The study of the eco-systemic services –ESE relies on 15 priority sites on biodiversity conservationidentified in the Sub Model of Bio-ecologic Value of the Ecologic-Economic Zonation process (ZEE) of the department of Cajamarca. The area studied covers 525,419 ha that represent 13,75% of the department area. The objectives of this study were: to identify the main eco-systemic services- SE.; to analyze the factors associated to the conditions of the main Eco-systemic Services and to find measures for a sustainable use of them.The proceeding implied the use of territorial data produced during the elaboration of the Departmental Ecologic-Economic Zonation (ZEE) process and other related studies at local, regional and national level. These inputs allowed us to elaborate maps which reflect spatially the SE principles. The results show that the 15 priority sites, according to their inner potentialities, offer important Eco-systemic Services; moreover they show that their current capacity is decreasing, condition that was determined when relating and evaluating the contribution of the SE over the components of human well being and when evaluating the risks level to those exposed to the SE. / El Estudio de Servicios Ecosistémicos (ESE) se ha focalizado en quince sitios prioritarios para la conservación de la biodiversidad identificados en el Submodelo de Valor Bioecológico del proceso de Zonificación Ecológica Económica (ZEE) del departamento Cajamarca, cubren una superficie de 525 410,43 ha que representa el 13,75 % del área departamental. Los objetivos del estudio fueron: identificar los principales servicios ecosistémicos (SE), analizar los factores asociados a las condiciones de los principales servicios ecosistémicos e identificar medidas para un uso sostenible de los mismos. El procedimiento implicó el empleo de información territorial generada durante el proceso de elaboración de la ZEE del departamento y de otros estudios afines elaborados tanto en el nivel local, regional y nacional, insumos que a la vez permitieron generar mapas que reflejan espacialmente los principales SE. Los resultados muestran que los quince sitios prioritarios, de acuerdo a la potencialidad que albergan, ofertan importantes Servicios Ecosistémicos; asimismo demuestran que la capacidad actual de estos sitios se está deteriorando, situación que se ha determinado al relacionar y evaluar la contribución de los SE sobre los componentes del bienestar humano y al evaluar el nivel de amenazas a los que están expuestos los referidos SE.

The project aims to create a general awareness of our personal impact on our planet, while meeting the value based requirements of the client. Working within an existing context and land use creates the challenge of integrating a sustainable design proposal into this context which is preconceived as being less desirable. Eskom requires a value based conference facility within the selected culturally significant structures of the Pretoria-West power station. An analysis of the existing buildings on the selected site and its surrounding context has been undertaken within the documentation. This is to fully understand the implications of placing a design concept within the context, allowing the opportunity to respond to these implications. Energy has been conceptualised within the proposed urban framework. This energy goes beyond just proposing urban activity hubs and explores the energy within the connection lines between these hubs. This process has been inspired by the Curitiba urban precedent within this document and the associated need within a South African context. The concept aims to involve the "hierarchical" groups of our society, with this process involving people who would normally not partake in the urban energy being created within and around the proposed awareness facility. This process will undoubtedly create conflict between these groups. This conflict is the tool used to provoke thought and raise awareness. The boundaries of the sustainable approach within this proposal extended beyond just the technical requirements of the building. It deals with social, environmental and economic factors that influence the concept as a whole, within its urban environment. Although the trial and error process has lead to constant change, from the concept through to the details of the project, the result is a high quality conference facility, that supports sustainability, within a waste sorting environment. The design synthesis, although unpredictable, will provoke thought and allow an environment where people can empower themselves - on multiple levels. / Dissertation (MArch (Prof))--University of Pretoria, 2005. / Architecture / unrestricted

Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people.

L’étude de la qualité de l’accueil extrafamilial des enfants d’âge préscolaire pose avant tout la question de la conception même de la qualité et interroge les processus en œuvre dans la définition des critères qui la caractérise. Nous constatons l'existence de deux approches majeures en opposition quant à leurs fondements idéologiques, à savoir, une vision normative et universelle de la qualité et une conception subjective et contextualisée. Ce projet pose la question de la pertinence de dépasser cette opposition, pour tendre vers une approche de la qualité intégrant à la fois des dimensions favorisant universellement le bien-être des enfants accueillis et des dimensions spécifiques au contexte culturel, socio-économique et politique. Cette étude interroge ainsi la pertinence d’utiliser le modèle écosystémique comme support théorique au processus de définition de la qualité. Pour cela, deux axes d’étude ont été élaborés reposant respectivement sur une méthode qualitative et quantitative. La réalisation de 103 entretiens semi-directifs a premièrement permis l’identification des spécificités contextuelles françaises par l’étude des valeurs culturelles et personnelles concernant l’accueil de la toute petite enfance. Les résultats mettent en évidence que la représentation sociale de la qualité porte principalement sur les déterminants de la relation professionnel-enfant, où la dimension éducative ne constitue pas un critère de qualité. Les spécificités du contexte socio-économique et de la politique familiale permettent d’apporter un éclairage à ces résultats. Sur la base de ces éléments, le second axe d’étude a investigué les relations de 35 dyades parents-accueillants et plus spécifiquement, l’impact de leurs attentes respectives sur la qualité de leur relation. L’analyse centrée sur la personne a permis l’établissement de profils d’attentes tels que le conseil, le tutorat, le soutien parental, la confidence, le service professionnel ou encore la satisfaction parentale. L’association des profils d’attentes de chacun des membres des dyades a été établie. La relation entre ces dimensions, le stress parental, le soutien social, l’épuisement professionnel et la qualité de la relation parent-professionnel a été examinée. L’influence des attentes parentales et professionnelles sur la qualité perçue de leur relation dyadique souligne l’importance de considérer des dimensions contextuelles dans le processus de définition de la qualité de l’accueil. Les conclusions de cette recherche ouvrent des pistes de réflexion utiles quant à la pertinence d’envisager une nouvelle approche de la qualité reposant sur le modèle écosystémique de la qualité élaboré par Bigras et Japel (2007). / The study of quality in early childhood education requires that the concept of quality itself and the processes used to define quality requirements are investigated explicitly. Currently, there are two opposing approaches to quality. One approach considers quality as a normative and universal concept while the other regards quality as a subjective and contextually specific concept. In this study, we question the pertinence of these two approaches, going beyond this opposition by integrating dimensions that universally favor children’s wellbeing in daycare and dimensions that are specific to cultural, socioeconomic and political contexts. This study is theoretically anchored in the eco-systemic model. The project is structured into two phases. Both qualitative and quantitative methods are employed. First, 103 structured interviews were realized in order to understand specific cultural values associated with quality services in early childhood out of home care in France. Results indicate that quality of adult-child interaction is rarely mentioned and priority is given to the determinant of these interactions. Educational dimensions of this relationship and meeting children’s learning needs are rarely mentioned as constituent factors of quality. Specific aspects of the socioeconomic context and family politics in France clarify these results. On the basis of these initial findings, the second phase of research investigated 35 parent-professional relationships in daycare centers using questionnaires. Specifically, we examined the impact of their respective expectations and attitudes on the quality of their relationship. Person-centered cluster analyses were performed in order to identify mutual attitude profiles. Dyads were characterized on the basis of their expectations. Parent-professional relationships were described using dimensions such as counseling, tutoring, parent supportive, confidential, professional service or parental satisfaction. Associations between these dimensions, parental stress, social support, professional burnout and perceived quality of parent-professional relationship were examined. The identification of attitudes and expectations and their association with both parents and professionals perceived satisfaction with the relationship underscores the importance of considering contextual dimensions in the process of identifying quality in early childhood education and care. In conclusion, we discuss the relevance of this approach to quality based on eco-systemic model of quality developed by Bigras and Japel (2007) as a prerequisite to understanding child wellbeing in out of home care.

Made available in DSpace on 2016-04-27T14:31:57Z (GMT). No. of bitstreams: 1 Ivete Picarelli Milanesio.pdf: 1402147 bytes, checksum: 66a8674ca2d3c83d1fa920ea673526d7 (MD5) Previous issue date: 2006-12-01 / This paper traces a parallel between my professional career, the educational theories that unfolded in the course of um studies and the search to the answers for quality education, making use of digital technologies. Observing a long distance course as a complex system, subject to different interaction modes, interventions and feelings, entails unexpected results. This consequent, which I shall name emerging quality or formative emergence , was identified and analyzed as regards its interference in the teaching-learning process. The main aim is to observe record and analyze formative emergences in a long distance course, which are facilitators in the process of construction of knowledge and learning, with educators in mind. The theoretical reference used in this paper, from Complex Thinking by Edgar Morin and Eco-systemic Thinking by Maria Cândida Moraes, points towards the need to conceive the virtual environment as a living and relational system, subject to emergences and self-organizing processes. Additionally, it points towards the need to incorporate new technologies into education, not as a source of data and modernity, but as a relevant socio-cultural factor, which permeates the interactions between the environment (social, biological and cultural) and the school, valuing the quality of the mediation and favoring the teaching-learning process. The analysis used qualitative methodology, since the research takes place within a formation environment, which proposes theoretical studies and practical actions, aiming at social consequences in improving quality of education. To this end, qualitative data was collected and then supplemented with quantitative data taken from course-attendee production, to better analyze the observations vis-a-vis the situations studied, in all their different aspects. Among the formation emergences observed and analyzed we can highlight: operational dependence, politicity, assistentialist cooperation, process of technological emancipation, cooperation by group or team, rescue of values, mediation and processes of organization of knowledge. The data collected, organized and analyzed does not claim to give answers to problems in education. Rather, it aims at being a record of long-distance education, in all its complexity of actions, interactions, interferences and results / Este trabalho estabelece um paralelo entre minha trajetória profissional, as teorias educacionais que se desvelaram durante o meu estudo e a busca de respostas para uma educação de qualidade, utilizando as tecnologias digitais. A observação de um curso a distância como um sistema complexo, sujeito a diferentes interações, intervenções e sentimentos, produz resultados nem sempre esperados. Esta resultante que chamarei de qualidade emergente , ou emergência formativa , foi identificada e analisada no que se refere à sua interferência no processo de ensino e de aprendizagem. O objetivo principal é observar, registrar e analisar emergências formativas num curso a distância, para educadores, facilitadoras no processo construção do conhecimento e de aprendizagem. O referencial teórico utilizado neste estudo, a partir do Pensamento Complexo de Edgar Morin e do Pensamento Eco-Sistêmico de Maria Cândida Moraes, aponta para a necessidade de se conceber o ambiente virtual como um sistema vivo, relacional, sujeito às emergências e aos processos auto-organizadores. Aponta também, para a necessidade da utilização das novas tecnologias na educação, não como fonte de dados e modernidade, mas como um fator sócio-cultural relevante que permeia as interações entre o meio ambiente (social, biológico e cultural) e a escola, valorizando a qualidade da mediação e favorecendo o processo de ensino e de aprendizagem. Para esta análise, foi utilizada a metodologia qualitativa, por ser uma pesquisa que acontece dentro de um ambiente de formação, que propõe estudos teóricos e ações práticas, com proposta de reflexos sociais na melhora da qualidade da educação. Para tanto, foram coletados dados de natureza qualitativa e complementados por dados quantitativos extraídos das produções dos cursistas, para melhor análise das observações em relação às situações estudadas em seus diferentes aspectos. Dentre as emergências formativas observadas e analisadas, podemos destacar: dependência operacional, politicidade, cooperação assistencialista, processo de emancipação tecnológica, cooperação por grupo ou equipe, resgate de valores, mediação e processos de organização do conhecimento. Estes dados coletados, organizados e analisados, não têm a pretensão de oferecer respostas aos problemas da educação, mas de servir como registro de uma formação a distância, em sua complexidade de ações, interações, interferências e resultados

Made available in DSpace on 2016-04-27T14:32:19Z (GMT). No. of bitstreams: 1 Acassia Araujo Barreto.pdf: 4938005 bytes, checksum: 37ddcd2ff9893ae9bb76226ee982c178 (MD5) Previous issue date: 2008-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research was aimed at assessing the possible interfaces of the transdisciplinary thinking on teaching action, in a teacher s training course, developed in a virtual setting of learning, starting from the following research question: What are the contributions of transdisciplinarity to an online teacher s formation course whose purpose is the development of integrated learning scenarios? Being strictly qualitative, the research used the technique of participant observation and was based specially on the epistemological principles of transdisciplinarity, complexity and eco-systemic thinking. The bibliography used was mainly based on the studies of Basarab Nicolescu, Edgar Morin, Maria Cândida Moraes, Saturnino de la Torre, Rosamaria de Medeiros Arnt, Humberto Maturana and Francisco Varela, António Damásio, Maurice Tardif and Henry Giroux. Theoretical concepts were correlated to the pedagogic practice in order to understand their contribution to emerging educational projects, which are articulated with methodological strategies centered on human multidimensionality. A brief history of the Division of Teaching Technology of the State of Sergipe and its main actions in its programs and projects were presented. In order to address the field of this research a teacher s formation course, entitled Sentipensar ( to feel-think ), technologies and digital media: educating since and for life - it was delineated the scenario, reflection on the methodology and teaching action. The categories of analysis of the data gathered from the research field proceeded from the fundaments of transdisciplinarity, according to Basarab Nicolescu, and from the principles of complexity, from Edgar Morin. This study might not only be scientifically but also socially relevant due to its innovatory proposal on teacher s training and practice, aiming at education for life in order to restore human entirety, integrating emotional, intellectual, physical and spiritual dimensions. The discovery of the complex process of knowledge and life, on the transdisciplinary perspective, provided an answer to the research problem during the development of this study, disclosing possibilities for changes in formal education by introducing new concepts or a new theoretical-methodological design of teacher s formation courses / Esta pesquisa buscou analisar as possíveis interfaces do pensamento transdisciplinar na ação docente, num curso de formação de professor, desenvolvido em ambiente virtual de aprendizagem, a partir da seguinte questão de pesquisa: Quais as contribuições da transdisciplinaridade para um curso de formação de professores, em rede, que apresente como objetivo a criação de cenários de aprendizagem integrada? De natureza estritamente qualitativa, a investigação utilizou a técnica da observação participante e se fundamentou, sobretudo, nos princípios epistemológicos do pensamento transdisciplinar, complexidade e pensamento eco-sistêmico. A bibliografia se baseou, predominantemente, nos estudos de Basarab Nicolescu, Edgar Morin, Maria Cândida Moraes, Saturnino de la Torre, Rosamaria de Medeiros Arnt, Humberto Maturana e Francisco Varela, António Damásio, Maurice Tardif e Henry Giroux. Conceitos das fontes teóricas foram relacionados à prática pedagógica, para compreender suas contribuições com projetos educacionais emergentes, articulados a estratégias metodológicas centradas na multidimensionalidade humana. Foram apresentados também um breve histórico da Divisão de Tecnologia de Ensino do estado de Sergipe e suas principais ações realizadas pelos programas e projetos. Para situar o campo de pesquisa curso de formação de professor Sentipensar, tecnologias e mídias digitais: educando desde e para a vida delineou-se o cenário e reflexão da metodologia e da atuação docente. As categorias de análise dos dados levantados do campo de pesquisa resultaram dos pilares da transdisciplinaridade, na ótica de Basarab Nicolescu, e dos operadores cognitivos ou princípios da complexidade, de Edgar Morin. Este trabalho se apresenta social e cientificamente relevante pela proposta inovadora sobre formação e prática docente, tendo como meta uma educação para a vida , que restaure a inteireza humana, integrando as dimensões emocional, intelectual, física e espiritual. A revelação do processo complexo do conhecimento e da vida, na perspectiva transdisciplinar, forneceu a resposta do problema de pesquisa durante o desenvolvimento desta investigação, mostrando possibilidades de mudanças na educação formal, a partir da introdução de novos conceitos ou de um novo desenho teórico-metodológico dos cursos de formação docente

Made available in DSpace on 2016-04-29T14:23:50Z (GMT). No. of bitstreams: 1 Rosimeire Moreira Vizentim.pdf: 2190405 bytes, checksum: 45003dfbb0b9160dc6a81c1195bdfed2 (MD5) Previous issue date: 2009-10-16 / This is a case study that investigates a group of teachers, attendees of the 10th edition of the Distance Learning Training Course for Teachers at Uniso - University of Sorocaba. It intends to understand how the use of visual, verbal and digital languages contributes to the construction of meaning between teacher and learners. The research procedures involved the analysis of documents of the Institutional Educational Project at Uniso, the 10th edition of the Distance Learning Training Course CD-ROM, and interviews with attendees. The results of this study suggest that, despite the difficulties faced by teachers in the use of multimedia languages, the experience has set them to a privileged position in their teaching online training and has enabled the understanding of how to use this educational practice / A presente pesquisa é um estudo de caso que investiga um grupo de professores, participantes da 10ª edição do Curso de Formação de Professores para EAD da Universidade de Sorocaba. Com o objetivo de compreender em que medida o uso das múltiplas linguagens veiculadas no meio digital contribuem para a construção de sentido entre o formador e professores em formação no aludido curso de formação, optou-se pela análise de cunho qualitativo. Para alcançar tal objetivo, os procedimentos de pesquisa utilizados neste trabalho foram a análise documental do Projeto Pedagógico Institucional da Uniso, o CD-ROM da 10ª edição do Curso de Formação de Professores para EaD e a análise das entrevistas com sujeitos de pesquisa. O roteiro de entrevista foi elaborado de forma que permitisse saber como se dá a negociação de sentidos entre o formador e o professor em formação, no que se refere ao uso das múltiplas linguagens no ambiente virtual. O quadro teórico de referência para a análise interpretativa dos dados coletados delineia-se com os estudos de formação de professores na vertente culturalista, em distintas matrizes midiáticas e no pensamento ecossistêmico. Os resultados desta pesquisa parecem indicar que, apesar das dificuldades apresentadas pelos professores no uso de linguagens multimidiáticas, essa experiência tende a colocá-los em uma posição privilegiada em sua formação para a docência online, pois possibilita a compreensão de como se dão as práticas educativas mediadas por essas linguagens e a criação de formas de apropriação das mesmas

The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various educational settings to best support learners with ASD. Furthermore, I explored whether learners with ASD can be included within mainstream or remedial schools and what assistance they will need if they can be accommodated within these school environments. A case study design was utilized. A total of six participants participated in the study. Data was collected by means of a focus group interview as well as one-on-one interviews. Two research sites were used and the information obtained from these sites was used to establish similarities and differences between teachers’ experiences in the respective school environments. The findings of the studies indicate that teacher training programmes need to be revisited in order to achieve the ideal of authentic inclusive school environments. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

With the maturation of the child custody investigative process, the role of investigators and the process of these investigations have come under increasing scrutiny. The investigators are expected to be objective, neutral, and professional while following procedures that conform to model standards. However, this assumption of a lack of bias has been largely overlooked in the literature regarding the investigative process. It is assumed that investigators should self-monitor to ensure that their stance is objective and neutral. Furthermore, this position of neutrality and objectivity is assumed to be intuitive and natural. By using a case study, this thesis investigates and describes the process of a child custody investigation predicated on a constructivist epistemology. It highlights the impossibility of any investigator to be objective and neutral in any investigation automatically, regardless of the procedures and methods employed. The thesis highlights the participant observer status of investigators. An aim of the thesis is thus to sensitise investigators to this inevitable vulnerability with the expectation that such an awareness may allow investigators to establish processes to render investigations consciously more balanced, considered, and transparent. A further aim is to describe a child custody evaluation from an eco-systemic perspective by contextualising the investigation in the larger ecosystem to which it belongs. This description includes the investigation as part of an evolving problem-determined system. An awareness of this wider and evolving context may enable investigators to approximate a position of objectivity and neutrality more effectively. It may also act as an inoculation against the ‘contamination’ of the investigator by the investigative system. With the maturation of the child custody investigative process, the role of investigators and the process of these investigations have come under increasing scrutiny. The investigators are expected to be objective, neutral, and professional while following procedures that conform to model standards. However, this assumption of a lack of bias has been largely overlooked in the literature regarding the investigative process. It is assumed that investigators should self-monitor to ensure that their stance is objective and neutral. Furthermore, this position of neutrality and objectivity is assumed to be intuitive and natural. By using a case study, this thesis investigates and describes the process of a child custody investigation predicated on a constructivist epistemology. It highlights the impossibility of any investigator to be objective and neutral in any investigation automatically, regardless of the procedures and methods employed. The thesis highlights the participant observer status of investigators. An aim of the thesis is thus to sensitise investigators to this inevitable vulnerability with the expectation that such an awareness may allow investigators to establish processes to render investigations consciously more balanced, considered, and transparent. A further aim is to describe a child custody evaluation from an eco-systemic perspective by contextualising the investigation in the larger ecosystem to which it belongs. This description includes the investigation as part of an evolving problem-determined system. An awareness of this wider and evolving context may enable investigators to approximate a position of objectivity and neutrality more effectively. It may also act as an inoculation against the ‘contamination’ of the investigator by the investigative system. xviii In South Africa, we have yet to formulate a document that establishes a model standard of practice or specific, dedicated training in this area. This thesis identifies what could be included in both areas (in addition to the expected protocols and procedures) by describing the investigator’s position as an expert learner, rather than just an ‘expert’. In line with current literature, it highlights the benefits of thinking consciously and in a considered manner. Furthermore, it indicates the benefits of a team approach to investigations, which could be considered an area for further investigation. In South Africa, we have yet to formulate a document that establishes a model standard of practice or specific, dedicated training in this area. This thesis identifies what could be included in both areas (in addition to the expected protocols and procedures) by describing the investigator’s position as an expert learner, rather than just an ‘expert’. In line with current literature, it highlights the benefits of thinking consciously and in a considered manner. Furthermore, it indicates the benefits of a team approach to investigations, which could be considered an area for further investigation. / Psychology / D. LITT et. Phil. ( Psychology)

This thesis operates, unashamedly, from the premise that every act of criticism involves a self-reflexive gesture of one's own concerns and ideological imprintings. For this reason Chapter One establishes the writer's own involvement - both autobiographical and theoretical - in notions of male rage and the 'working through' of these concerns. Chapter Two conducts an overview of male rage and the extant systemic literature on the subject. It sets out the various positions on the subject and posits the importance of gender (over generation) in the praxis of therapy. Furthermore, it explores the possibility that the male is equally, but differently, troubled by the hegemonic forces of patriarchy as is the woman. Without diminishing the legitimacy of the woman's experience in the face of male rage, the argument is forwarded that the male is caught in a similar struggle but without the feminine articulatory resources. This chapter details the lack of male power in the face of his supposed muscular omnipotence. Seminal analytic approaches to the question of gender are raised in Chapter Three. Working through Freud, Klein, Lacan and Masters and Johnson an attempt is made to plot the 'evolution' of the feminine and the masculine. Central to this debate is the bi-polarization of gender relations within the same sex (biology/construction) and without (phallic/vaginal, clitoral, passive/active). What emerges is that femininity is bi-focal and that the woman has more resources at her disposal that hitherto acknowledged. While the woman is always double - as both clitoral and vaginal, as lover and mother- it appears that male sexuality is far more precarious than generally perceived. It is this dis-ease on the part of the male that translates itself into envy and, with it, the need to denigrate and belittle woman as the object of that envy. In Chapter 4 an attempt is made to overlap the seemingly divergent fields of analytic and systemic methodologies via the involvement of the therapist in the eco-system of analysis. The substantial role of the therapist -- and the coercive forces placed on him/her by the couple -- is used to modify Elkaim's model and to introduce the need for a telling of the particular stories that concentrate on the unique narratives of the warring couple rather than the patriarchal regime under which these stories are constrained. Before encountering these narratives an essay is made at establishing a methodology of sorts. Newton's scientific formulations are used in order to question the binary opposition that has been, historically, established between quantitative (male) and qualitative (female) methodologies. In the process of questioning this binary opposition it becomes clear that any form of objectifying approach constitutes a refuge from the messiness that is intrinsic to the therapeutic process. The experimental methodology that is posited is precisely one that engages in the narratives of male violence - four extracts are considered, each exposing different articulations of male violence. The question of female subjectivity (and the attendant power of the sorority) is returned to in light of these stories. Central to this section is the notion that male subjectivity is far more convoluted - perhaps more that the feminine counterpart - than initially conceived. The original identification with the (m)other forever displaces him in that the later identification with the father remains distant and contrived. For the purposes of maintaining the dialogic nature of this work, a feminist appraisal of the rage narratives concludes the thesis. Don Quixote is used, by way of an Epilogue, to offer three representations of male subjectivity and to look towards alternative subject positions for the male under patriarchy. / Psychology / D.Litt. et Phil. (Psychology)