e.) Search for patterns and relationships (Synthesis)

• look for specific patterns which tend to recur in the information and descriptions, among the various parts

• look for direct and indirect relationships among the parts.

• look for overall impressions between the parts and the whole. Look for hidden implications, underlying assumptions, points where a discussion or policy begins with already established conditions.

• look for what is not there (i.e. for the holes in the whole).

• test your ideas out on someone else for their reaction.

• look for any missing information, missing parts of the whole, missing value statements/goal statements, etc.

• look for consistencies and inconsistencies. If something is inconsistent, doesn't make sense or causes confusion, ask more questions. It is at this stage that women tend to become anxious about their ability to analyze and synthesize, and to back away from asking for answers to clarifying questions. For example, in Table I of Unit I, the drop in school attendance from 1971 to 1976 among 15 to 24 year old seems far too great. This requires further investigation.

• look for congruencies between values, attitudes, policies, and practices. Do they conflict? Do they nullify each other? Do the outcomes support this congruence?

• are the values, attitudes, policies and practices of one part support or conflict with those of another part? How?

• does this whole fit into a larger whole? How? What conflicts are involved in this fit? For example, does policy of the Manpower Division fit with the policy of the federal government and the Canadian society?

f.) Redefinition of the whole (Re-assessment)

• re-examine the parts and the whole to determine if all aspects as now described and understood are still part of the same overall concept. For example, in Unit III we tended to find the information focusing exclusively on employment rather than training for employment. Therefore, the entire unit had to be re-written.

• repeat stages (a) through (f) as seems necessary.

g.) Generalizations, predictions and specifications about next stages

• develop a series of generalizations and predictions which follow logically from the descriptions. Look for patterns which can be extended into the future.

• develop a series of questions which could be asked about these predictions and generalizations and decide what information will be required to answer these questions.

• determine any specific action steps which might intervene in these predicted patterns, and what effect such action steps might have on both the whole and the various parts.