The
case highlighted the dilemmas inherent in cross-cultural psychology. I demo~tri~d~why,Freud would have
My conct~ns
were
viewed specific behavior toward the child as more significant than cultural re{~repee.
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Page 1
ESC03-121 (8-87)
Spring 1995
Pro&ram Description
Faculty:
Jerry Shu1enbarger
Reading List
Man's Search for Meanin& Victor Frankl
On Becominc a Person Carl Rogers
Toward a PsychololY of Beini Abraham Maslow
Healinc Voices Toni Laidlaw, et al.
Anatomy of an Illness as Perceived by the Patient Norman Cousins
The WAY of Zen Alan Watts
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Death: The Final Stage of Growth Elisabeth Kubler-Ros$~.(Ed.)'
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The Healini Brain Robert O~nstein, et al.
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(Students enrolled for four credits had an abbreviatetJ..:read;ng lis~ las ~ted
in their individual evaluations.)
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GILLESPIE
Neil
J.
First
Middle
4l00G
Program or Contract No.
160-52-5117
10 Number
4/95
6/95
Date began
Date ended
8
Otr. Credit Hrs.
Neil was enrolled in this one quarter program that inspected the connections
between psychological functioning and physical health and healing. Readings,
lectures, discussions and media presentations we~e used to uncover current
knowledge and understanding concerning these connections. The major areas of
investigation were: Psychological growth; psychotherapeutic models; cross
cultural studies of attitudes toward health; neurology and health; death as a
positive growth experience; and patient attitude and involvement in the healing
process. Side issues such as nutrition, doctor-patient cooperation,
psychopathology, the practice of Zen, and personal responsibility in health and
healing were also explored. The class also participated in an informational
workshop exploring institutional, state and federal guidelines regarding sexual
harassment.
Neil's participation in seminar activities was excellent. He was always in
attendance and ready to discuss the assigned material with intelligence, insight
and enthusiasm. His ideas, while not always popular, were shared with equanimity.
I was impressed with his ability to state his convictions and support them in a
non-defensive manner. It was obvious that he had spent some time thinking about
the issues under discussion and was unafraid to voice his opinion regarding them.
It was also apparent from his contributions that he had read, understood and came,
prepared to discuss some difficult and in some cases, controversial ideas. I
enjoyed his presence and many contributions to the seminar process.
The two writing assignments. were designed to require each student to select two
theme-relevant sources and write a paper for each. Both of Neil's projects were
well conceived and based on theme-appropriate material. In both instances he
analyzed the material extremely well and reported his findings i~~~itten form as
well as an oral presentation. His writing is excellen~~ ~ His ;'eas~&r~?logically
developed and presented in a very readable form. H~~ral presentationtwa'J
interesting and done with care.
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In short, Neil is an excellent student. He was always there willing to discuss
the business at hand. His written work was completed well within time
requirements and conformed to assignment guidelines.
8,.
Growth Psychology
Health Psychology
Psychotherapeutic
anatology
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ESC03-002 (5-87)
Gillespie
Neil
160-52-5117
First
Middle
ID Number
6/10/95
Title
Date ended
Date began
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Date
Page 1
ESC03-157(5-87)
Winter, 1995
Program Description
FaCUlty:
Jerry Shulenbarger
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SUPPLEMENTARY READINGS
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. J~ne E.
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The Atlantic-Monthly,
Psychology Today
Alfie Kohn.
Atlantic Monthly,
M. J. Barrett.
F. Prose.
November,
Atlantic
C.A.
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GILLESPIE
Student's Last Name
J.
First
Middle
160-52-5117
10 Number
4069G
Program or Contract No.
Neil
Title
01/95
03/95
Date began
Date ended
16
Qtr. Credit Hrs.
Neil was enrolled in this eight-credit, one-quarter module designed to inspect the
biosocial, cognitive and psychosocial development of the human organism.
Activities included: reading text and supplementary materials; conducting
seminars on selected topics; two response writing assignments; a research paper;
and an oral presentation regarding the research project.
Neil's participation in seminar activities was excellent. He was always in
attendance and ready to discuss the assigned material with intelligence and
insight. It was apparent from his contributions that he had read, understood and
come prepared to enter the conversation. His ~bservations were always pertinent.
Neil completed all of the assigned work on schedule. His productions followed
both the form and spirit of each assignment. His major work, looking at the
psychosocial implications of craniofacial anomalies, was well conceived and well
written. His writing, while clear, would be helped with more attention to detail.
This research project demonstrated his ability to select a relevant topic,
research and organize the information, and present it in an oral as well as
written form.
Neil's work on the two response writing assignments was well done. The tasks
involved analyzing major factors that contribute to healthy biopsychosocial
development across the lifespan, and then synthesizing the information into a
description for positive growth. His productions were of sufficient depth and
breadth to indicate an adequate grasp of the principles involved in healthy
development.
In short Neil is a good student. He completes his work on timef,an~~=~generally
conforms to the assignment. He participates in all cass', acttvities w:rfh~~..--.
enthusiasm and good humor. I appreciated his many OIantributions to the . ,-,,5J
conversation.
Following are the course descriptions and evaluations of the two four-credit
courses Neil also participated in Winter quarter.
DESCRIPTION - Group Dynamics:
This class in Group Dynamics was designed to have stude~ts.l~~e~rn about ~he
dynamics of groups by actually participating in small gr~up~ Qf/4-5 P!Op~~ each.
Students worked on various exercises, instruments, pro~lem-~o~vlng acliv{tles, and
physical exercises and then reflected on the meaning a~"'\th~ot"y,of th~ a.t:~vity by
Faculty signature(s)
Jerry Shulenbarger
Faculty Name
ESC03-002 (5-87)
Page
AUG16l995
GILLESPIE
Neil
160-52-5117
Middle
10 Number
4069G
Program or Contract No.
J.
First
01/95
03/95
Date began
Date ended
debriefing and applying the experience. Students were asked to write two papers
(4-5 pages each): a reflective paper on the experience of the first five weeks of
the program, and a second paper on a particular aspect covered in the quarter or
an application of group dynamics to the individual in the world place. The
content of the course covered the following topics: roles and membership in
groups, theories of group development, feedback in groups. power, leadership, and
authority in groups, conflict, communication, male and female issues in groups,
task and process.
EVALUATION:
Neil explored a number of issues in his first reflective paper on the exercises
completed in the first half of the quarter in Group Dynamics. He was especially
interested in investigating a number of issues as these related to values. He
learned a great deal from the Subartic group exercise, which looked at the
differences between individual and group effort. I feel that Neil examined these
issues in a very honest and open manner. In his second paper, Neil took the time
and made the effort to explore some of the group dynamic dimensions of the film
"One Flew Over the Cuckoo's Nest," a film viewed by everyone in class. Neil did
an excellent overall job of looking at the symbolism of color, the role of
uniforms, and the socio-economic groups represented by the doctors, the nurses,
and the support staff. He likewise was able to investigate some of the factors
influencing behavior by the patients in the hospital. In sum, I feel that Neil
did a solid job of commenting on this film from the perspective of group dynamics.
Neil was an effective member of his small group, a group that tended to be quite
task oriented. Neil was present at all the sessions, participa~ed-~~ly in the
. J:he
functioning of his small group. Neil felt free to 8Ral1enge a number' ~f_Pdsitions
with regard to group theory and practice. He has had considerable experience in
the workplace to reflect on these issues.
:t
Jerry Shu1enbarger
Date
Faculty Name
Page
ESC03-002(5-87)
GILLESPIE
Neil
J.
First
Middle
4069G
Program or Contract No.
160-52-5117
10 Number
01/95
03/95
Date ended
Date began
EVALUATION:
Neil Gillespie was enrolled in the four-credit module, Freud and Philosophy,
during Winter quarter, 1995. He has completed all requirements and is accordingly
awarded four credits for his work.
In seminar Neil contributed regularly and spiritedly to our ongoing discussions.,
He was always current on the reading and obviously had read with great care. I
have urged Neil to make a greater effort to engage a text on its own terms before
bringing an external critical perspective to bear on it.
Neil submitted an early draft of a paper on Freud. This paper merely asserted
certain Freudian claims which need to be supported by analytical argument. Neil
wrote a different paper as his final essay, on the implications of Freud's theory
of infantile sexuality for the understanding of congenital craniofacial disorders.
The paper was more clearly written and carefully argued than "his first effort.
Still, Neil tended to construe mere illustrations of Freudian theory as probative.
That a given theory can be applied to a given phenomenon is in fact not evidence
for the truth of that theory.
Neil's work was better than
the seminar.
adequat~
this quarter.
TOTAL:
16
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Group Dynamics
Page
ESC03-002 (5-87)
Gillespie
Neil
160-52-5117
First
Middle
10 Number
1/3/95
3/18/95
Title
Date Began
Date ended
Introductory Statement
This was my first quarter at Evergreen, a college quite different from the University of
Pennsylvania where I earned an associate degree in business administration. As a transfer student
from a large university, I enjoyed the transition to a smaller campus. Volunteering at the local
food co-op facilitated my understanding of Pacific Northwest culture.
My studies at Evergreen mark a change in the focus of my education, from business to the
social sciences. I thought it valuable to expand the scope of my learning with a liberal arts
perspective. In addition to academic pursuits, I mastered new computer skills.
The second writing assignment invited me to explain the secret of a long, satisfying life.
This exercise caused me to examine my own life and to contemplate the future. I found the
transition associated with mid-life significant as I continue my journey. This class provided the
knowledge and understanding to add meaning to thatjoumey, and seryed'asa~t)"om which to
further my erudition.
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ESC03-121 (8-87)
Gillespie
Neil
160-52-5117
First
Middle
10 Number
1/3/95
3/18/95
Title
Date Began
Date ended
Group Dynamics
I enrolled in this class to learn how groups function and to understand what phenomenon
might influence their behavior. I atte"nded all sessions, actively participating with my group. This
interaction, and the accompanying feedback, allowed a thorough investigation of the subject. I
contributed fully and honestly as I found my place within the group.
The Subarctic Survival Situation was an exercise that challenged my beliefs, illustrating to
me the benefit of group effort over individual action, demonstrated in clear, quantitative terms.
This learning was poignant juxtaposed with my entrepreneurial background.
The Tavjstock Primer, which presented psychoanalyst Wilfred Bion's theory that groups,
like dreams, have both a manifest and latent aspect, appealed to me. It was from this model that I
selected and completed my final project, an analysis of the film One Flew over the Cuckoo's
Nm. I explored the dynamics of power and authority in the psychiatric hospital and did a
comparative analysis, through symbolism and socioeconomic factors, of the various components
contributing to the tenuous maintenance of that authority. My paper was comprehensive,
insightful, and well written.
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