Dr. Luis García-Calderón Díaz
ITESM-EGADE
Ave. Eugenio Garza Sada 2501 Sur, C.P. 64920, Monterrey, N.L.
C.P. Joel Mendoza
ITESM-EGADE
Ave. Eugenio Garza Sada 2501 Sur, C.P. 64920, Monterrey, N.L.
The triadic conception of the divinity is an archetype found in
Christianity, Buddhism, Taoism, Islam, Hinduism, and in Kabalistic
Judaism. Mythologies and beliefs of the entire world contain references
to these three manifestations of God, and they are reflected in
every cosmological, natural, and evolutionary phenomenon. The
religious Trinity conformed by the Father, the Son, and the Holy
Spirit in the west, and of Brahma, Shiva, and Vishnu in the east,
represent a model for the interpretation of religious and natural
cycles. The proposal of the following paper is that this same
religious and cosmogical model is found in all managerial, strategic,
and organizational phenomena, in the light of all the theories
that in the last thirty years have arisen in these areas. The
research also proposes the triadic conception model as a referential
framework of evolutionary and meta-strategic thinking and decision
making, that facilitates the identification of the best strategies
and organizational designs for the environmental context in which
the organizations and firms unfold.
[01-035]
William S. Dockens III
Väringavägen 20 tr 3
SE 193 35 Sigtuna
Sweden
Why do major changes in leadership after organization disasters
like the sale of Sweden"s two automobile companies, Telia
Telephone"s disastrous fall in stock value and the restructuring
of Sweden"s world-class cell phone manufacturer seem so depressingly
similar" The major elements are: 1) An initial ranking among
the world leaders 2) increased competition where innovation and
creativity are chief determining factors 3) miscalculation of
future demands 4) a failed partnership attempt 5) accusing fingers
pointed at the cultural infrastructure of both the nation and
the organization 6) solutions usually involve a mutually destructive
struggle for power.
Far from unique to Sweden and industrial developed countries,
the possible list of cases and localities suggests that the problems
associated with crisis and power are probably ubiquitous. Nevertheless,
the involvement of Information Technology (IT) seems to amplify
the problems and complexity of solutions. Ominously, Sweden"s
cultural infrastructure is about to be put through the supreme
test when its industries and government organizations make huge
investments in e-education. Because a General Systems Theory (based
on the Life/Death Game) suggests that successful implementation
of on line education will require a radical change in mindscape
of the leadership, a change that a significant and powerful segment
have, for decades, vigorously resisted.
Relying on functional units from learning and cultural anthropology
permits not only a detailed multilevel analysis by means of primary
principles but permits comparisons between specialist and generalist
evaluations. Recent case studies are used to show how what seem
like irreconcilable differences from the perspective of logic
are, resolved (albeit painfully) in real life situations.
Conclusions suggest that whether behavioral science will be relegated
to treating pathological cases or will it be possible to predict
and prevent personal and organizational disasters will, to a large
degree, depend upon the mindscapes of behavioral science theories.
Key words: Power, E-Education, cultural infrastructure, Mindscapes,
behavior.
[01-140]
Vitaly Dubrovsky
Clarkson University, Potsdam, New York 13699-5790
dubrovvj@clarkson.edu
Half a century ago Ludwig von Bertalanffy introduced a new discipline,
General System Theory (GST). He defined the purpose of the new
discipline as unification of science and its subject matter as
formulation of general system principles, or principles applicable
to all systems. Unfortunately, no such principles have been formulated
yet. This paper demonstrates that the methods of GST are incapable
of producing principles applicable to all systems. The limitations
of the methods were caused by the use of naturalistic ontology,
which represents systems as real objects, or things and assemblages
of things.
This paper suggests an alternative approach which is based on
the assumption that the main purpose of the system approach is
dealing with complexity, and the main method serving this purpose
is analysis-synthesis. It is also based on (1) Kant's teaching
that system is not a real object but a conception of reason; (2)
the Activity Approach view that system ontology should incorporate
system methods; and (3) the Aristotelian standard of formulating
principles by means of opposition.
This paper suggests the following methodology for developing system
principles. In the first step, by analyzing existing definitions
of system, the principal system concepts and categorical oppositions
should be identified. In the second step, by analyzing classical
cases, the principle stages of analysis-synthesis and the corresponding
system representations should be identified and formulated in
terms of the principal system concepts and categories. In the
third step, these stages and representations should be reformulated
in terms of the categorical oppositions to produce two respective
types of system principles: "regulative" principles
of method, and "constitutive" principles of representation.
In the final step, the ontological picture of system that incorporates
all these principles should be constructed.
Keywords: system principles, isomorphisms, naturalistic ontology,
levels of thought.
[01- 53]
Vitaly Dubrovsky
Clarkson University
Potsdam, New York 13699-5790
dubrovvj@clarkson.edu
The goal of this paper is to formulate system principles applicable
to all systems. This paper is based on the assumption that the
main purpose of the system approach is dealing with complexity,
and the main method serving this purpose is analysis-synthesis.
It employs methodological analysis that is based on (1) Kant's
teaching that system is a concept of reason, applicable to sensible
objects only indirectly through theoretical constructs; (2) the
Activity Approach view that system ontology should incorporate
system methods; and (3) the Aristotelian standard of formulating
principles by means of opposition.
First, based on analysis of existing definitions of system, this
paper identifies the principal system constituents as "unity,"
"parts," and "interrelationship" and main
categorical oppositions as "complex-simple" and "external-internal."
Second, the paper analyzes the earliest case of system analysis-synthesis--analysis
of names in Plato's dialogue Cratylus--and identifies four stages
of analysis-synthesis and four respective representations of system.
Plato's method suggests a principal distinction between two types
of "parts": (1) "units" that are of the same
nature as unity and (2) "elements" that are of a different
"simpler" nature. It also suggests a corresponding distinction
between two types of "interrelationship": (1) "organization"
as interrelationship of units and (2) "structure" as
interrelationship of elements. Third, in terms of the categorical
cross-opposition of Complex-Simple and External-Internal, the
paper formulates four system principles of representation: Unity
(external and complex), Units (external and simple), Elements
(internal and simple), and Structure (internal and complex). The
corresponding principles of method are Hierarchy, (external analysis-synthesis
of unity in terms of units), Simple Reduction-Production (analysis-synthesis
of externally simple units in terms of internally simple elements),
Completeness (internal analysis-synthesis of a complete structure
in terms of elements), and Complex Reduction-Production (analysis-synthesis
of external complex Unity in terms of internal complex structure).
Fourth, an ontological picture that incorporates all of the above
system principles as a system of principles is constructed.
The paper concludes that the formulated principles are the abstract
system principles and formulation of the concrete system principles
would require unfolding of the abstract categorical cross-opposition
into a concrete Aristotelian "attributive construct."
Keywords: system principles, cross-opposition, complex-simple,
external-internal.
[01- 54]
Leonard Duhl, MD
University of California, Berkeley
The understanding of systems is useless, unless we can put it
to work to achieve change. This has occurred in technology development
and in management. Where we are far behind is in dealing with
social issues.
To understand systems, means having an image of changing complexity,
that cuts across time, place and field of interest. It is the
process of thinking - an ability to reframe issues that normally
are seen linearly, or in silos. It is, what has been called a
change in paradigms. More than that, it is changing from a believed
story, to a new one which can answer problems in a new way.
We by definition must be multi-disciplinary. By using an example
of the way I teach, which now seems to be called, problem-based
learning, I will show how difficult it is to change the mind-set.
Then using my personal development, I will show how I was forced
to think differently.
Examples will come from my practice of psychiatry, planning of
mental health systems, government service, dealing with poverty
and more. These culminated in my concern for Healthy Cities, which
is an attempt by communities and people to find new ways of coping
with problems. It is social learning, with a systems bias. Examples
of student projects on reforming PAHO (the World Health Organization
in Latin America) and disasters, will serve to show first steps.
Concluding with the need for social entrepreneurs who can lead
change, using new facilitating skills and active participation
to build social capital, I will refer to examples in the social
arena.
[01-136]
Angela Espinosa S. (PhD) , Guillermo Teuta G.
There is important research on the impact of telecommunications
and related technology on the personal and professional worlds
nowadays. This paper presents some recent research on the impact
of the telecommunication industry in the organisational structure
and adaptive mechanisms of the service enterprises from this sector.
In Colombia, as in many other latin- American countries, the dynamics
of the telecommunication sector enterprises started ten years
ago but has progressed at a slower pace than it has done in Mexico,
Chile and Brasil, for instance. There have been in most of our
countries, at these years similar policies of commercial opening,
de-regularization of service production and selling and privatisation
of the state monopolies in this kind of services.
At this time, there are 47 enterprises operating local telephone
services, offering all together 6.465.140 phone lines. Three enterprises
attends the whole of the long distance service and compete in
a market of approximately US$ 2.000.000**, that in global terms
is small, compared to the figures of an international consortium.
It does show a challenging scenario for survivance, which implies
many competences to be developed by these Colombian enterprises.
No surprisingly most of them have developed organizational interventions
in the past ten years to re-engineer some aspects of the business,
looking for more effective actions and results in order to remain
in the market. A quite accepted approach for management of change
in this sector has been the so called "Integrated Tele-communications
Management" that focus the change process in improving the
relationship with clients.
At this paper we argue that this dimension is necessary but not
sufficient to design the change process. Also that one of the
reasons for the reported lack of success of the change process
they have experienced have to do with their lack of competence
for developing and using good models of themselves and their relationships
with the environment. It suggests a integral set of tools and
models for this purpose, arguing that using them may be useful
to guide a change process in a sector like this one.
It presents a set of elements to speak about organisational change,
originally suggested by Beer in the Viable System Model, as the
meta-language to communicate about this issue. It highlights some
of the models and tools to deal with organisational complexity
in a change process that have been used in other international
scenes, that may help Colombian tele - communication enterprises.
It basically suggest to use the Systemic Control Model from M.
Schwaninger and R. Espejo to deal with organisational complexity
and to support the management of change process. It also suggest
the use of the learning model proposed by Reyes &Zarama recently
and some guidelines to intervene the behavioural variable (diagnosis,
design and sustainability of change) in the enterprises at these
tele- communication sector.
These set of tools looks for establishing, at a more practical
level, the required balance and synchronisation in the three dimensions
proposed at the Management Model from St. Gallen, Switzerland.
It also summarises a case study for using the models and methods
suggested at a local tele -communication enterprise, typical of
the average that are currently offering services. It makes explicit
the main learning at this case, in terms of managing change and
highlights some questions opened to future research in the issue.
[01- 73]
John Forman
R.W. Beck
1001 Fourth Ave Suite 2500
Seattle, WA 98154
Why have so many organizations had so much difficulty in implementing
systems thinking -- specifically, the emerging sciences of complexity
-- into their practices, processes and mental models" More
often than not, it is because management has not taken the whole
organization, whole people and their environments into account.
Instead, they tried to improve the performance of parts of their
businesses as though they were mechanisms; a 400-year-old perception
of human organizations. For years, we"ve struggled to find
a more holistic perspective. It"s now beginning to emerge.
In late 1999, a group of about 400 leading thinkers in psychology,
biology, medicine, politics, business, philosophy and social sciences,
among other disciplines, organized as the Integral Institute under
the leadership of Ken Wilber. As a founding member, I am among
several others at the Institute who have been developing an integrated
and organic approach to organizations and people. This emerging
understanding of values, processes and interactions includes elements
that have been missing from most other systems approaches, consequently
improving its ability to bear fruit in human organizations. The
inclusion of the human interior experience, and the associated
disciplines of developmental psychology and spirituality, along
with an understanding of shared cultural models makes the "hard-science"
complexity-based approach to systems-thinking richer and more
useful to those organizations and individuals who have intuited
its value all along.
I will offer to the Primer SIG what Wilber refers to as an "all-quadrant/all-level"
model that integrates a variety of disciplines to present a well-grounded
and actionable theoretical framework that will help any human
organization to improve its existing processes and systems, and
to encourage the innovation that it needs to adapt to changing
business landscapes or to create new environments.
Based on a working definition of complex adaptive systems ("A
complex adaptive system is made up of interacting, interdependent
agents following simple rules to influence one another and their
environment. These interactions cause the agents involved to co-evolve
along with their environment."), I will provide a model that
provides a context for integrating actions, systems, shared values,
and individual meaning and purpose. I will also explore the dynamics
of emergence as a common theme within and link between measurable
objective viability and subjective interpretive validity. Finally,
I will leave readers with some practical advice for bringing this
framework into their own organizations and personal lives.
[01- 26]
Dr Olov Forsgren
Inst for Informatik
Umea university
90187 Umea
tel +4690 7866136
fax +4690 7866550
Abstract: The suggestion in this paper is to focus the processes of integration between e-business, e- government and e-learning. The theoretical tool for doing this is a coconstructive approach for knowledge management.
Key words: Systemic, Constructive sciences, e-commerce, e-
government, e-learning, e-business, e-medicine.
Susan F. Gabriele
Ph. D. Candidate in Human Science, Organizational Systems Inquiry,
Saybrook Graduate and Research Institute, San Francisco, California
Gabriele Educational Materials and Systems
25525 Hardy Place, Stevenson Ranch, CA 91381
Tel: 661/ 253-0074; Fax: 661/ 253-0087; sgabriele@gemslearning.com
This paper develops the theoretical underpinnings of the "Roundtable,"
an activity for systemic EAS renewal in three steps. The first
part of this paper reviews literature from three knowledge bases:
systems methods in organizational change, systemic change in education,
and instructional design. Seven conditions are identified as necessary
for systemic change and potentially valuable for changing individuals
and the organizations in which they work. Namely, a successful
systemic EAS change model must be ideal-based, holistic, continuing,
participatory, very user-friendly, easy to adjust and improve,
and emancipatory for all EAS members.
The second part of this paper links these seven conditions to
a half dozen EAS and organizational group learning models currently
in use. The formal models include: design conversation, cooperative
learning, the lecture model, whole language, the ongoing advance
organizer/zoom lens approach, and dialogue. It is shown that each
of these models has many of the seven conditions, but none of
them has all.
In the third part of the paper, a lay model is identified as a
suitable base model exhibiting all the conditions. It is the learning
system observed in the recovery program of Alcoholics Anonymous
(AA). With concepts from the systems methods and group learning
models reviewed, the AA recovery model is transformed into the
Roundtable model for general learning. Specifically, the ideal-based
and holistic conditions are strengthened by adjusting the model's
purposes from "recovery" to "learning." Also,
concepts of "spirituality" are bypassed without removing
the AA model's underlying processes of "values-examination."
The resulting hypothetical Roundtable possesses these seven conditions
in abundance.
Future work is suggested. The seven conditions might be explored
and developed as necessary sufficient conditions in the analysis,
description and design of EAS change models. The "Roundtable"
might be adapted and explored in various EAS settings.
Keywords: education; systemic change; educational analysis; educational
improvement; systems design of education.
[01- 25]
Susan F. Gabriele
Ph. D. Candidate in Human Science, Organizational Systems Inquiry,
Saybrook Graduate and Research Institute, San Francisco, CA
Gabriele Educational Materials and Systems
25525 Hardy Place, Stevenson Ranch, CA 91381
sgabriele@gemslearning.com
This paper presents and describes the "Roundtable,"
a co-operated whole group learning activity proposed for the systemic
renewal of human activity systems (HAS), especially educational
activity systems (EAS). The appeal of
the Roundtable is that it is an easy and engaging activity allowing
all community members equal voice, including the underappreciated
or underrepresented (women, children and other minorities). First,
a brief review of the construction and rationale of the Roundtable
is provided, drawing from knowledge bases in EAS systems methods,
EAS systems design, and group learning models. Second, the Roundtable
is described. The description focuses on empirical aspects of
the Roundtable, that is, aspects which can be observed with the
senses and simple quantitative measures. Third, the
paper explains how the Roundtable is to be embedded in formal
HAS systemically, that is, with a view to protecting the new Roundtable
system from being consumed by, or threatening to, the existing
HAS.
A 60 minute Roundtable session is described as consisting of 4
parts. The first 3 parts-- leader's guide, 5 basic readings, a
topic of the day-- are for management and subject matter presentation
and are designed to take no
more than 10 minutes of the session. The remaining 50 minutes
are devoted to learning reports for subject matter and learner
development. In the learning report, participants are invited
to give their views, ideas, experience on the topic, or anything
else that is on their mind, and then to link it with the topic
or subject matter. The topic of the day will depend on the group.
No one is required to speak, and learning reports are to receive
no responses. Participants speak only once and limit their time
so that everyone has a chance to speak. For example, if there
are 25 participants in attendance, speakers are to take about
2 minutes each. The result is that each Roundtable participant
hears about 24 different viewpoints around a selected topic.
An application of this Roundtable model is being experienced here
and now at the ISSS 2001 Conference on the Asilomar site. We meet
every morning from 7:15 to 8:15am. ISSS members, friends and family
are invited to attend
every day or any day.
Keywords: systemic change; organizational change; systems design
of education; community learning models.
[01- 24]
Fei Gao*; Yoshiteru Nakamori
Graduate School of Knowledge Science
Japan Advanced Institute of Science and Technology
1-1, Tatsunokuchi, Ishikawa 923-1292, Japan
The evolution of business knowledge and knowledge management with
advancement of industrial organizations over time was discussed
in view of systems perspective in this paper. As at the early
stage knowledge element in companies took relative insignificant
position, knowledge management naturally did not get adequate
attention; in contrast, capital and other resources dominated
economically. It is technological progress that shift industrial
structures and change perceptions of people, which make technical
innovation and information communication as the main theme of
the second wave of revolution. With the quick evolution toward
an open and global knowledge society, knowledge management becomes
ever-increasingly crucial to the success of industrial organizations.
However, the issues are that what make the difference essentially
among various managements and what is the potential impact on
the people and society during the transformation.
From the view of evolution and knowledge theories, knowledge acquisition,
knowledge creation and accumulation are time-consuming processes
and involve the intensive people"s interactions, which gives
prominence to human factor in the organizations. Owing to characteristics
of knowledge, especially tacit knowledge, human interactions play
a vital role in sharing and creating knowledge or accelerating
the process of knowledge conversion within organizational context.
In the proper sense, productivity of knowledge workers takes over
the focus on process productivity, at least in high-tech business.
The shift needs responsively a fundamental change in terms of
both organizational structures and shift of mind. The trust, love
or caring among people that was often ignored due to relentless
competitions inside and outside of organizations will be key point
of sufficient considerations under the new environment.
We also probed the central part of knowledge management –
how to manage knowledge workers. From less important to central
role, knowledge workers needs an agreeable environment for better
communicating, sharing and co-existing with other people and society
as well as appropriate constraints of ethical values in their
pursuits of knowledge. Consensus within certain group or organization
led by shared vision can be reached but the sphere of trust that
constitutes the foundation for high-quality sharing both explicit
and tacit knowledge is very subtle and frail. The subtlety and
frailness of trust often is the major reasons for failure of effective
knowledge sharing and creation. Systematic construction and management
of friendly environment for knowledge workers is of the essence
of knowledge management.
Keywords: Knowledge Management; Systems Thinking; Organization
[01-32]
Fei Gao*; Yoshiteru Nakamori
Graduate School of Knowledge Science
Japan Advanced Institute of Science and Technology
1-1, Tatsunokuchi, Ishikawa 923-1292, Japan
Knowledge topics are the highlights in academia. Most of management
pundits agree the society has undergone a fundamental change from
resource-based into knowledge-based society. Knowledge itself,
knowledge creation, accumulation, diffusion and application as
well as knowledge management become increasingly imperative, which
is regarded as the key determinants of a firm, industry or country
for its survival and sustainable growth in knowledge era. However,
which kind of knowledge, how knowledge can be effectively created,
accumulated, diffused, and applied, and how massive knowledge
can be managed systemically to perform their functions, are more
fundamental than the barren advocacy of knowledge management to
a practical knowledge user.
Varieties of disciplines have made contributions to knowledge
and knowledge management. Drucker outlined the grandiose landscape
of knowledge society in a socio-economic perspective; Nonaka used
the essence of oriental philosophy to pave the way of knowledge
creation during the processes of knowledge conversion; the creativity
and empathy theories was discussed by Leonard; Edvinsson &
Malone defined the intellectual capital concept for effective
leverage and protection of knowledge organizationally; Boisot
emphasized information and competition. Each research focuses
on one or more specific fields. However, for adequate understanding
of the complex issue of knowledge and its management as well as
effective application, careful and purposeful exploration are
needed, on which holistic thinking is essential and imperative.
We try to examine knowledge-related matters holistically from
the viewpoint of systems science and systems theory. By using
critical systems thinking (CST), soft systems thinking (SST),
social systems design (SSD), total systems intervention (TSI),
etc., plus diverse findings of knowledge in major fields, a new
systematic perspective on knowledge, its creation, accumulation,
networking or its management, was developed, aiming for providing
a new way of thinking on knowledge management to practitioners.
A methodology package for knowledge management is formed, as a
convenient and useful toolbox in systematically identifying and
analyzing the complex situations out of intertwined jungle of
information and data as well as knowledge per se.
Keywords: Systems Methodology; Knowledge; Knowledge Management
[01- 33]
John D. Gill
Executive Director
ACCESS, Community Mental Health Center
913 N. Jackson
Jacksonville, TX 75766
jgill@gower.net
This paper presents a case study of a rural behavioral health
system. More specifically it examines the relationships and consequences
of the application of an urban model of behavioral health care
within a state in which 87% of its counties are rural. When the
definitions, assumptions, and criteria for service are established
using a single urban model, the consequences for those in rural
or frontier areas are significant. The current "urban model"
is not an equitable model across all social and economic environments
(Beeson, 1992). Changing this paradigm requires a systemic view
of organizational change in which the social process of change
incorporates and negotiates social relationships that are mutually
beneficial.
Consistent with systems thinking, rural community mental health
centers survive "through their ability to nurture mutually
beneficial relationships in their environments" (Baskin,
1998, p.68). Rural community mental health centers have unique
strengths to address the mental health needs of their consumers.
Cooperation between public and private (for profit) providers
is more likely, a wide of array of social service institutions
are relatively accessible to the mentally ill, and knowledgeable
practitioners are frequently active members of the community.
Traditional delivery systems have not built upon these strengths.
At the same time, rural mental health centers have unique challenges
as the prevalence of mental illness may be higher, funding formulae
do not adjust for the realities of practice in rural areas, and
recruitment and retention of qualified staff is difficult.
Keywords: rural, systems, mental health, reform
[01- 45]
Peggy B. Gill
Stephen F. Austin State University
Box 13019-SFA Station
Nacogdoches, TX 75962
pgill@sfasu.edu
Addressing educational change through systems design allows disciplined
inquiry into the complex and emerging social structures of the
dynamic system. Narrative story method provides a way to examine
the historical and current lived practice of those engaged in
the educational system. As a design conversation it encourages
the participation of all levels of the organization into creating
the organization"s living narrative. This paper address how
narrative story can be used to engage students within the system
in developing that narrative.
Narrative story provided the construct within which to examine
their perspectives. Students from ninth grade through twelfth
grade participated in the study with the intention of making school
a better place for all students. This paper examines their stories
and the implications in the design process for Sherman Independent
School District. The paper also examines narrative story as an
appropriate social discourse in the creation and sustainment of
educational systems that contribute to human betterment for all
students.
Keywords: education, narrative inquiry, social justice
[01- 49]
Prof.Tara Gopaldas
Director, Tara Consultancy Services
Bangalore, India
The Problem: The "malnutrition drama" of an Indian or
South Asian Child is over by the time he reaches his second birthday.
The most affected age group are the infants/ toddlers in the age
group of 6 to 18 months, which forms approximately 3% of the total
population. There are several factors contributing to this sorry
state of affairs. These are:
·The child may have been low birth weight (LBW), i.e. below
2500g at birth;
·Lack of and/ or total unsuitability of complementary foods;
·Inability to purchase items such as fruits, vegetables,
meat, eggs, milk.
·Repeated episodes of diarrhoeal and respiratory infections;
·Unhygienic personal, maternal and environmental status;
·Unsafe drinking water and poor sanitation;
·Limited, distant, slow and non-affordable access to preventive
and curative health services;
·Poor income levels, illiterate and working parents;
·Ignorance of simple and doable caring practices and large
families with narrow or no birth spacing.
In this presentation, however, I shall concentrate on the lack
of and/ or total unsuitability of complementary foods and drinking
water (also a food). Both home foods and expensive cereal-based-complementary
foods are fed to the child in miniscule amounts. Two-thirds of
our Under Twos are under-weight, stunted or wasted in India alone.
The Under Two needs not only his macro-nutrients but also his
micro-nutrients day-in and day out. An infant of one year of age
requires half what his father eats or about 1,100 kcal/ day. He
needs nutrient dense yet low bulk foods that will satisfy his
macro hunger for calories and protein and his micro-hunger for
vitamins and minerals. It is indeed a shame that the various micro-nutrient
deficiencies that most of us Indians of the low and middle income
groups suffer from could easily have been wiped out some decades
ago with the fortification of the common man"s foods, namely,
fats/ oils, atta, salt, sugar and so on. The infant would also
have benefited somewhat. However, the undernourished infant born
of an undernourished mother, suffers even more from iron, zinc,
vitamin A, B complex and C deficiencies. Hence, they have to be
considered as a special category for the full fortification of
their complementary foods.
In India alone there would be about 30 million of such babies
(6-18 months) per annum requiring urgent help through appropriate
complementary foods.
The Consequences : Some of the major consequences of not tackling
the undernutrition problem is these tiny survivors are indeed
very bleak.
·They will be much smaller in size (height and weight)
when they reach adolescence and adulthood. This will give them
a great disadvantage as far as physical work capacity is concerned.
·Their educational performance will be poor in school.
·In childhood their resistance to common illness will be
poor. Their diarrhoeal episodes will be high adding to the misery
of both child and parent.
The Solution : Most cereal-pulse-based complementary foods become
bulky and/ or pasty on reconstitution/ cooking. What this child
needs is a nutrient dense but low bulk complementary food that
can be quickly consumed by the child in one feed. The food industry
can easily produce such a complementary food by incorporating
the entire RDA of micronutrients of a one-year-old child. (ICMR,
1992). The Amylase-Rich-Food (ARF) Technology of my Baroda research
group and myself (1980-continuing) can also be very easily incorporated.
All that it takes is the replacement of 2% to 5% of the sugar
component with an equivalent amount of malt powder. The miracle
of ARF is that it "liquefies" the feed by breaking up
the long carbohydrate chains into much shorter dextrins. Hence,
the baby is able to drink up his total "micro" requirement
along with about 200 or 400 kcal and some 6 or 12 g of protein
in such full-feed complementary foods (50g or 100g respectively).
Our informal participatory research assessments revealed that
even the urban poor are prepared to buy a "50g full feed"
for Rs.3 per pouch and a 100g pouch for Rs.5/-.
The food industry can also think of producing sachet like the
pan masala or shampoo packets. Each sachet should contain a one-year-old
child"s entire RDA of vitamins and minerals plus a few grams
of barley malt powder. This should be sold for not more than Rs.2/
sachet. Decent profits can accrue from volume of sales.
India, does possess the state-of-the-art expertise and technology
with respect to complementary foods. For some reason the will
and drive seem to be lacking. I would urge the Public Sector,
the Private Sector, Academia and Research to forge a Partnership.
Social Production, Social Marketing and Social Advertising should
be our war cry and slogan for Complementary Foods.
Integrated Systems for Procurement/ Production/ Packaging/ Storage/
and Distribution should be jointly developed. The whole effort
should be preceded and succeeded by sensible Market Research.
The Bureau of Industrial Standards should be persuaded to formulate
simple and reasonable standards for Complementary Foods. All that
needs to be tested would be: moisture level, physical examination,
microbiological growth and rancidity. The Public Sector (Government)
should be persuaded to free such a Social Product from all taxes,
duties and levies. Last the electronic media should be involved
in a big way to promote the concept of an Affordable, Accessible,
Appropriate and Adequate Complementary Food for the "Under
Twos".
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