As we outlined previously, French people do not necessarily dislike their American counterparts. In fact, as with most of the world, many young French people are heavily influenced by American pop culture, given the prevalence of American music and film on the global stage. This wasn’t always the case, though, and I wanted to share a really interesting story I remember my Strategic Marketing professor telling me about how McDonald’s began the infiltration of American culture into France.

When McDonald’s emerged in France in 1979, the country didn’t have fast food. It was a new concept. As highlighted in another post, the French and eating fast typically don’t mix. Secondly, the audience McDonald’s market research team found that the people it should target initially were those old enough to remember World War 2, as they were the sector of the French population who liked America, which McDonald’s represented, the most. These older people simply didn’t understand the concept of eating with their hands. So the marketing task became a matter of educating their target market first on the process of ordering without being served by a waiter, then seating themselves, and finally that they could actually touch food with their hands—a huge taboo in traditional French culture.

So when McDonald’s first started marketing in France, their advertisements introduced an elderly couple demonstrating a range of “firsts” in the country: walking into the McDonald’s lobby (which was vastly different from competing cafes), standing in line (a new concept), reviewing the menu (French cafes at the time—besides obvious tourists ones— didn’t have a menu, as the French genetically understand what is on a café’s menu), ordering with a smiling server (French restaurant staff rarely smile), and bringing their own food back to the table (French cafes always had a gausson, or waiter). When the couple was set to eat, they realized that they didn’t know how to eat the hamburger, reaching for a knife and fork (as touching food was unthinkable in France). Finally, a group of teenagers spotted the couple, approached them and demonstrated how to pick up and unwrap the burger.

McDonald’s became popular in France, and the French had become American without even knowing it!

Independent now for just over 50 years, Ghana has become a model for the world in the area of religious tolerance. With a population nearly equally divided among Christianity, Islam and traditional religions, it is truly remarkable how Ghanaians are both so passionate about their individual religions—celebrations are very outward here—but tolerant of others. The mantra that it doesn’t matter where one comes from or what he or she believes in—when in Ghana he or she will be welcomed and treated as Ghanaian—is something this nation lives and breathes every day.

It is even common to have a peaceful religious divide within families—traditional parents with Christian children who are happy for their Muslim cousins’ success. This harmony is evident  from the top-down as well, with a government that for the past half-century has strongly supported religious freedom. While Christian holidays like Christmas and Easter are national holidays here, as they are in many countries, so are Muslim holidays like  the Idul Fitr and Idul Adhia. Because they are acknowledged and people here have a basic knowledge and understanding of another belief, there is not the fear and impending hysteria it has created in much of the world.

This is thanks in large part also to the Ghana Peace Council, which was created by the government to raise awareness surrounding the use of nonviolent strategies in response to conflict through networking, coordination and campaigning. The 11 members include the most prominent members of the Catholic, Muslim and traditional religions in Ghana, as well as some top legal and business professionals, academics and youth representatives. During its existence, this group has built an impressive track record, with one of its most important duties being to decide otherwise-deadlocked national elections. In one notable example, the leader of the group—the head of a Muslim mission—made a deciding vote against the political party he personally supported, because through deliberations with the entire group it was evident that the opposing party would better serve Ghana at the time. Such sacrifice of one’s personal beliefs for the betterment of a nation surely has a trickle-down effect, providing an example that is difficult for individuals to go against.

Ghana may have its share of problems, but when it comes to religious tolerance, it is truly a nation to behold.

Rivalries exist throughout the sports world. America has its Yankees-Red Sox and its Duke-Carolina. England is where Manchester United and Liverpool, and Chelsea and Arsenal each tilt twice a year. And in South Africa, the Kaizer Chiefs-Orlando Pirates rivalry brings Johannesburg to a halt. Very rarely is the rivalry actually political, however, as is the case in Spain’s larger-than-life El Clásico, the 254th of which takes place today in the first leg of the semifinals of Spain’s Copa del Rey.

Not to overlook that the mutual quality of play is great—FC Barcelona and Real Madrid are almost always among the most talented and victorious clubs in the world—is the fact that each club also has a long association with differing politics. Barcelona has long represented the identity of its liberal home, Catalonia, while Real Madrid gained the reputation for being the “establishment club” during the Francoist regime in the middle of the 20^th century. While this division has not always been so cut-and-dry, polls conducted even today show that Madrid’s followers tend to adopt more right-leaning views, while Barcelona’s are more closely aligned with the left-wing.

Adding to the hysteria, extremist political groups on both sides were born out of support for their beloved clubs, and went onto become known for hooliganism and violence. Ultras Sur, for example, was created in 1980 as a far-right Real Madrid group, while Boixos Nois started the following year as a far-left Barcelona group. In 2000, when former Barcelona star Luis Figo made his return to Camp Nou (Barcelona’s home stadium) as a Madrid player after a transfer, Boixos Nois threw a pig’s head at him. Other groups have followed, with one of the most violent of the Barcelona groups—the Casuals—having evolved into a full-fledged criminal organzation.

Feature film-worthy drama aside, there’s also football, with the teams squaring off twice a year in La Liga, and occasionally in other tournaments like Copa del Rey and UEFA’s Champions League. In total, the clubs have played 253 times, with Barcelona winning 105, Madrid 92, and 56 draws. Those numbers include “friendly” matches, though—of “competitive” matches (the Royal Spanish Football Federation has some convoluted logic as to what differentiates these two classifications), Madrid has won 88 times, Barcelona 86, with 46 draws. Conclusion: it’s pretty competitive between these two, even if there isn’t a clear-cut way to judge who has been more successful. That is why the rivalry is followed around the world, with one of its most anticipated showdowns—the 2002 Champions League semifinal—having been played to a worldwide audience of more than 500 million.

In case you miss today, you won’t have to wait long for the next one. The teams will play the second leg of the Copa del Rey semifinals on 27 February, and again the following week in La Liga.

Image credit: Barcaloco.com

One thing that always strikes me when I’m in Malaysia is the diversity. Walking around the streets of Kuala Lumpur, it almost feels like the city is equal parts traditional Malay, Chinese and Indian (statistically this is not true, of course, with a heavy skew towards Malay followed by Chinese). Of course, all of these are Malaysians, but these are the groups that make up the majority of the country.

But given the diversity that makes up this country, it never ceases to amaze me how intolerant the government is. This isn’t surprising given the country’s official classification as “Muslim”, but I am always intrigued when a country that is built upon and prides itself on diversity has such a one-sided stance on things. Homosexuality is still a crime in this country, as is sodomy, as demonstrated in the criminal case of former deputy Prime Minister Anwar Ibrahim.

As Malaysia continues to grow in economy and prosperity, it will be interesting to see how the political and religious views the government holds to will shift in light of a global influence. Here is to hoping that people living peacefully will be allowed and encouraged to pursue their individual happiness, regardless of what brings that. 

I am taking today’s post from a 2008 report by Meris Stansbury from eSchool News. It is a few years old, but I was trying to find something that gave an accurate picture of the education system in Scandinavian countries, and I felt this article did a very good job of it. While many places in the world do not have the same general equality of wealth and prosperity that much of Scandinavia enjoys, every country can surely learn something from this system to apply to their own.

U.S. educators seek lessons from Scandinavia

A delegation led by the Consortium for School Networking (CoSN) recently toured Scandinavia in search of answers for how students in that region of the world were able to score so high on a recent international test of math and science skills. They found that educators in Finland, Sweden, and Denmark all cited autonomy, project-based learning, and nationwide broadband internet access as keys to their success.

What the CoSN delegation didn’t find in those nations were competitive grading, standardized testing, and top-down accountability—all staples of the American education system.

As CoSN officials explained during a webcast held Feb. 27, the delegation traveled to Helsinki, Stockholm, and Copenhagen to talk with the ministries of education in each country and exchange ideas with local business and school leaders.

The group’s goal was to learn how these countries are approaching education, reaching students, involving teachers, and implementing policy. Specifically, CoSN wanted to see how strategic investment in information and communications technology (ICT) was affecting education in the region.

As in the United States, most Scandinavian classrooms are connected to the internet, students and teachers have access to computers, and there is an ample supply of online learning resources and virtual-schooling programs. However, according to Keith Krueger, CoSN’s chief executive, ICT in that area of the world “is supportive of programs, rather than a driving force, and is viewed as important primarily to ensure students’ success in their future careers.”

Kati Tuurala, Microsoft’s education manager in Finland—whose students scored the highest in both math and science on the latest Program for International Student Assessment (PISA)—said there is a “huge change in the knowledge economy because of the global market. In order to ensure future success, we need to know how to go from good to great.”

She credits Finland’s success to its major reforms of the 1970s, which included an emphasis on primary education for everyone in the country. “That’s the reason for our present-day success,” Tuurala said.

In all three countries, students start formal schooling at age seven after participating in extensive early-childhood and preschool programs focused on self-reflection and social behavior, rather than academic content. By focusing on self-reflection, students learn to become responsible for their own education, delegates said.

Barbara Stein, manager of external partnerships and advocacy for the National Education Association, said Scandinavian countries “encourage philosophical thought at a very young age. … Grading doesn’t happen until the high-school level, because they believe grading takes the fun out of learning. They want to inspire continuous learning.”

In fact, educators and policy makers in all three countries view accountability and assessment far differently than in the United States, delegates said. In contrast to the focus on quantitative measures and standardized testing found in No Child Left Behind (NCLB), Scandinavian officials rely on a system that produces highly competent teachers who use their professional expertise to work with each student and develop individualized learning plans.

“My teacher” and “the teacher” are terms of respect, not only when used by the students, but also by the school leader or headmaster. The teacher is most often viewed as a mentor, someone who has both knowledge and wisdom to impart and plays a key role in preparing students for adulthood.

In Finland, for instance, teaching is one of the most highly venerated professions in the country—and only one in eight applicants to teacher-education programs are accepted. All teachers there have a master’s degree.

Unlike in the United States, which has taken the opposite approach, Scandinavian countries have established national curriculum standards but have set fairly broad mandates, letting authority trickle down as close to the classroom as possible. Local school officials have the flexibility to provide education services according to their students’ unique needs and interests, as long as the basic policy framework is followed.

Therefore, teachers are extremely autonomous in their work. So are students. For example, internet-content filtering in the three countries is based largely on a philosophy of student responsibility. Internet filters rarely exist on school computers, other than for protection from viruses or spam. As a school librarian in Copenhagen said, “The students understand that the computers are here for learning.”

Julie Walker, executive director of the American Association of School Librarians, said these countries see students as having “the filter in their heads.”

Walker also noted that while “the U.S. holds teachers accountable for teaching, here they hold the students accountable for learning.”

One school that delegates visited in Copenhagen, Katrinedalsskolen, has students become independent learners working across curricular areas. Students stay with one teacher or mentor from grades one through nine, moving freely about the building—which is centered around the school library, or “pedagogical center.”

Assessment

In the Danish system, the notion of grading is a foreign concept, with competitive grading postponed until high school. Students are judged in relation to their own growth, rather than that of others, and they are continuously evaluated. Teachers also write individual learning plans for each student after these evaluations.

Project-based learning begins in the first grade, and teachers work with students to structure their learning through a process described by one educator as “dialogue and trust.” Assessment is achieved primarily through a dialogue with each student, as is communication with parents about their child’s progress.

Exams tend to be limited as exit criteria to grade nine, along with a project-based assignment that requires students to plan, research, present, and create around a broad theme.

Finland, which does not use standardized exams, reformed its educational system in the 1990s to remove the European school inspectorate system of accountability. According to Walker, “Students use progressive inquiry and are educated through questions and problem solving.”

The change occurred because teachers felt the system stifled them and hindered creativity in the classroom.

One school in Helsinki, Aurinkolahti School, believes that learning should let children “have fun and know the joy of life.” Educational technology is used to create a community of learners who build knowledge together.

ICT abroad

It’s important to note that in all three countries, neither abject poverty nor ostentatious wealth are manifest, webcast participants heard. This is owing to strong traditions of social programs that provide young people and their families with a robust support system. “Therefore,” explained Krueger, “there is no great digital divide like in the U.S.”

About 98 percent of homes in all three countries have computers and broadband internet connections. The communities in all three countries also frequently have media centers where students and teachers can receive help from qualified professionals.

Because of this high degree of home connectivity, Sweden has decided that the government is not in charge of implementing technology in its schools.

So, home connectivity does not necessarily translate into widespread, sophisticated use of ICT in schools. Said Krueger, “We did not hear expressions about the need to make a deep-level change in the nature and structure of schooling in the three countries … nor did we get the sense that ICT was provoking efforts to reconstruct the nature and role of school in an extensively wired society.”

However, connectivity for all schools is still a goal in Denmark, and its widespread implementation is encouraged through district competitions for winning technology prizes. Denmark also has a national social-networking portal and is a leader in terms of Web 2.0 applications.

Yet, none of the three countries has implemented classroom technology to the scale of the United States. Said Ann Flynn, director of educational technology for the National School Boards Association, “Technology is less visible in all classrooms—technology such as whiteboards, student response systems, students laptops—they’re just more focused on personal productivity.”

Technology tools, such as computers, have been given primarily to teachers as a way of supporting their instruction—but there are few student-focused ICT initiatives, such as one-to-one computing programs.

Nobody’s perfect

Tuurala said that Finland, though ranked highest on the PISA exam, still “doesn’t have a clear vision as a nation as to what constitutes our national education policy. We need to ask ourselves, ‘What do we need in order to succeed in this global employability market?’”

A reoccurring theme in all countries was the need for policy makers and education administrators to have a clear vision of how technology can improve teaching and learning.

“We heard this in nearly every meeting, whether it was being identified as the reason for a success strategy, or its absence highlighted as a core reason for lack of progress,” said Krueger.

He continued: “There appears to be less focus on the use of ICT for innovation. Clearly, it takes strong and visionary leadership to promote new uses of technology or other strategies, when you have succeeded with traditional high-stakes measures.”

The webcast concluded by emphasizing that even though these three countries are succeeding in student achievement, they also grapple with some of the same questions encountered in the U.S.—how to ensure high-quality learning, how to use technology more effectively, how to gain digital maturity, and how to reenergize the use of technology in schools on a continual basis.

Hong Kong, like much of Asia, is great for many things. From landscapes and architecture to food and nightlife, it’s a vibrant, bustling city full of energy. But, also like much of Asia, don’t expect creative thinking or ability to improvise in a work setting to be one of the traits you notice. While there are certainly creative communities throughout Hong Kong and Asia as a whole, and actually many governments are actively making an effort to encourage the development of more, Asian companies still tend to exercise a firm grip over the thought processes and freedoms of their employees. In other words, coming up with your own way of doing things is not encouraged here, like it is in Silicon Valley firms or other creative hotbeds around the world.

A ramen shop, of all places, would be the least likely place I’d expect to notice this approach to management, but sure enough I did while having lunch at Hong Kong International Airport. Like many restaurants, this particular shop offers set combo menus to make it easy for time-sensitive travelers. Given that I had several hours to kill, however, I was in no rush. As I looked over the menu, I noticed that there were different side dishes available with different main courses, but the offers were specific. In other words, you could not choose one main course ramen and one side—it was strictly Ramen AB with Side C, or Ramen DE with Side F, etc. I wanted Ramen AB with Side F, and figured it would be no trouble by simply asking the waitress. When I did, however,  the expression on her face became as if I had just asked her to disprove the Fibionacci Sequence—total confusion. She said tersely that I could not order those dishes together, but offered me another combo instead.

It certainly wasn’t a big deal, but something I noticed so typical of many Asian business cultures—don’t challenge the authority. The restaurant obviously knew much more than me which dishes I would like to compliment each other.

Make sure your palette doesn’t want something different from the standard offering!

I’m on a mission, out for a cause. You see, I like to drink cachaça. And when I leave Brasil, I have a hard time finding it. That’s a problem.

No matter where you are in the world, go to a bar and you’re likely to see the usual suspects—Heineken, vodka, whiskey, the occasional gin or cognac, rum, a few local beers, maybe a Guinness—and that’s what you drink. And I have no issue with that. But I have yet to hear a good argument as to why vodka is deserving of worldwide fame and cachaça isn’t.

Cachaça on the shelf in a Brazilian bar (image credit: Diogo Melo/soundsandcolours.com)

With beer, it’s simple. Beer is everywhere, and although there are hundreds of beers around the world that may taste better, Heineken is a global marketing machine, backed by hundreds of millions of dollars of marketing budget. But there is no brand of vodka, or any of the other liquors mentioned, that is ubiquitous. Sure, names like Grey Goose and Jack Daniels make a valiant effort, but it’s the drink itself, independent of brand name, that has the global fame and global reach.

More than 4,0000 brands of cachaça can be found in Brasil, which combine to produce an estimated 1.5 billion liters annually to the tune of approximately USD $130 billion in revenues. And yet, only 1 percent—one freakin’ percent—of that haul is exported (most of this to Germany, a testament to the wisdom of our Deutsch brethren). With that kind of production, consumption and bottom line, you’d think someone would have tried to grow this market outside of Brasil.

As for the drink itself, it is the distillation of pure sugar cane juice—a fresh, fragrant, aromatic and smooth distillate that is either prata (silver, or unaged) or ouro (gold, which the liquor resembles after it is aged)–typically anywhere from 38% to 50% alcohol by volume. The aging process can extend for anywhere from one to 15 years, and because of the added flavor it provides, aged cachaças tend to be more expensive and enjoyed by themselves. Unaged cachaças are most widely used mixed with muddled lime and sugar in the national drink of Brasil, the caipirinha (which happens to be, for my two cents, the best drink on the planet).

The sweet, limey indulgence known otherwise as caipirinha

Also known as aguardente (“burning water”), pinga and caninha among other names, cachaça can be considered a relative to rum, except that rum is made from molasses (a byproduct from refineries that boil the cane juice to extract as much sugar crystal as possible), while cachaça is made from fresh sugarcane juice that is fermented and distilled.

So ironically enough, rum is actually a lower-quality offshoot of cachaça, and yet it enjoys global distribution while cachaça remains a Brazilian gem. Is that because of a cost difference? I doubt it, given that a wine-sized bottle of Pitú or 51 (Cinquenta y un), which are two of the most popular brands of unaged cachaça, can be gobbled up at supermarkets in Brasil for 4 or 5 reals, or the equivalent of about $2 USD.

The only conclusion I can think of is that cachaça makers spend their time and effort producing quality cachaça, rather than promoting their brands. Or perhaps this is just Brasil’s way of keeping one of their secret gems amongst themselves to enjoy, just to spite the rest of the world. But I have no doubt that with the right marketing strategy (see our tale about McDonalds’ humble introduction into France), cachaça would become a globally-enjoyed beverage, possibly above all others.

Some of the various brands of cachaça found in Brasil (image credit: cocktailfiesta.com)

People always seem to wonder what state Washington, D.C. is in. And I can’t really answer them. It’s not part of any state, I say, and of course it is not a state itself, either. This doesn’t seem to make sense to people.

Nor does it make sense to me. As capital of the United States of America, the District of Columbia was created to be the seat of government, neutral of all state laws. But as a result, the District’s 630,000-some residents today have no voice in U.S. Congress.

In 2000, the District of Columbia began issuing license plates adorned with the motto Taxation Without Representation, which highlighted the fact that D.C. residents pay Federal taxes, but do not have representation in Congress. In a show of support for the city, President Bill Clinton used the new plates on his presidential limousine, only to have them removed by George W. Bush when we took office a few months later.

While the presidential motorcade has been equipped with the stripped-down D.C. license plates since then, President Barack Obama finally brought back the taxation plates as he headed to a community service engagement at a D.C. school last week. See the full article from Politico below:

Obama’s new plates

Obama’s car gets ‘taxation without representation’ plates

By: Jennifer Epstein; 19 January 2013; Politico

President Obama’s car got new license plates Saturday in a show of support for the District of Columbia’s efforts to get greater recognition from the federal government.

Obama’s black SUV sported “taxation without representation” plates as he headed to a District school for a community service project. Three cars in his motorcade now with the new plates already had D.C. plates, but they read “washingtondc.gov” instead of sporting the motto.

White House press secretary Jay Carney said on Thursday that Obama had decided to put the plates on the car in recognition of the District’s residents.

“President Obama now has lived in the District for four years and has seen firsthand how patently unfair it is for working families in D.C. to work hard, raise children, and pay taxes without having a vote in Congress,” Carney said. “Attaching these plates to the presidential vehicles demonstrates the president’s commitment to the principle of full representation for the people of the District of Columbia and his willingness to fight for voting rights, home rule, and budget autonomy for the District.”

Former President Bill Clinton put “taxation” plates on his car at the very end of his second term, but George W. Bush had them removed when he took office.

A new license plate design often means a new plate number, but not so for the president, who keeps “800 002” on his car, whether an SUV or a sedan.

Not-so-edgy DC plates used by the Bush administration

Having spent a good deal of time in the Middle East—especially in Qatar—I’ve come to learn a lot of the good elements and bad elements of the culture here. There are many fascinating things, of which I hope this space will shed light upon many, but there are also some incredibly disturbing elements to the way people live here. Human rights violations are rampant, because people are not equal. I don’t bring these up to portray any Middle Eastern countries or cultures in a negative light, because most of what I’ve seen and heard are reflections of individuals and not the country or culture. But by shedding more light on them, I hope they can eventually be discovered and eliminated.

In most cases, the problems that exist are based on class and racial differences. The skyscrapers that you see here were all built by day laborers from India, Nepal and surrounding areas. The service industries, like hotels and restaurants, are being run on the backs of young men and women from Thailand and the Philippines. And the majority of children here are not raised by their own parents, but by nannies that are brought in from Southeast Asia specifically for that purpose. While this diversity is in and of itself a good thing, unfortunately these people are not accepted as anything more than the servants they are to the rich locals, and are treated as such.

With this prelude, stay tuned to this space for a series of stories of things that will hopefully not occur here for too much longer.