1. The document discusses the practical operationalization of the One Health approach through transdisciplinary collaborations to address complex health problems at the human-animal-ecosystem interface.
2. It emphasizes establishing interconnected interventions across multiple disciplines and sectors at all levels to manage emerging infectious disease outbreaks as "wicked problems" requiring creative, integrative solutions.
3. The key steps involve substantiating disciplinary interconnections; mapping multi-faceted perspectives on problems; and assigning collaborative, transdisciplinary solutions through policies and strategic plans to achieve optimal health.
Presentation by Professor Rajib Dasgupta of Jawaharlal Nehru University at the a Special Technical Session on ‘The Building a resilient biomedical disaster response: learning from the COVID-19 pandemic’ organised by The Indian Council of Medical Research (ICMR). This event was part of the 5th World Congress on Disaster Management (WCDM).
Presentation held by Livia Bizikova during the Governance & Institutions Across Scales in Climate Resilient Food Systems Brussels Workshop 9-11 Sept 2014. Workshop held by CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS) Flagship 4.
Presentation held by Mark Purdon, PhD, during the Governance & Institutions Across Scales in Climate Resilient Food Systems Brussels Workshop 9-11 Sept 2014. Workshop held by CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS) Flagship 4.
The political economy of avian influenzaSTEPS Centre
In February 2009, an expert meeting co-hosted by the STEPS Centre and Chatham House and funded by DFID/the World Bank was held in Hove, Sussex, UK. The meeting reviewed country-level experiences of HPAI response in Cambodia, Vietnam, Thailand and Indonesia. This is the overview presentation. Find out more at: http://www.steps-centre.org/ourresearch/avianflu.html
Process Stage 1 Analysing Climate Vulnerability: Institutional
Institutional Climate Vulnerability
This module outlines how institutional capacity affects vulnerability to climate change and will cover how to identify and address weaknesses in institutional capacity in order to reduce vulnerability.
Paper - Recent research in disaster education and its implications for emerge...Neil Dufty
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Presentation by Professor Rajib Dasgupta of Jawaharlal Nehru University at the a Special Technical Session on ‘The Building a resilient biomedical disaster response: learning from the COVID-19 pandemic’ organised by The Indian Council of Medical Research (ICMR). This event was part of the 5th World Congress on Disaster Management (WCDM).
Presentation held by Livia Bizikova during the Governance & Institutions Across Scales in Climate Resilient Food Systems Brussels Workshop 9-11 Sept 2014. Workshop held by CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS) Flagship 4.
Presentation held by Mark Purdon, PhD, during the Governance & Institutions Across Scales in Climate Resilient Food Systems Brussels Workshop 9-11 Sept 2014. Workshop held by CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS) Flagship 4.
The political economy of avian influenzaSTEPS Centre
In February 2009, an expert meeting co-hosted by the STEPS Centre and Chatham House and funded by DFID/the World Bank was held in Hove, Sussex, UK. The meeting reviewed country-level experiences of HPAI response in Cambodia, Vietnam, Thailand and Indonesia. This is the overview presentation. Find out more at: http://www.steps-centre.org/ourresearch/avianflu.html
Process Stage 1 Analysing Climate Vulnerability: Institutional
Institutional Climate Vulnerability
This module outlines how institutional capacity affects vulnerability to climate change and will cover how to identify and address weaknesses in institutional capacity in order to reduce vulnerability.
Paper - Recent research in disaster education and its implications for emerge...Neil Dufty
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Nutrition, Biodiversity and Sustainable diets: Methods and Indicators for Sus...Bioversity International
Sustainable diets are those diets with low environmental impacts which contribute to food and nutrition security and to healthy life for present and future generations. Learn more about Bioversity International's work in understanding and promoting sustainable diets: http://bit.ly/17Gk5iK
Informing gender-responsive climate policy and actionCIFOR-ICRAF
CIFOR researcher Markus Ihaliainen's presentation "Informing gender-responsive climate policy and action" given at 2018 UNFCCC SBI 48 workshop "Differentiated impacts of climate change and gender-responsive climate policy and action."
Be it with regard to natural, accidental or intentional means, public health has always been under threat. As is the case with the current COVID 19 pandemic, public health preparedness to prevent, respond to and recover is key for securing country’s overall development and growth.
The Global Health Security Agenda (GHSA) is a 5 year programme to improve globaa, regional and national capacitities to prevent, detect and respond to the threat of infectious diseases, to enhance international and national cross sectoral collaboration on health security and to raise awareness of the links between health and security
The Global Health Security Agenda (GHSA) is a five year programme to improve global, regional and national capacities to prevent, detect and respond to the threat of infectious diseases. The programme aims to enhance international and national cross-sector collaboration on health security, and to raise awareness of the links between health and security.
Nutrition, Biodiversity and Sustainable diets: Methods and Indicators for Sus...Bioversity International
Sustainable diets are those diets with low environmental impacts which contribute to food and nutrition security and to healthy life for present and future generations. Learn more about Bioversity International's work in understanding and promoting sustainable diets: http://bit.ly/17Gk5iK
Informing gender-responsive climate policy and actionCIFOR-ICRAF
CIFOR researcher Markus Ihaliainen's presentation "Informing gender-responsive climate policy and action" given at 2018 UNFCCC SBI 48 workshop "Differentiated impacts of climate change and gender-responsive climate policy and action."
Be it with regard to natural, accidental or intentional means, public health has always been under threat. As is the case with the current COVID 19 pandemic, public health preparedness to prevent, respond to and recover is key for securing country’s overall development and growth.
The Global Health Security Agenda (GHSA) is a 5 year programme to improve globaa, regional and national capacitities to prevent, detect and respond to the threat of infectious diseases, to enhance international and national cross sectoral collaboration on health security and to raise awareness of the links between health and security
The Global Health Security Agenda (GHSA) is a five year programme to improve global, regional and national capacities to prevent, detect and respond to the threat of infectious diseases. The programme aims to enhance international and national cross-sector collaboration on health security, and to raise awareness of the links between health and security.
Capacity building in EcoHealth: Experiences and evaluation of training using ...ILRI
Presentation by Jeff Gilbert at the 14th international conference of the Association of Institutions for Tropical Veterinary Medicine (AITVM), Johannesburg, South Africa, 25-29 August 2013.
Presented by Jeff Gilbert at a meeting on sharing the experiences on the application of One Health approaches in China, Beijing, China, 8-9 August 2013.
EcoHealth approach to control of zoonotic emerging infectious diseases in Sou...ILRI
Presented by Jeff Gilbert at the second scientific Asia and the Pacific symposium on "Sustainable diets: Human nutrition and livestock", Ulaanbaatar, Mongolia, 21 August 2013.
Development encompasses various contexts, including economic, social, political, and psychological. Economic development refers to the sustained increase in a population's standard of living, while social development focuses on improving social indicators like education, healthcare, gender equality, human rights, and overall quality of life. Human development, popularized by the United Nations Development Programme (UNDP), emphasizes the expansion of people's choices and capabilities, including access to education, healthcare, income opportunities, political freedoms, and social services. Political development involves strengthening democracy, governance structures, rule of law, civil liberties, and political rights. Sustainable development integrates economic, social, and environmental considerations to meet present needs without compromising future generations' ability to meet their own needs.
Sustainable development in education involves the integration of principles and practices that promote long-term environmental, social, and economic sustainability within educational systems and processes. Key aspects of sustainable development in education include a holistic approach, interdisciplinary learning, systems thinking, experiential learning, values and ethics, and partnerships and collaboration between educational institutions, government agencies, civil society organizations, businesses, and local communities.
Several theories and frameworks have been proposed to understand and achieve sustainable development, including Weak vs. Strong Sustainability, Brundtland Report, Ecological Modernization, Limits to Growth, Resilience Theory, Doughnut Economics, Social-Ecological Systems Framework, and Human Development Approach. These theories provide different perspectives on the challenges and opportunities associated with sustainable development, and continue to inform research, policy-making, and practical initiatives aimed at achieving a more sustainable future.
1. PRACTICAL OPERATIONALIZATION
OF THE ONE HEALTH APPROACH
UNITIVE MODEL FOR ATTAINING OPTIMAL HEALTH
2nd Global Conference on One Health
From One Health Concept to One Health Approach
10-11 November 2016 | Japan
2. Basic One Health ProblemAnalysis
FOCAL
PROBLEM
EFFECTS
CAUSES
Zoonoses Px & Cx divided among disciplines/systems
(Health, Agriculture, Environment….)
Silos of disciplinary & system domains for managing
cross-cutting (wicked) problems
Poor response to emerging pandemic threats
Slow response to
EID outbreaks
Overlaps in
program activities
Unpreparedness for
emergence of
zoonoses
Discipline/System-specific
approaches (issue-specific)
Separate Agencies & Heads
Different interests/priorities- conflicting
Competition in sourcing for funds and engaging donors
3. One Health Approach Constraints: viewpoint
• Sectoral and disciplinary boundaries continue to
exist
• Cross-sectoral/disciplinary collaborations remain largely ad hoc,
short-lived and sometimes arbitrary, triggered only during disease
outbreaks.
• Silo-mentality and disciplinary marginalization prevail
• Our aim is to institutionalise and sustain
integrative cross-sectoral and transdisciplinary
collaborations (field/community-based)
• To enable continuing EID program formulation and implementation
4. One Health Plus | One Health and Resilience
• While the main thrusts of One Health may appear as
primarily health sector concerns, lessons learned argue for
the organization of more holistic ‘Beyond Health’
approaches to infectious disease prevention and control, and
impact mitigation.
• Practical operationalization of One Health means there
should exist Interconnected All-Level Transdisciplinary
Interventions directed at empirical and theoretical
infectious disease outbreak problems.
Resilience- The capacity of systems to overcome threats
e.g. Through safe farming, food and clean water sources
5. One Health Definition Re-examined
• Collaborative effort of multiple disciplines to
attain optimal health for people, animals, and our
environment (The American Veterinary Medical Association)
“Addressing health risks at the human-animal-ecosystem interface
requires strong partnerships among all stakeholders.”
- WHO, FAO, OIE
6. One Health within Transdisciplinarity
• Transdisciplinarity or transdisciplinary
collaborations enable effective solutions to
“wicked problems”- wicked problems require
creative solutions that move beyond discipline-
specific approaches to address a common
problem. Disease outbreaks and emerging
pandemic threats and impacts are among wicked
problems.
EPTs and impacts as wicked problems
7. IOM Global Forum on Innovations in Health
Professional Education Definitions (2013)
• Unidisciplinary = those from a single discipline work together to
address a common problem
• Multidisciplinary = those from different disciplines work
independently, each from a discipline-specific perspective, with a goal
of eventually combining efforts to address a common problem
• Interdisciplinary = an interactive process; work jointly, each from a
discipline-specific perspective, to address a common problem
• Transdisciplinary = an integrative process; synthesizes and extends
discipline-specific theories/concepts/methods to create new
models/language to address a common problem
• Adapted from Rosenfield, 1992
8. Education is Key:
Towards Transdisciplinary Collaborations
http://www.greenwichschools.org/page.cfm?p=6697
9. “Transdisciplinarity”
"Being a transdisciplinarian is like being an
essential ingredient in a gourmet dish- where
each ingredient focuses on the making of the
gourmet dish, and not just on being the most
essential ingredient-- to attain this state
requires a gourmet chef who understands well
his ingredients and sees the value in All."
10. Innovative OHR Higher Education Paradigm
Transdisciplinary/Trans-systems
Solutions to Wicked Problems
For Example
The University of the Philippines System is innovating
on curricula and teaching and learning methods- i.e.
field, community and response-based learning making
use of FGDs and TTXs
11. Pillars of a Transdisciplinary One Health
and Resilience Education
Emerging
Disease
Epidemiology
Management and
Policy
Disaster
Response &
Preparedness
12. One Health & Resilience Education Program
• Enable focused field-based collaborations among
multiple disciplines and systems
• To attain optimal health for people, animals, and our environment
• Impart transdisciplinary knowledge necessary for
managing wicked problems and complex systems
• Strategically change mindset of leaders, civil servants and all actors
(generation of Transdisciplinarians)
• Support leadership development
• Competencies in One Health and Resilience systems development,
implementation and management.
“Unitive Education”– Expertise that can unite efforts
13. How to get there (Optimal Health)?- Key Steps
• Substantiate disciplinary interconnectedness through
thorough documentation of the perspectives and actual
experiences of concerned disciplines in dealing with
disease causalities and cascading impacts, and the
drivers of risks and vulnerabilities
• Map multi-faceted and multi-disciplinary insights on the
identified problems
• Assign corresponding transdisciplinary collaborative
solutions or interventions
• Evidence gained will allow for clear identification of
disciplinary roles, and where and how these roles
intersect in effecting collaborative and interdependent
interventions
14. Transdisciplinary and Trans-systems Interdependencies:
Understanding how disciplinary domains or security
systems are able to support each other (Synergy Metrix)
• Each system and disciplinary domain maps out its key essential functions or roles, and the
enabling functions or elements- e.g. for biosecurity to effectively prevent infectious
disease emergence and outbreaks, this must be enabled by numerous elements including
providing families with means to acquire food and earn livelihood
Identify Transdisciplinary
Collaborative Solutions
vis. the problem domains
- For instance- How food
security-resilience relates
to biosecurity? How does
one impact on the other?
Step 3
Identify Disciplinary
Solutions vis. the
problem domains
Step 2
Identify the Problems
(Disease/disaster causes
and impacts/ risks and
vulnerabilities)
Step 1 • Actualize actions through
policies and institutional
changes, and strategic plans.
• Instill in everyone the ‘Crisis
Mentality’- people naturally
unite when faced with life and
death situations- the
continuing state of poverty is
a persisting and pestering
crisis.
System Drivers and Enablers:
• Integrative Management and Communication Platforms
• Integrative Education and R & D Platforms
*Formulate a Field Guide on Fostering Transdisciplinary Collaborations at Grassroots- e.g. with rabies and
Reston Ebola virus as focal diseases
15. Functional systems that have not been effectively
synergized, or have traditionally operated in silos:
• Biosecurity (including One Health)
• Health security (Referring to primary health care and
universal health coverage)
• Food security
• Energy security
• Environmental security (including conservation)
• Social security (all aspects of poverty reduction,
education, social services)
• Protection security (referring to peace and order)
• Disaster security
16. Transdisciplinary Interventions:
Problem Domains
• Health-Medical | Ecological-Industrial |
Socio-Cultural | Governance
• Within these domains are the fine elements of the
Art and Science of One Health:
• Integrative governance and management platforms
• Mindset-change education and training
• Discipline-specific technical competencies
• Integrative research and development
17. All-level Interconnected Disaster Interventions
Governance
Policies-Regulations
Multi-sector Management Platforms
Leadership & Response Teams
Technical Education/Training
Communication
Resources-Tools-Logistics
Preparedness
ImpactsCauses
Ecological-Industrial
Environmental Protection
Pollution Control
Agro-Industrial Practices Change
Climate Change Adaptation
Urban Planning
Land and Extraction Control
Socio-cultural
Behavior Change
Education
Livelihood
Food Source
Power Source
Protection from harm
Population Management
Poverty Alleviation
Health-Wellbeing
Early Detection-Surveillance
Biosecurity-Infection Control
Quarantine-Containment
Health Products
Vaccination-Treatment
Nutrition-Water
Emergency Management
HAZARDS
RISKS/
VULNERABILITIES
All Level = National - Subnational - Local/Community All-Hazards Approach
18. Transdisciplinary Disease Outbreak Interventions
Governance
Policies-Regulations
Multi-sector Management Platforms
Leadership & Response Teams
Technical Education/Training
Communication
Resources-Tools-Logistics
Preparedness
ImpactsCauses
Ecological-Industrial
Environmental Protection
Pollution Control
Agro-Industrial Practices Change
Climate Change Adaptation
Urban Planning
Land and Extraction Control
Socio-cultural
Behavior Change
Education
Livelihood
Food Source
Power Source
Protection from harm
Population Management
Poverty Alleviation
Health-Wellbeing
Early Detection-Surveillance
Biosecurity-Infection Control
Quarantine-Containment
Health Products
Vaccination-Treatment
Nutrition-Water
Emergency Management
RISKS/
VULNERABILITIES
DISEASE
OUTBREAKS
19. Basic One Health Disciplinarity
1. Health and Biomedical Sciences (human and animal
health)
2. One Health Management-Governance
3. Risk Assessment-Communication-Management and
Research
4. Communication, Information and Logistics Systems
5. Multi-sectoral/ transdisciplinary Approaches
6. One Health Education and R&D
7. Field Social Sciences- e.g. economics, medical
anthropology, sociology
8. Environmental-Ecological, Agricultural, Industrial and
Engineering Sciences
21. • Disasters
• Climate change
• Land use change
• Hunting
• Markets/trade
• Food and water insecurity
• Extraction
• Pollution
• Global travel
• Over population
• Population displacement
• Conflict (war)
• POVERTY
Disease risks lurk in our ecosystem
22. ImpactsCauses
Health-Wellbeing
Early Detection-Surveillance
Biosecurity-Infection Control
Quarantine-Containment
Health Products
Vaccination-Treatment
Nutrition-Water
Emergency Management
RISKS/
VULNERABILITIES
Health Sector- All-level Interventions
Non-medical contributors
• Local leaders
• Police
• Food and water
suppliers
• Health product technologists
• Social scientists
• Community workers
• Educators
• Engineers
• Military
• Environmentalists
Scientific Expertise
• Physicians
• Veterinarians
• Nurses
• Medical Technologists
• Biotechnologists
• Pharmacists
• Public Health Workers
• Epidemiologists
• Biosecurity Experts
• Nutritionists
• Vaccinologists
• Sanitation
• Biologists
• Chemists
DISEASE
OUTBREAKS
23. ImpactsCauses
RISKS/
VULNERABILITIES
Environmental Sector- All-level Interventions
Contributors
• Medical
• Local leaders
• Police
• Social scientists
• Educators
• Communication
Scientific Expertise
• Industrialists
• Engineers
• Geologists
• Environmentalists
Ecological-Industrial
Environmental Protection
Pollution Control
Agro-Industrial Practices Change
Climate Change Adaptation
Urban Planning
Land and Extraction Control
DISEASE
OUTBREAKS
• Climatologists
• Agriculturists
• Urban Planners
• Toxicologists
• Foresters
24. ImpactsCauses
RISKS/
VULNERABILITIES
Governance- All-level Interventions
Contributors
• Medical
• Social workers
• Engineers
• Industrialists
• Environmentalists
Expertise
• National-Local leaders
• Legislators
• Educators
• Communication
• Logisticians
• Strategic planners
• Various technical experts
• Military
• Police
• Social scientists
• Community organizers
DISEASE
OUTBREAKS
Governance
Policies-Regulations
Multi-sector Management
Platforms
Leadership & Response Teams
Technical Education/Training
Communication
Resources-Tools-Logistics
Preparedness
25. ImpactsCauses
RISKS/
VULNERABILITIES
Socio-Cultural Sector- All-level Interventions
Contributors
• Medical
• Local leaders
• Police
• Private groups
• Agriculturists
• Environmentalists
• Religious groups
Scientific Expertise
• Social/community workers
• Anthropologists
• Human ecologists
• Economists
• Educators
DISEASE
OUTBREAKS
• Communication
• Urban Planners
• Business managers
• Housing experts
• Gender experts
Socio-cultural
Behavior Change
Education
Livelihood
Food Source
Power Source
Protection from harm
Population Management
Poverty Alleviation
26. Key Concepts – Fostering and Managing Focused
Transdisciplinary Collaborations
One Health and Resilience System Management
• Good OHR Governance Structures and Platforms
• Good OHR Leaders
• Good OHR Field Workforce
• Good Understanding of Principles and Practices for
Effective Execution of Collaborative OHR Field and
Community-based Actions/Responses
28. One Health-Resilience Transdisciplinarity
Governance
Policies-Regulations
Multi-sector Management Platforms
Leadership & Response Teams
Technical Education/Training
Communication
Resources-Tools-Logistics
Preparedness
ImpactsCauses
Ecological-Industrial
Environmental Protection
Pollution Control
Agro-Industrial Practices Change
Climate Change Adaptation
Urban Planning
Land and Extraction Control
Socio-cultural
Behavior Change
Education
Livelihood
Food Source
Power Source
Protection from harm
Population Management
Poverty Alleviation
Health-Wellbeing
Early Detection-Surveillance
Biosecurity-Infection Control
Quarantine-Containment
Health Products
Vaccination-Treatment
Nutrition-Water
Emergency Management
HAZARDS
RISKS/
VULNERABILITIES
29. One Health and Resilience
• One Health must be operationalized within the
broader One Resilience Approach, where the
ultimate goal is the ‘unity of humanity in mind and
action’– Comprehensive Security
• Stakeholders should be able to naturally
overcome traditional barriers impeding valuable
transdisciplinary collaborations toward wicked
problems-- hazards, disasters and social
disruptions
30. Framework for Integrated Security Systems
The integration of all disciplinary domains and security
systems capacities along areas of sectoral
interdependencies and synergies for the unitive attainment of
health, food/water, energy, social, environmental and disaster
resilience.
• By this approach, multi-systems and stakeholders impacted
by a human health problem (e.g. Ebola virus infection
outbreaks) are expected to work better together to address
the common "wicked" problem.
• Under this unitive model for attaining optimal health for
humanity and the ecosystem, the word ONE must
operationally translate to true transdisciplinarity.
31. Our Calling as OHR Transdisciplinarians
“Let us encourage variable One Health
disciplinary centrality* in relation to
multifaceted “wicked problems”. Let us
encourage the transdisciplinary aspiration for
All to commonly understand, perceive,
appreciate and weigh problems, and provide
solutions to our common problems in a
unitive manner.”
• Inter-operability of Individuals, Agencies, Sectors
and Systems
32. An advocacy for us to
“Think and Work as ONE”
All should ask:
• What concern of mine is also your
concern?
• What concern of yours is also my
concern?
Disciplines and Sectors should
naturally support and depend on
each other
Unity of Humanity in Mind and Action
One Health and Resilience
http://www.rugbyabp.com
http://livingwatersphilippines.org
33. What compels us to think and work as One?
• Appreciate the failed state
• No First and No Last
• Change how we think and do
• Crisis mentality for humanity
• Interconnectedness and Interdependence
• Desire the Oneness
34. By Heart and Mind We Shall Rightly Live
Oh, is it not that our reflections should be pure and true?
And should not our good intentions be what we do?
That all our cares we can easily let go?
Is it not by Heart and Mind that we shall rightly live?
If so, let us then think with our heart and feel with our mind.
Oh, should we not always want to pour out all of our good selves?
Are we not to love others, friends or foes?
That true forgiveness we must possess?
We must then think with our heart and feel with our mind.
We must never think of ourselves.
But to think of others so that from our hearts streams will flow.
That to love others we may live ever rightly so.
Let us not compete or live with pride.
Let us just let out the sweetness from our Hearts and Minds.
35. “Think and Work as ONE”
For further discussion please contact the proponents:
Noel Miranda- nljmdc@gmail.com
Peter Cowen- peter_cowen@ncsu.edu