‘Life & health’: overview of global health, climate crises, SDGs and Africa Agenda 2030

26 December, 2025 

Afrihealth Optonet Association (AHOA) proudly announces its Maiden ‘Life & Health’ Symposium, a landmark convening designed to inspire dialogue, innovation, and collective action around one of the most pressing issues of our time: “Overview of Global Health, Climate Crises, SDGs and Africa Agenda 2030.” This inaugural symposium represents AHOA’s commitment to shaping forward-looking conversations that connect health, environment, and sustainable development across Africa and beyond.

The world is experiencing an unprecedented convergence of health challenges and climate-related crises. Rising temperatures, extreme weather events, environmental degradation, and biodiversity loss are reshaping disease patterns, food systems, water security, and livelihoods. These realities disproportionately affect low- and middle-income countries, particularly in Africa, where fragile health systems and socioeconomic inequalities amplify vulnerability. The ‘Life & Health’ Symposium seeks to interrogate these realities and offer integrated, actionable pathways aligned with the Sustainable Development Goals (SDGs) and Africa Agenda 2030.

At the heart of the symposium is a bold premise: health is both a driver and an outcome of sustainable development. Achieving good health and well-being (SDG 3) is inseparable from progress on climate action (SDG 13), clean water and sanitation (SDG 6), zero hunger (SDG 2), sustainable cities (SDG 11), and reduced inequalities (SDG 10). By convening experts across disciplines, the symposium will explore how these interconnected goals can be pursued through coordinated policies, resilient systems, and inclusive partnerships.

The Maiden ‘Life & Health’ Symposium is designed as a multi-stakeholder platform, bringing together policymakers, health professionals, climate experts, development practitioners, civil society leaders, academics, youth advocates, and the private sector. Participants will engage in high-level discussions, evidence-based presentations, and solution-oriented exchanges that bridge science, policy, and practice. The symposium will also provide a space for emerging voices and community perspectives, ensuring that local realities inform global ambitions.

A key focus of the symposium is Africa’s Agenda 2030, which contextualizes global commitments within the continent’s development aspirations. Africa stands at a pivotal moment: with a rapidly growing youth population, expanding urban centres, and increasing climate exposure, the choices made today will define health and development outcomes for decades. The symposium will highlight opportunities to harness Africa’s demographic dividend, promote climate-resilient health systems, and foster innovation that aligns with the continent’s priorities.

Participants can expect rich thematic sessions addressing:

I. Global health trends and emerging risks in a changing climate;

II. Climate-sensitive diseases and the future of prevention and preparedness;

III. Universal Health Coverage (UHC) in the context of climate resilience;

IV. Policy coherence and governance for integrated SDG implementation;

V. Financing and partnerships for sustainable health and climate action; and

VI. Youth leadership and community engagement as catalysts for Agenda 2030.

Beyond knowledge exchange, the symposium is action-oriented. It aims to catalyze policy-relevant recommendations, foster cross-sector partnerships, and inspire practical initiatives that can be scaled across regions. Afrihealth Optonet Association envisions the symposium as a springboard for sustained collaboration, research, advocacy, and capacity-building that advance health equity and climate justice.

The ‘Life & Health’ Symposium also reflects AHOA’s broader mission to promote evidence-informed decision-making and civil society leadership in health and development. By creating a recurring platform for dialogue and learning through the 52 Sessions in the 2026 ‘Life & Health’ Dialogue Series, AHOA seeks to strengthen the role of civil society in shaping inclusive policies, amplifying marginalized voices, and holding stakeholders accountable to shared commitments.

As the world accelerates toward 2030, time is of the essence. The interlinked crises of health and climate demand urgency, innovation, and solidarity. AHOA’s Maiden ‘Life & Health’ Symposium offers a timely opportunity to rethink silos, align strategies, and recommit to a future where people and planet thrive together, a future that will always seek to ‘Leave No One Behind’.

Afrihealth Optonet Association warmly invites policymakers, practitioners, scholars, development partners, youth leaders, and all stakeholders committed to sustainable development to be part of this historic inaugural symposium, as well as partner with AHOA through the 2026 Dialogue Series. Together, we can deepen understanding, strengthen partnerships, and chart a resilient pathway toward better health outcomes, climate resilience, and the realization of the SDGs and Africa Agenda 2030.

Continued - with links (and my source):

https://www.hifa.org/dgroups-rss/%E2%80%98life-health%E2%80%99-overview-global-health-climate-crises-sdgs-and-africa-agenda-2030

And - Happy New Year to All!

Beyond Empathy to System Change: Four Poems on Health by Bertolt Brecht

The canalization of a river 
The grafting of a fruit tree 
The education of a person 
The reconstruction of a state. 
These are all instances of a fruitful critique 
And they are also
 Instances of art. 
—Bertolt Brecht, “On the Critical Attitude”

Individual

|

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

|

Group

'The education of a person'	'The canalization of a river The grafting of a fruit tree'
'These are all instances of a fruitful critique And they are also Instances of art.' —Bertolt Brecht, “On the Critical Attitude”	'The reconstruction of a state.'

MacGregor, W., Horn, M. & Raphael, D. Beyond Empathy to System Change: Four Poems on Health by Bertolt Brecht. J Med Humanit 45, 53–77 (2024). https://doi.org/10.1007/s10912-023-09801-5

My source: 

Politics of Health Group Mail List Messages
Visit PoHG on Facebook: https://www.facebook.com/282761111845400
Follow us on Twitter: @pohguk
You can subscribe to / unsubscribe from the PoHG mail list here: http://www.jiscmail.ac.uk/POHG
And SDOH list - https://listserv.yorku.ca/cgi-bin/wa?SUBED1=sdoh&A=1

See also: 'drama' : 'empathy' : 'poetry' : 'change' : 'art'

Factor Analysis - in the Intra- Interpersonal domain

 'Some Limitations of Factor Analysis.

The mistake should not be made of identifying the whole of the psychology of abilities with factor analysis. Vocational and educational selection and guidance must take account not only of personality traits and interests which might profitably be expressed as factors also, but also of relevant experience, home circumstances and the like. And although there is a strong case for substituting objective tests for the subjective judgments of an interviewer, in practice it is seldom possible to carry out such guidance without an interviewer to bring together all the data and to interpret them to the candidates (cf. Vernon and Parry, 1949). Still more mportant for the development of psychological science are experiments on conditions affecting the performance of skills and of mental tasks, for example, investigations of the design of equipment, or studies of the learning process, of concept formation, of physical or mental fatigue and boredom, and so forth. Here factor analysis is largely irrelevant, since it deals only with the end products of human thinking and behaviour, and throws little light on how these products come about in individual human beings. Factors are indeed a kind of blurred average, for though they derive from the common features displayed by a large group of people, they may stem from very diverse mental and physical processes in different people. Analysis does not even usually tell us which factors an individual uses in any given performance, though it probably could do so. Thus one individual may score well at a test through high g, another might get the same score by virtue of some group factor, yet another through specific ability at that particular test.' p.9.

Philip E. Vernon, (C. A. Mace, Ed.). (1971) The Structure of Human Abilities. Methuen's Manuals of Modern Psychology. London: Methuen & Co. Ltd., pp. 208.

See also: 

Seemüller, F., Schennach, R., Musil, R. et al. (2023). A factor analytic comparison of three commonly used depression scales (HAMD, MADRS, BDI) in a large sample of depressed inpatients. BMC Psychiatry 23, 548. https://doi.org/10.1186/s12888-023-05038-7

Bajraktarov, S., Blazhevska Stoilkovska, B., Russo, M., Repišti, S., Maric, N. P., Dzubur Kulenovic, A., Arënliu, A., Stevovic, L. I., Novotni, L., Ribic, E., Konjufca, J., Ristic, I., Novotni, A., & Jovanovic, N. (2023). Factor structure of the brief psychiatric rating scale-expanded among outpatients with psychotic disorders in five Southeast European countries: Evidence for five factors. Frontiers in Psychiatry, Volume 14-2023. https://www.frontiersin.org/journals/psychiatry/articles/10.3389/fpsyt.2023.1207577

Bandalos, D. L. (2018). Measurement theory and applications for the social sciences. New York: Guilford Publications.

Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29(4), 304–321. 
https://doi.org/10.1177/0734282911406653

Feedback on Hodges' model in 'mathematical' terms

Through HIFA, I noticed an introduction by a new subscriber - Mr James Twahirwa; and noted a maths-oriented skillset:

'HIFA profile: James Twahirwa works on Research and data analysis in Rwanda. He is deeply interested in contributing to the global effort to improve health equity through reliable, accessible information. His background in statistics, data analysis, and research methods equips him to support evidence-based decision-making and strengthen health systems.

By email, I got in touch seeking an independent reading of the draft h2cm-maths paper (part 1).

Prior to this, Mr Twahirwa kindly made the following observations on Hodges' model which he is happy for me to post here:

==============

Dear Peter Jones 

I find your work interesting and really well-positioned.

Overall impression

Your work is intellectually ambitious and unusually well-positioned. You are attempting something that many disciplines struggle with: creating a unifying conceptual framework that can bridge practice, theory, and abstraction without collapsing into reductionism. The fact that Hodges’ model originates in nursing and has sustained relevance across decades already gives it credibility as a practice-informed epistemic structure, not just a diagram.

Your effort to reinterpret it through mathematics and category theory is especially interesting, because health economics often suffers from exactly the fragmentation your work seeks to address: disconnected models of behavior, outcomes, ethics, and systems.

1. The 2x2 structure aligns naturally with health systems thinking

Health economics constantly balances dualities such as:

• Individual vs population
• Clinical outcomes vs social value
• Quantitative evidence vs lived experience
• Efficiency vs equity

A 2x2 framework provides a powerful way to hold these tensions without collapsing them into a single metric. This is one reason cost-effectiveness frameworks often feel incomplete. Hodges’ model appears capable of holding multiple dimensions of value simultaneously.

2. Conceptual clarity over mathematical dominance

Health economics has increasingly recognized that mathematical rigor alone does not guarantee insight. Your attempt to treat Hodges’ model as a conceptual object rather than a predictive algorithm is aligned with modern critiques of over-formalization in economics and health policy.

Where your work could be strengthened

1. Clarify the “mathematical” claim carefully

From a health economist’s perspective, the risk is not that the model lacks mathematics, but that readers may misunderstand what kind of mathematics is being invoked.

You may want to explicitly distinguish between:

• Mathematics as computation or formal proof
• Mathematics as structural reasoning (relations, mappings, constraints)

Making this distinction early will help avoid criticism that the model is “not really mathematical,” while still defending its rigor.

2. Connect to applied decision-making

To attract health economists and policy researchers, it may help to show how Hodges’ model could:

• Frame health technology assessment decisions
• Structure evaluations of complex interventions
• Support mixed-methods research designs

Even one concrete example (e.g., health service redesign, chronic disease management, or resource allocation) would strengthen its practical relevance.

3. Position the work in relation to existing frameworks

Your work resonates with, but is distinct from:

• Systems thinking in health
• Capability approach (Sen, Nussbaum)
• Complex adaptive systems
• Multi-criteria decision analysis

Explicitly stating how Hodges’ model complements or improves upon these will help readers locate it intellectually.

I hope this feedback may be of help

Happy festive season.

=================

Thank you Mr James Twahirwa. These comments are very helpful. You have identified the many strengths of Hodges' model and its uses. On the mathematics, you make many points for me to address and balance in terms of the overall intent and content of this 'project'.

Mr Twahirwa is now in possession of the draft paper. Any further thoughts are always welcome. While rather remote from clinical practice (a debate in itself) health economics is ultimately grounded in health services and health systems development. So this perspective provides a critical counterbalance to my clinical (business) as usual approach.

Point #1 is a primary motivating factor for this 'project'. I'm sure I can use structure as an anchor, while acknowledging that Hodges' model is a conceptual model, an idealisation. Additional feedback regards reasoning, decision making and Bayes also apply here:
[ ii Learn your lines and the hyperplanes will follow ].

In Point #2 I may be able to leverage research, drawing from #1:

'Mathematics as structural reasoning (relations, mappings, constraints)'.

Point #3 will be considered in-part through April's complexity conference; and revisiting former work on systems.

Both points #2 and #3 may find their home in a second paper (part 2), but this is fine, as it may support a step-wise workflow, and something akin to a logical progression(?).

As posted before any assistance greatly appreciated.

Book: Bill Ross - 'Order and the Virtual' i

'The Philosophy and Science of Deleuzian Cosmology'

The preface, pp.ix-xi - 'Playing Cortázarian Hopscotch' begins:

'Gilles Deleuze argued that the most significant characteristic of an encounter is that it forces us to think. Order and the Virtual dramatises multiple encounters between the philosophies of Deleuze, Michel Serres, Henri Bergson, Alfred North Whitehead, Leibniz and Lucretius, and the scientific theories of general relativity, quantum mechanics, information theory, thermodynamics, evolutionary theory, chaos theory and complexity theory. Each of these encounters forces the reader to think anew, to imagine new possibilities for both philosophical and scientific thought. Each encounter also reveals the depth with which Bill Ross himself had thought about these matters.'

Reading Order and the Virtual, I am beyond the preface, but can see the point regards the depth of Bill Ross's reading of a broad range of philosophy and thought (which can be distinct).

The care die is rolled in the first sentence:

'Gilles Deleuze argued that the most significant characteristic 
of an encounter is that it forces us to think.'

When the encounter is clinical, complexity rains, and you really do need to think.

As the professions continue to find out. 

Finding and attending the workshop in September, Bill Ross's legacy and his book is a welcome coincidence as I write and prepare for April's conference. Much more to follow ...

Many thanks to Edinburgh University Press for my copy.

Bill Ross (2024) Order and the Virtual: The Philosophy and Science of Deleuzian Cosmology. Edinburgh: Edinburgh University Press. https://edinburghuniversitypress.com/book-order-and-the-virtual.html

See also:
https://www.thebsp.org.uk/bill-ross-memorial-workshop-deleuzian-cosmologies/

https://technophany.philosophyandtechnology.network/article/view/24392

'Serres'

Share your voice: IRMS New Professionals Award

- entries close 31 January 2026

Dear students, apprentices and new professionals,

What are you up to between now and 31 January 2026? How about sharing your thoughts on anything to do with Information, Data or Records?

If you’ve not come across it, the Alison North New Professionals Award was set up by Alison back in 2010 to support emerging talent in our profession. 2025 marked its 15th year and the award continues to recognise and champion new voices.

Over the last fifteen years, entrants have offered everything from light‑hearted reflections to deeper insights into how we do what we do. Every applicant adds value, winner or not, helping the profession see familiar challenges in new ways.

What’s new for 2026:

We’re making submissions more flexible. Previously, you had to write an 1,000 word article.

This year you can still submit a written piece or you can record one instead (audio or video). As long as your entry covers 1,000 words’ worth of content it’ll be accepted and shared with the panel for consideration.

Why bother?

We know you’re busy studying or finding your feet in new roles. But for a little time and creativity, successful entrants will receive:

• A funded place at the IRMS Conference 2026—a brilliant opportunity for content, networking and professional contacts. (IRMS 2026 is scheduled for 17–19 May at the Celtic Manor Resort, Wales.)
• Publication of your winning entry to our 1,000+ members, and sharing across our partner networks and the wider profession.
• Plus additional support to help you settle into—and thrive in—our fabulous profession.

So, ignore the inner imposter that says you’ve nothing to say. Set aside some time over Christmas and the New Year, and share your ideas.

For inspiration, our Patron, Scott Sammons, even interviewed recent winners on his podcast to explore why they applied—and why you should too.

(See https://theiglighthouse.podbean.com/e/special-episode-irms-new-professionals-award-carys-hardy/?token=dd9fdcd3d516c13f4874d8baca1c7b64 )

How to apply:

Deadline: 31 January 2026
Format: Written (1,000 words) or recorded (audio/video) equivalent
Details & submissions: https://irms.org.uk/professional-development/awards/new-professionals-award/

What’s stopping you?

Not a new professional yourself? Please share the application page with people who’d be a great fit and encourage them to apply—every little helps.

Best wishes,

Carys Hardy (She/Her)
Communications & Marketing Officer
Information and Records Management Society Ltd (IRMS)
Email: info AT irms.org.uk 

My source and list archives at: 
https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=RECORDS-MANAGEMENT-UK

Person-centredness, Holistic approach, Prevention c/o Hippocrates

“It is more important to know what sort of person 
has a disease than to know 
what sort of disease a person has.” Hippocrates

 

Individual

|

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

|

Group

To say that Hippocrates was ahead of his time is a gross understatement. Hippocrates recognised the importance of person-centredness and prevention, and contributed to the emergence of several medical specialties. (Kostakopoulos, et al., 2024).

'Holistic Approach One of the most significant innovations of the founding father of clinical medicine was the holistic approach for the diagnosis and treatment of disease. This approach is based on the assumption that the human body is a sum of many parts that function in harmony and that if one part is ill, the balance will be affected and the whole person will suffer. Hippocrates considered that patients consisted of body, mind, and spirit and this is also the modern physicians' approach when treating a disease [2].'

Health and social care are still playing catch-up. The vitriolic 'debate' on X over psychiatry - anti-psychiatry and DSM-X. The total inability now to shift to preventive healthcare due to the perverse, entrenched economic incentives, which facilitate increasing inequity, inequality. Whichever Government does switch to preventive medicine, perhaps other governments had better take note?  I think Hippocrates would have approved - wholeheartedly - of Hodges' model.

'Prevention of Disease Another important aspect of Hippocrates' works that is widely applied in 21st-century medicine is the prevention of disease. The phrase “Κάλλιον το προλαμβάνειν του θεραπεύειν,” which means that it is better to prevent than to treat a disease, was the cornerstone of his teachings and is based on the observation that healthy Mediterranean diet and daily moderate physical activity can prevent disease. The ancient Greeks believed that all maladies started from the gut and that walking was the best available medicine [2].'

Kostakopoulos NA, Bellos TC, Katsimperis S, Tzelves L. Hippocrates of Kos (460-377 BC): The Founder and Pioneer of Clinical Medicine. Cureus. 2024 Oct 1;16(10):e70602. doi: 10.7759/cureus.70602. PMID: 39483540; PMCID: PMC11526839.

Gabbard, G. The Person with the Diagnosis. Psychiatric News. 49;6. 19 March 2014. 
https://doi.org/10.1176/appi.pn.2014.3b19.

Brigić, A., Hasanović, M., Pajević, I., Aljukić, N., Hamidović, J., & Jakovljević, M. (2021). Principles of Hippocratic Medicine from the Perspective of Modern Medicine. Psychiatria Danubina, 33(Suppl 4), 1210–1217. 

See also: 'medicine' : 'person' : 'diagnosis' : 'prevention'

Contexto Int. [Newsletter] - Special Issue 47.2 Where is the Sea in Int. Relations?

Dear Colleagues,

We hope this correspondence finds you well.

We are delighted to formally announce the publication of the latest special issue of Contexto Internacional, entitled "Where is the Sea in IR?," which I had the distinct honour of co-editing with Dr Flavia Guerra (Federal University of Rio de Janeiro).

The overarching objective of this Special Issue is to address a central scholarly lacuna within International Relations (IR) scholarship: the historical and theoretical marginalisation of the oceanic domain. In pursuing this fundamental inquiry—why and how does the ocean recede from scholarly and political attention?—the assembled contributions collectively prompt a sustained, rigorous examination of two key analytical challenges:

1. The specific mechanisms through which IR has historically relegated the oceanic domain to the periphery of its dominant analytical frameworks.
2. The subsequent broader political and theoretical implications that stem from this systematic exclusion.

The volume is structurally organised around three distinct, yet interconnected, thematic axes, each seeking to contribute to a deeper engagement with the marine sphere:

1. The Marginalisation of the Ocean in IR: Conceptual and empirical explorations of how the sea is actively rendered absent or subordinate within core theoretical debates.
2. Complex Entanglements between the Ocean and Ontological Security: Analyses focusing on the relationship between maritime spaces, existential anxieties, and state identity formation.
3. Ocean Governance as Regulatory Mechanism and Platform for Political Discourse: Critical assessments of regulatory frameworks and their role in structuring political contestation over the maritime commons.

We sincerely hope that you find the contributions within this volume to be a compelling and theoretically relevant read that stimulates further research and critical reflection within the discipline.

Special Issue: Where is the Sea in IR?

Where is the Sea in International Relations?
  Francisco Eduardo Lemos de Matos; Flávia Guerra Cavalcanti

Abstract | Full text

Table of Contents: https://www.scielo.br/j/cint/i/2025.v47n2/

Includes - Addressing 'Maritime Aphasia' in International Relations
  Bruno Sowden-Carvalho; Marcelo M. Valença

Between Nuclear Tests and Rising Sea Levels
  Beatriz Rodrigues Bessa Mattos

Carl Schmitt on the Move: Spatial Politics and the (political) Sacrifice of the Sea
  Francisco Eduardo Lemos de Matos

Thinking Ontological (In)Security with Water: The Place of the Ocean in Boat Migration
  Flávia Guerra Cavalcanti

What is the Place of Mar de Timor in Timorese Geopolitics, Culture and Education?
  Silvia Garcia Nogueira; Betina Lopes; Ângelo Ferreira; Samuel de Souza Freitas

Fluid Boundaries: Reassessing Maritime Spaces and Nomadic Waves in International Relations Theory
  Henrique Campos de Oliveira

The Third Bank of the Sea: Maritime Traces of Constitutive Outside(r)s and International Ontopolitical Lines
  Roberto Vilchez Yamato; Gustavo Alvim de Góes

Ocean Governance, Maritime Security, and International Relations
  Daniele Dionisio da Silva; Gilberto Carvalho Oliveira

Sailing on Waves beyond National Sovereign Land Borders: On the Crossroads between International Ocean Relations and the Blue Economy
  Thauan Santos

Regards,
chico

Francisco Eduardo Lemos de Matos
Doutor em Relações Internacionais pelo IRI/PUC-RIO.
Pesquisador de Pós-Doutorado em Relações Internacionais no IRI/PUC-RIO pela FAPERJ.

Rede IPS Brasil - https://www.ipsbrasil.com/
Lattes: https://lattes.cnpq.br/9338374067089166
Orcid: https://orcid.org/0000-0003-4214-5382

My source: DOINGIPS list - https://www.doingips.org/

Disciplinary bridges ... how's your sense of direction?

As an advocate for Hodges' model, I've acquired an affinity for inter- multi- transdisciplinary bridges, especially medical sociology, those leading towards the mathematical, and human geography. An old but significant influence is:

Chapman, K. (1979). People, pattern, and process: an introduction to human geography. London: Edward Arnold.

Chapman begins with the concept of distance, speed of movement and the consequence of the shrinking world. Our ability to move faster has radically altered the total travel time: from what was a 50 mile walking-day. In chapter 2, 'A Conceptual Framework' refers to:

• Decision making - the basic mechanism
• The Spatial Context
• The Content of Space
• Dimensions of Space
• Spatial Process - Causality in Time and Space

Overall, the book also takes me back to a paper I cited in 2007: Bell jars and bell curves

I'm sure the 'School of Geography' at Leeds is unrecognisable today from that of the 1980s. But the referenced paper in the 'Bell jars..' post:

Macgill, S.M. (1984). Structural Analysis of Social Data, A Guide to Ho's Galois Lattice Approach and A Partial Re-Specification of QAnalysis, Working Paper 416, School of Geography, University of Leeds. Abstract 1985

- still gives me an itch I can't scratch. 

 I could not fully understand, or follow, the print quality doesn't help, but it captured my imagination (perhaps that is enough?).

Chapter 9 stands out with 'Spatial Pattern' pp.203-234, 9.1.1 Topologic Structures, pp.205-209. Here, Chapman explains and has examples of connectivity matrices, with three indices to calculate the connectivity in a graph. All grist for the mill.

Happy Solstice too!

A time for reflection S-N solstice :: equinox

Analemma image: Anthony Ayiomamitis

Ever since we first took note of the passing Seasons, and what is left of them today, we have marvelled and come to recognise the extremes of the calendar in the sky.

For humanity in the North and the South. 

The emergence of culture, societies, and civilization has been  dependent upon the calendar - whether recorded in customs and rites, giant blocks of stone, papyrus, or binary code.

As the solstice fast approaches - Sunday, 21 December 2025 15:03-4 - and the Sun touches its lowest, southernmost point, I think of (former) family and friends 'way down' south, and the distance between the hemispheres, represented in the analemma. Of course then there is the solstitial experience of humanity in the south as the sun crests the highest point in their sky.

It must be amazing to see the nightsky from the far south(?). 

How might we explain this culturally, with the benefit of foresight? This apparent celestial 'opposition' of Earth's path around the Sun, is reflected N-S in who bears the impact of climate change and the need attend to planetary health.

But, then look at the equinox, the north and south are seemingly united? 

Is there a baton passed in March and September?

Perhaps, this can be a celebration of global health, for both hemispheres. With a simultaneous 'nod' to planetary health and the search for social and climate justice.
 

What Complex Threads We Weave

ii Learn your lines and the hyperplanes will follow

With these lines, partitions, axes and domains in mind, when a clinical practitioner is presented with a new person, whether as a patient, client, or carer ... they can, using Hodges' model (and other tools!) approach their assessment in an open and receptive manner.

This means that the information provided by the 'patient' can be readily fielded, captured whatever the context and situation.

As noted previously, my study of Hodges' model began in the late 1980s. Application in my work as a community mental health nurse, with an interest in informatics followed quite naturally(?). Primed as I was, for various reasons to carry this forward, I also carried a mathematical learning disability. At the risk of getting bogged down in my thought, use and approach to Hodges' model I need a challenge.

Mathematics is the challenge for me. It's fascinating how we have in-built 'calculators' that can help us catch a ball, and judge fairly well where to throw a ball for interception. There seems then to be an informal or naïve  mathematics, at work unconsciously. Does the same apply to Hodges' model? If so, how can I isolate, and identify it?

• Is it represented somewhere, implicit in Hodges' model itself?
• Is it (once again) to be found in the user of the model?
• Is it (more likely, and obviously) a combination of these two?
• Or, is it a product of the system, or a series of systems? 

I was reminded of what is a Sober toy, several years ago:

Is Hodges' model a selection machine?

All four original purposes of Hodges' model:

1. Person-centred, integrated and holistic care;
2. To bridge the theory - practice gap;
3. To facilitate reflection and reflective practice;
4. To support curriculum development;

- are concerned with conjunction and choice, selection. So is life itself through distinction, difference, and differentiation.

Hodges' model is a selection machine, that is both fhuman and machine driven.

A clinician may obtain the referral information through an email, a history of previous contacts can be retrieved from a clinical information system; the context and purpose supporting access to the information.   

A whole series of blog posts describe the role of Hodges' model to help assure parity of esteem across mental and physical health. What does this mean in practice?

For the practitioner, they take selected data from the referral, a history - if available, an initial telephone contact, a conversation with a colleague who remembers the person re-referred and starts to populate Hodges' model. What are the psychological concepts that arise? What are the physical?

If a referral in whatever form, or a database record can be viewed as a bag-of-words, then Hodges' model is a collection of care concepts. Four bags then. Sets or classes. An experienced user of Hodges' model may position care concepts that throws attention on the INDIVIDUAL↔GROUP axis. Lying between the INTRA- INTERPERSONAL and SCIENCES domains, this axis (like all the others) earns its keep. There is work to be done that is also of interest in machine learning:

'A support vector machine (SVM) is a supervised machine learning algorithm that classifies data by finding an optimal line or hyperplane that maximizes the distance between each class in an N-dimensional space.

SVMs were developed in the 1990s by Vladimir N. Vapnik and his colleagues, and they published this work in a paper titled "Support Vector Method for Function Approximation, Regression Estimation, and Signal Processing"¹ in 1995.' 

https://www.ibm.com/think/topics/support-vector-machine

Strange to think that perhaps the VERTICAL axis and others in Hodges' model are not precisely S-N-E-W in their bearing? There may also be several vectors at work in fact?

Image: c/o https://www.ibm.com/think/topics/support-vector-machine

The word 'naïve' has been bubbling away for a good-many years. A close colleague Silvana Bettiol, Univ. of Tasmania kindly read my draft on Hodges' model as a mathematical object, and mentioned the introduction points to Bayes theorem even if informally. Even in those initial 'clinical' encounters (and social meetings, that attend to empathy, rapport and engagement...) complex judgements are being made, beliefs tested, from what is often partial and disparate sources of information.

Checking other leads led to Frequentist and Bayesian Approaches

'Statistical inference is a series of methods used to make decisions and draw conclusions based on available data. There are two primary approaches for inference: Frequentist and Bayesian. Each framework relies on a different philosophical perspective on probability and modeling, leading to different techniques and interpretations. Each has its own strengths and drawbacks, so understanding the distinctions between them is vital for researchers, data scientists, and statisticians who aim to choose the most suitable approach for their specific analysis.'
https://www.statology.org/comparing-frequentist-and-bayesian-approaches/

More reading required and threads to run.

Earlier this week I posted re. Cromer's book -

Cromer, A. (1997) Connected Knowledge: Science, Philosophy, and Education, Oxford: Oxford University Press

Before passing the book on, p.198, Chapter 8 notes, #4:

'"Understanding" is a commonly used English word which has no precise meaning. It's sometimes taken to mean the ability to apply knowledge to new situations. In this sense, it is a very high-level skill. Benchmarks for Science Literacy says, "Learning to solve problems in a variety of subject-matter contexts, if supplemented on occasion by explicit reflection on that experience, may result in the development of a generalized problem-solving ability that can be applied in new contexts' (American Association for the Advancement of Science, 1993)." The key word here is "may." 'We really don't know how to help students develop a generalized problem-solving ability, or whether there is such an ability apart from mere knowledge of many different problem-solving strategies. Whatever the case, since we do know how to teach students to solve specific, problems. this should be the primary focus of science education' p.198.

Ack. IBM.

Learn your lines and the hyperplane will follow i

Take an empty [rectangular] space (A4 paper in landscape)

Blank! Isn't it?

Take a line. Yes, call it that.

Divide the space vertically, and equally, in two. 

Do this again but horizontally.

You can call these lines, partitions if you wish?

Or, as per adopted convention here, axes.

Now, there are four empty spaces.

These spaces can be called quadrants, planes, or domains. The latter term usually adopted here.

Labels can be decided, and assigned to the axes and the resulting domains.

Given a purpose, in practice (initially) the 'empty' spaces have the ability to assign significance to what may be placed within them.

Such decisions are non-trivial, in the sense that context and situation determine what follows, influenced by objective and subjective considerations.

The domains can contain concepts, or keywords with decisions driven by categorical reasoning.

The content of the domains can also be viewed as classes and sub-classes.

ii to follow (with revision here?)

'Connected Knowledge' - 4MAT

'Very different is the 4MAT system, which classifies students along two axes according to their answers to a multiple-choice questionaire. One axis measures the student's preference for acquiring knowledge concretely versus abstractly, and the other measures his preference for applying knowledge concretely versus abstractly (McCarthy, 1980). His scores on these axes places the student into one of the four quadrants: 

1. Innovative Learners (acquire concretely, apply abstractly); 
2. Analvtic Learners (acquire abstractly, apply abstractly; 
3. Common Sense Learners (acquire abstractly, apply concretely);
4. Dynamic Learners (acquire concretely, apply concretely). 

Each of these quadrants is divided again, according to whether the student prefers processing information analytically (left-brain mode) or holistically (right-brain mode). The 4MAT System trains teachers to write lesson plans that cycle through all eight learning styles and brain modes.

Such more-or-less arbitrary classification schemes abound in the social sciences. They are easy to dream up, and virtually impossible to validate (Wilkerson and White, 1988). This doesn't mean that they're totally useless. ...' pp.63-64. 
(Edited 1-4 for readability.)

Individual

|

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

|

Group

Abstract   Personhood	Concrete Objecthood

The notion of 'learning styles' is sticky: especially when you look back several decades to the literature?

Cromer, A. (1997) Connected Knowledge: Science, Philosophy, and Education, Oxford: Oxford University Press.

McCarthy, B. (2000). About Teaching: 4MAT® in the Classroom. Wauconda, IL: About Learning, Inc.

McCarthy, B. (1980). The 4MAT® System: Teaching to Learning Styles with Right/Left Mode Techniques. Barrington, IL: EXCEL, Inc.

Wilkerson, R. and White, K. (1988). Effects of the 4MAT system of instruction on students' achievement, retention, and attitudes. Elementary School Journal 88, pp.257 - 368.

Tongues: The Edinburgh Companion to the Global Medical Humanities

Editors: Benjamin Dalton (Lancaster University), Steven Wilson (Queen’s University Belfast), Alex Wragge-Morley (Lancaster) and Stephanie Wright (Lancaster)

NEW Deadline for abstracts: 30 January 2026

The deadline for proposals to participate in a new Edinburgh Companion to the Global Medical Humanities has been extended. Following on from the landmark Edinburgh Companion to the Critical Medical Humanities, this handbook aims to catalyse the emerging field of global, multilingual work in the medical humanities. In its earliest form, the medical humanities sought to recognize the importance of literature and the arts to medical education and communication. In the following decades, scholars have recognized the entanglements that have existed between mind, body and environment – entanglements that call into question still prevalent distinctions between the sciences and the humanities, or between biology and culture (Whitehead et. al., 2016). Now, scholars and practitioners are increasingly bringing global cultures, epistemologies, and languages to bear on the medical humanities. At the same time, new approaches that both challenge and extend the concerns of the medical humanities are emerging in non-Anglophone and non-Western contexts.

This volume will give students and scholars a comprehensive guide to the dynamic and emerging field of global medical humanities – identified as such in recent editorials in Medical Humanities, The Polyphony and The Routledge Handbook of the Medical Humanities. This is a field that engages critically with the notion of global studies, recognizing that some of its iterations simply perpetuate the cultural, epistemic, and cultural hierarchies that have so long dominated the fields of health and the humanities. At once synthesizing and developing the insights of the field, this Edinburgh Companion will deploy the metaphor of the tongue to bring together, without homogenizing, a globally diverse range of contexts and interconnections. The tongue is at once an instrument of speech and a bodily organ that connects people to their cultures and environments. Indeed, through its communicative function and the pleasures and pains of taste, the tongue relates people to the language and foodways frequently taken to define cultures and societies. Moreover, the tongue is an interface for pleasure, intimacy and connection between bodies. And, of course, the tongue quite literally brings the world into the body through acts of taste and eating (Mol, 2021).

On the one hand, therefore, this Companion will deal with language, exploring the manifold ways in which translation between cultural and linguistic contexts can change our understandings and experiences of health. But at the same time, taking its cue from the corporeality of the tongue, it will explore how thought, perception and bodily reality may alter or be altered by movement in and between cultural and linguistic settings. This new handbook will thus serve as a crucial resource for anybody engaging with the trans-cultural and trans-linguistic aspects of health and wellbeing, from scholars and students to medical practitioners and carers.

The handbook will include a foreword by Angela Woods (Durham University), and the editors invite proposals for chapters on any topic relating to the global medical humanities, including but not restricted to:

• Translating the medical humanities across cultures (broadly conceived)
• Vernaculars of healthcare
• Non-verbal languages
• Global conceptions or expressions of pleasure, sexuality, taste, and/or pain
• Bodies, senses and environments
• Failures of language to communicate pain and/or bodily resistance to translation

Abstracts of between 200-300 words should be sent along with a short (50-word max) bio to a.wragge-morley AT lancaster.ac.uk, b.dalton AT lancaster.ac.uk, s.wright9 AT lancaster.ac.uk and steven.wilson AT qub.ac.uk by 30 January 2026. Informal enquiries can be directed the same addresses.

My source: NNMHR list www.jiscmail.ac.uk/NNMHR

Q. Is Hodges' model Person OR University-centered? [ 'Big Mind' iii? ]

To date, I have not written a paper on Brian Hodges' original purpose for his model in curriculum development, design, planning and evaluation. Geoff Mulgan's book and referenced sources provide support, if not evidence, for the increasing relevance of Hodges' model.

The center of Hodges' model, the nexus, can be variously occupied by an individual student, researcher; a group, or team, or even an institution. Why not a university?

Since 1987-88, when I applied Hodges' model in a case study, I've acquired a broad understanding of the 'POLITICAL' domain in terms of institutions and organisations. Even if that learning is now 'archived':

https://web.archive.org/web/20150414073721/http://www.p-jones.demon.co.uk/linksIV.htm

In 'Big Mind', Chapter 14, The University as Collective Intelligence (pp.174-180) refers to 'third-loop learning' and a document from Nesta:

Geoff Mulgan, Oscar Townsley, and Adam Price, "The Challenge-Driven University: How Real-Life Problems Can Fuel Learning", Nesta, accessed April 28, 2017.
accessed 15/12/2025: https://media.nesta.org.uk/documents/the_challenge-driven_university.pdf 

'This paper focuses on one important strand of change: the rise of what we call ‘challenge-driven’ university models. These models develop students by putting them up against difficult problems and challenges for which there are no established answers.  Instead students to draw on many disciplines to solve them; they have to work in teams; and they have to collaborate with organisations outside higher education.

These models aren’t a replacement for the classic core of university education - mastering a discipline.   But they provide an important complement to this core, and they may be better suited to preparing young people for the needs of the world. They also re-emphasise one of the founding principles of some ancient universities: a focus on questions rather than answers as the key to deep learning.'

Within the Nesta document, Mulgan et al. list educational institutions who have succeeded, and are trying to effect change (with much editing):

US

The approach was pioneered by McMaster University Medical School in the late 1960s where in response to changing demands on the profession, the curriculum was changed so that students learned collaboratively, working on real-life cases in small groups. ...

... examples like High Tech High in the US, use project-based learning, centred on real-life problems, as the core curriculum for students.

Olin College of Engineering has quickly gained a reputation for being one of the most innovative institutions in the US since it opened in 1997.

Last year, the Ash Center for Democratic Governance and Innovation at the Harvard Kennedy school founded the ‘Urban Innovation Field Lab’, a project aiming to improve social conditions in cities in Massachusetts.

Canada

In Canada, the University of Waterloo uses a model of co-operative education, where students’ time is split between study and assessed work experience.

Europe 

Aalto University in Finland was created out of a merger between Technology, Economics and Art Universities in Helsinki and now runs four interdisciplinary ‘factories’ - Design, Health, Media and Service, where teams of academics and students work with companies and communities to develop new products that respond to demand from the real economy. 

The Norwegian University of Science and Technology in Trondheim has a similar approach. As part of their courses, students are required to join a ‘village’ (i.e. area of interest) of around 30 members which address questions such as ‘Biofuels - a solution or a problem?’, ‘Sustainable, affordable housing for all’, and ‘Portable technology and well-being’.

At Maastricht University (the second youngest university in the Netherlands), all teaching uses a problem-based learning model, and this has become one of the main attractions of the university. 

Twelve to fifteen students discuss problems in group sessions, with one student appointed to lead the discussion. The students are given complex problems from everyday professional practice which they brainstorm and research both together and separately. ...

UK 

Imperial College London and the Royal College of Art (RCA) are two particularly innovative higher education institutions. For the last ten years, Imperial has been running the Energy Futures Lab - a cross-discipline, issue-based department aimed at tackling global energy challenges. It was established to bring together disparate fields of study that are relevant to energy including engineering, environmental sciences, computer science, business, policy and mathematics. ...

Imperial and the Royal College of Art also run a Double Masters in Innovation Design Engineering (IDE) which is well known for producing some of the best talent in the field. Their flagship international module ‘GoGlobal’ takes students abroad for three week cross cultural, collaborative projects with academics and industry partners. ... The University of Lincoln has challenge-driven education at the core of its teaching.

Globally? South?

... 

Over the years I've reached out to a great many private and public bodies. 

MEMO TO: New College of Humanities and London Interdisciplinary School

I note the NESTA document is a 'draft'. I'd be pleased to help update and complete this work. Keen to frame Hodges' model not just in the context of problems, but strengths, weaknesses, risks, opportunities and more. When your model emerges from health, you quickly learn when it comes to problems that versatility and adaptability are essential. Always ready to cross disciplines - insofar as I understand them, borders and boundaries as required.

Previously:

https://hodges-model.blogspot.com/2025/07/big-mind.html

https://hodges-model.blogspot.com/2025/12/ii-big-mind-book.html

Geoff Mulgan (2017) Big Mind: How Collective Intelligence Can Change Our World, Princeton University Press.

ii Big Mind: How Collective Intelligence Can Change Our World

'Everything we know is knowledge from the past, which may not apply in the future - the problem repeatedly stumbled on by models, algorithms, economic theories, and geopolitical dispositions, which made sense in one era, but then become dysfunctional in another. As social science has repeatedly discovered, the more you use a model, the less likely you are to question it. What starts as a pragmatic tool to answer a question becomes a truth in itself.

And so the models we use to think can also become traps. A model is held on to because it provides meaning and reassurance. Police forces notoriously cling to evidence they collect early in a case in the face of powerful contrary evidence that emerges later, and thus extraordinary miscarriages of justice result. The middle-aged cling to the theories they learned as undergraduates. Organizations become attached to models that become comfortable through use. I remember once meeting the planning team of a government that admitted that their forecasts had been no better than random guesses, but argued that the detailed forecasts were still needed to help with planning. The model became a comfort, even though it had no real use. 

Familiarity also breeds blindness. ...

Expertise can equally entrap. ...

 

The implication, as the Buddha pointed out, is that intelligence has to be at war with and suspicious of itself to be truly intelligent.' pp.120-121.

FIVE FUNDAMENTAL PRINCIPLES FOR EFFECTIVE COLLECTIVE INTELLIGENCE

'The first is the extent of what I call (1) autonomous commons of the intelligence in the system. By this I mean how much the elements of intelligence are allowed free rein, and not subordinated too easily to ego, hierachy, assumption, or ownership.' p.66. Chap. 5. Organizing Principles.

2. Balanced use of the capabilities of intelligence

3. Focus and the right granularity

4. Reflexivity and learning

5. Integration for action

 

'So a group is a we, but it is not just a scaling up of an I. How, then, should we think about the character of this we?' p.102. Chap. 9. The Collective.

 

Individual

|

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

|

Group

EGO	HIERARCHY
ASSUMPTION	OWNERSHIP

  

n.b. With my emphasis.

 

Geoff Mulgan (2017) Big Mind: How Collective Intelligence Can Change Our World, Princeton University Press.

Image: Princeton University Press.

See also: 'AI' : 'group' : 'axes' : 'individual'

 Previously:
Big Mind: How Collective Intelligence Can Change Our World

WCCS26: Abstract 'Presenting a Universal and Simple Conceptual Workbench to Situate and Encompass Complexity'

ABSTRACT

Background

In health and social care there is, as yet, no universally recognised model, or framework applied and taught across all academia, fields of practice, professional disciplines and apprenticeships. At a time when ‘truth’ is challenged by information disorder, AI, and curricula are overload, this is both a stark and hidden problem. Medicine was quick to embrace complexity as an additional scientific tool. Complexity extends our understanding of epidemiology, demographic trends, the birth of modern bio-genomics, pharmacokinetics, public health, workflows, patient safety and more. The medical and bio-medical models are subject to critique, especially in psychiatry in terms of their conceptual scope and holistic bandwidth. Consider for example, the representation of patient and public engagement, human rights, climate change, poverty, refugees and natural disasters? The field of psychiatry extended these models to the bio-psycho-social model.

Methods

Despite this ‘progress-ion’, profound legacy issues remain: 

• The dualities of INDIVIDUAL-GROUP and HUMANISTIC-MECHANISTIC
• Sustainable services and systems, change to emphasize prevention and education (not just cure)
• A lack of parity of esteem between mental illness and physical illness
• A complicated relationship between psychiatry and psychology

The 21st century demands we also factor in economics, technology, social media - especially AI, education and literacies, geopolitics, security and more. This paper argues that we need a bio-psycho-socio-political model stat! This paper introduces and demonstrate the generic conceptual framework known as Hodges’ model.

To date, Hodges’ model has been explained and studied by guided discovery through lectures, workshops, posters, show and tell, and discussion groups; plus descriptive means of case study, and in practice patient care assessments and case formulation. Journal papers include conceptual analysis and synthesis, concept mapping of issues, e.g. nutrition and the sustainable development goals, plus oral health and policy frameworks (in-process). This paper ‘workbench’ encourages and facilitates reflective practice and critical thinking on an individual and collective basis. The derivation of the structure and content of Hodges’ model through guided discovery will be shared.

Results & Discussion

The background to Hodges’ model and its creation is introduced. In health care delivery, evidence-based interventions are of course paramount to patient, and public safety. Work to ‘see’ Hodges’ model as a mathematical object has begun. Help and collaboration is welcome; especially with supervisors of early career researchers and scholars in LMICs. Examples of complexity will be mapped to the knowledge (care) domains of Hodges’ model, which can itself be embedded within the spiritual. This paper responds directly to WCCS26’s main theme; and the need to listen to the lessons of history and isolate, weigh, refine and seek to preserve the often hard-won values that sustain humanity, humanistic care and qualities at a time when these are under assault, e.g. assisted dying – a right to die, or a duty? A small but growing bibliography, a template, plus illustrations of Hodges’ model are provided. Background on Hodges’ model can be found in the blog ‘Welcome to the QUAD’ - https://hodges-model.blogspot.com

Keywords: Healthcare, Nursing, Hodges’ model, Humanities, Global health

Topic: Complexity in Health and Medicine

🔷

News of acceptance was received on 29th November: brilliant! The deadline for submission of full-papers is 25th December. Try as I might, I can't meet this date. 

Helpfully, a presentation based on abstract alone is acceptable. I am hoping to network and learn too. The draft notes on Hodges'model as a mathematical object (6k words) are helpful in framing thoughts about the presentation and a future paper as a writing project. All in, a marvellous end to 2025 and prospect for 2026.

Sociology: Open access resources and course materials - BUP

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My source: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=EUROPEAN-SOCIOLOGIST