The ideal of beauty extends to males too….I think?

For better or worse, looks matter in Korea. I mean, looks really matter. Regardless of where you go, you’ll see girls on the subway, in their cars, at a crosswalk, restaurant tables and anywhere else looking into the little tiny mirrors that seem to be customary cell phone compliments. If anything is out of place, it gets fixed, then and there. If anything is too out of place, well that’s just cause to break whatever had been on the day’s agenda and head home to get it sorted.

In a country that thrives on pressure, and even breeds it as a national sport, women always need to be on their “A” game. It’s too cold for that mini skirt? Wear some tights underneath. You will be walking a lot and don’t want to wear those stilettos? Tough, do it anyway.

Alarmingly, this pressure to appear perfect doesn’t stay limited to portable mirrors and choice of attire. Cosmetic surgery is so commonplace here that there seems to be a doctor offering it on every corner, and all of them stay busy. Conservative estimates suggest that half of women in their twenties have had some surgery done, in many cases several, and most anyone here knows that number is actually much higher. There is even such an obsession with angular-shaped faces here that cosmetic surgeons can essentially shave jawlines.

A menu of cosmetic options (image credit: girlandtheworld.org)

Eyelid surgery is most common, because Korean women all seem to be mortified that they don’t have a natural fold in their eyelids combined with a fascination for large eyes. But for women who have put on a few extra pounds, liposuction tends to be the preferred solution as opposed to exercise, and nose jobs are highly common as well.

I’m all for people doing what they wish to do with their bodies—want to cover it in tattoos? Do whatever makes you happy. The problem I have here in Korea, however, is that in spending enough time around these people, you get the sense that in most cases, the work that is done is not even necessarily because the girl herself wants it. Instead, she feels pressure from society, perhaps even subconsciously due to the importance put on the standard of ‘perfection’ here. Indeed, this is a country where photos are still attached to job or college applications, and most people believe that looks can be not only a deciding factor, but an absolute essential to even garner consideration.

What’s worse is that these unrealistic ideals are confirmed even in the home, where it is common for parents to pay for cosmetic surgery on their teenage girls. Can you imagine actually wanting your own child, the fruit of your loins, to be put under the knife because she isn’t good enough?

At some point, this has to stop if Korea is to continue its growth as a major player in the world economy. Pressure to be beautiful isn’t on the radar of human rights watchdogs yet, but at the rate Korea is going, it could soon be. Jobs and promotions are still won and lost based on willingness to perform sexual favors in this still male-dominated society, as the suicide case of actress Jang Ja-yeon, who was sexually abused by several entertainment executives, shed light on. Along those same lines, it was news recently when a local politician was quoted as telling a group of students that debate judges, of which he was one, “don’t really pay attention to the debate. They are actually interested in how participants’ faces look.”

Quite simply, the combination having males still highly dominant in this society, and the lack of any cultural theme that beauty comes in different shapes and sizes and colors, or is in the beauty of the beholder, makes for a potentially major social issue in Korea.

Don’t tell me what is or isn’t beautiful unless you want a smack in the jaw.

Jang Ja-yeon’s story exemplifies what is wrong with Korea’s pressure society (image credit: popseoul.wordpress.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. 

Intrinsically linked to the windmill as a peanut butter is to jelly, the tulip has long been a staple of the Dutch landscape, and subsequently, of Dutch culture. Farmers here produce approximately nine million of them each year, and given how many of the bright yellow and red bulbs you’ll see lining the window boxes of any stroll through the streets here, they sell most of them locally.

While this is the case today, it wasn’t always—a single bulb once sold for today’s equivalent of seven thousand dollars. Yes, that’s 10,000 florins, which was about the same as seven grand today.

See, tulips were once considered quite an exotic treasure, and one not native to the Netherlands. They first came from present-day Turkey in the 16^th-century, when Ottoman merchants brought them. The struggled in the chilly, damp climate, until a Flemish botanist named Carolus Clusius discovered a few tricks to help the tulips prosper here.

They immediately became a status symbol, with only the wealthiest Dutch able to afford them. Businessmen began speculating on the prices of tulips, which altered greatly depending on the quality of a season’s crop, and this mania both made and broke people’s fortunes and livelihoods. The flower gambling bubble eventually burst, like real estate in many places today, and at the same time the Dutch discovered the beauty of other alternatives to the tulips. The market for daffodils, gladioli, hyacinths and irises was born, and the prices for tulips fell to reasonable levels.

The Dutch Flower Market has Diversified

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.

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)

For those of us in the middle of Winter, a little reminder of things to come…

There is a common belief that a bitter rivalry exists between French people and Americans. Having spent a significant amount of time in France, I know this is vastly overblown—sure, there are a few folks here and there who don’t like each other—but generally speaking if either party approaches the other respectfully, they will be treated respectfully in turn.

In cases where this is true, however, it is highly likely that an American visitor approached the French person, in France, addressing them immediately in English. While this is acceptable (and in some cases even desirable) behavior in some parts of Europe, making no effort to learn even a few basic pleasantries is probably the average French person’s No. 1 beef against Americans.

It’s not hard to learn your pleases, thank yous, excuse mes and good mornings. So if you want to make your time in France more enjoyable, commit a few to memory, practice some pronunciation, and you’ll be pleasantly surprised how easily it is to interact with locals here. They may not like to admit it, but many French people speak at least basic English, which makes sense given the importance of tourism to the country’s economy and it’s close economic links to England. But you’ll probably never learn the extent of their English skills unless you can start your approach with a word in French.

That Italy is a culture of proud machismo is well established. That Italian food is one of the most popular around the world is also fact. Put those together, and you have an extreme sense of nationalistic pride in the country’s culinary offerings—pride that can be so over the top as to create some opportunities for humor at the Italians’ expense.

Spend enough time with Italians, and it can be a great joy to watch their reaction to any creative alterations to Italy’s staple dishes; you will never see any kind of “Italian fusion” being embraced by Italians. You want to try to make lasagna with a cheese other than ricotta? Not here, you won’t. You want to add something fancy like turkey or mushrooms to spaghetti al pomodoro (simple spaghetti with fresh tomato sauce)? That’s just blasphemous. And don’t even think about using a cheese-based sauce with seafood.

Secondly, it can provide a laugh when you erroneously pair ingredients that you are genetically supposed to know don’t go together. For example, if you prefer a seafood-based sauce with your pasta, you use long noodles. If you want meat sauce, that’s when you need short noodles. Get it mixed up, and your Italian friends will have a (comical) fit. While you’re at it, try cutting your pasta with a  knife, or cooking your pasta too long so it’s soft and mushy as opposed to the preferred al dente. You may not have friends anymore.

Finally, because Italians are so proud of their cuisine—and indeed, it is the only suitable cuisine on earth—you are likely to get humorously defensive reactions when you suggest that while Italian food is good, you prefer Peruvian, or Thai, or Japanese, or Lebanese. Just rubbish. Have they actually tried those other cuisines? Doesn’t matter…you’re not only wrong, but silly for even suggesting such foolishness.

And when you do encounter this, it’s only fitting to laugh, given that over-the-top pride exemplified even from the country’s leadership—among his many other blunders, Silvio Berlusconi managed to offend an entire country (Finland) by knocking their cuisine while serving as Italy’s Prime Minister.

Make sure you treat your Italian food wisely…

Nicaragua is the poorest country in Central America and one of the poorest in the entire world. But it is also one of the most culturally-rich, and subsequently, one of the happiest. With a population consisting primarily of mestizos, or mixed-race people, the fact that a surprising number of people here can communicate in broken English (despite Spanish being, obviously, the vastly dominant language) is a testament to their diverse heritage.

What is particularly interesting about Nicaragua’s cultural mix is the physical divide: the country is less than 500 kilometers across, and yet East and West are vastly different here. The West, which includes the capital Managua and a majority of the population, was originally colonized by Spain. As such, it has maintained a similar heritage to most other Latin American countries, deeply influenced by Iberian culture.

The East, however, has a vastly different history. Once a British protectorate, it is more culturally similar to the islands of the Caribbean, many of which were once or are still today British-ruled. English is still widely spoken amongst these people, although continued immigration by Spanish speakers has tipped the scales in favor of that language. Still, the large population of mixed African colonists from the Caribbean, as well as the indigenous Garifuna (similar to Belize to the north), Miskito, Rama and Sumo people, have ensured that while small, the people from the East have kept Nicaragua’s cultural heritage diverse.

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.