Skip to main content

Home/ Malaysian Teachers & Education/ Group items tagged western

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
izz aty

Chimamanda Adichie: The danger of a single story | Video on TED.com - 0 views

www.ted.com/..._danger_of_a_single_story.html

education literacy reading books literature writer stories storytelling writing perspective culture nigeria western society people community novel critical thinking children childhood psychology sociology race stereotypes english learning teaching referen

shared by izz aty on 18 Feb 12 - Cached
  • izz aty on 18 Feb 12
     
    Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding. Inspired by Nigerian history and tragedies all but forgotten by recent generations of westerners, Chimamanda Ngozi Adichie's novels and stories are jewels in the crown of diasporan literature.
izz aty

Why I Hate School But Love Education||Spoken Word - YouTube - 0 views

www.youtube.com/watch

education poetry literature spoken word school schooling lifestyle history learning reference resources

shared by izz aty on 17 Dec 12 - No Cached
  • izz aty on 17 Dec 12
     
    "As the cyclical and seemingly never ending debate about education rages on, the topic - somewhat ironically, often poses more questions than it provides answers. But what is the value of mainstream schooling? Why is it that some of the most high profile and successful figures within the Western world openly admit to never having completed any form of higher learning? Paying homage to Jefferson Bethke's "Why I Hate Religion but Love Jesus", a piece that received 22 million views in the space of a week, I address a number of these issues in my offering "Why I Hate School, but Love Education". With scores of school leavers wanting to further their education with no guarantee of their dream job at the end of it, we should ask ourselves whether qualifications still hold the same value now as they did in previous years? Does success in the school system correlate to success in life? Or is the school system simply geared towards fact retention and regurgitation? What is true education? @sulibreaks universityofsulibreaks.tumblr.com Director: @KevinNgongo www.youtube.com/kevinngongo Graphics: www.mikegallardodesigns.com Music: Sunshine: Surface Of The Sun - John Murphy - Adagio in D Minor"
izz aty

Diseases of affluence - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Diseases_of_affluence

reference food culture society world lifestyle living affluence health disease

shared by izz aty on 28 May 12 - No Cached
  • izz aty on 28 May 12
     
    Diseases of affluence is a term sometimes given to selected diseases and other health conditions which are commonly thought to be a result of increasing wealth in a society.[1] Also referred to as the "Western disease" paradigm, these diseases are in contrast to so-called "diseases of poverty", which largely result from and contribute to human impoverishment.
izz aty

What is Waka? - 0 views

www.wisegeek.com/what-is-waka.htm

haiku waka poem poetry japan japanese language arts nihongo literature writing genre structure ideas education english language learning references esl teaching learning

shared by izz aty on 31 Mar 12 - No Cached
  • For western poets, waka can be a style easily learned but hardly ever mastered. New anthologies of Japanese poetry can prove inspiring.
  • Waka can also be a fun poetic form to teach children, who may enjoy the cooperative effort produced if two writers take on a question and answer format. It is certainly a productive and enjoyable way to teach introduction to Japanese poetry or simply to poetry, which at the same time emphasizes teamwork and cooperation in creative endeavors.
  • izz aty on 31 Mar 12
     
    While it is true haiku was the predominant form of Japanese culture, and certainly most recognized by non-Japanese, waka inspired it. It was an art form, first begun in the 8th century CE, which continued in popularity through the modern era.
izz aty

Romanticism - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Romanticism

romanticism philosophy europe european history history world history literature arts art poetry

shared by izz aty on 11 May 14 - Cached
  • Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850
  • Partly a reaction to the Industrial Revolution,[1] it was also a revolt against the aristocratic social and political norms of the Age of Enlightenment and a reaction against the scientific rationalization of nature
  • embodied most strongly in the visual arts, music, and literature, but had a major impact on historiography,[3] education[4] and the natural sciences.[5]
  • ...42 more annotations...
  • effect on politics was considerable and complex; while for much of the peak Romantic period it was associated with liberalism and radicalism, its long-term effect on the growth of nationalism was probably more significant
  • The movement validated intense emotion as an authentic source of aesthetic experience, placing new emphasis on such emotions as apprehension, horror and terror, and awe—especially that which is experienced in confronting the sublimity of untamed nature and its picturesque qualities: both new aesthetic categories
  • r, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • made spontaneity a desirable characteristic
  • argued for a "natural" epistemology of human activities, as conditioned by nature in the form of language and customary usag
  • Romanticism embraced the exotic, the unfamiliar, and the distant in modes more authentic than Rococo chinoiserie, harnessing the power of the imagination to envision and to escape
  • elevated folk art and ancient custom to a noble status
  • the events of and ideologies that led to the French Revolution planted the seeds from which both Romanticism and the Counter-Enlightenment sprouted
  • in the second half of the 19th century, "Realism" was offered as a polarized opposite to Romanticism
  • Romanticism assigned a high value to the achievements of 'heroic' individualists and artists, whose pioneering examples, it maintained, would raise the quality of society
  • In order to truly express these feelings, the content of the art must come from the imagination of the artist, with as little interference as possible from "artificial" rules dictating what a work should consist of
  • The importance the Romantics placed on untrammelled feeling is summed up in the remark of the German painter Caspar David Friedrich that "the artist's feeling is his law"
  • vouched for the individual imagination as a critical authority allowed of freedom from classical notions of form in art
  • the influence of models from other works would impede the creator's own imagination, so originality was absolutely essential
  • The concept of the genius, or artist who was able to produce his own original work through this process of "creation from nothingness", is key to Romanticism, and to be derivative was the worst sin
  • romantic originality.
  • a strong belief and interest in the importance of nature. However this is particularly in the effect of nature upon the artist when he is surrounded by it, preferably alone
  • In contrast to the usually very social art of the Enlightenment, Romantics were distrustful of the human world, and tended to believe that a close connection with nature was mentally and morally healthy
  • in literature, "much of romantic poetry invited the reader to identify the protagonists with the poets themselves"
  • by the middle of the 18th century "romantic" in English and romantique in French were both in common use as adjectives of praise for natural phenomena such as views and sunsets, in a sense close to modern English usage but without the implied sexual element
  • only from the 1820s that Romanticism certainly knew itself by its name, and in 1824 the Académie française took the wholly ineffective step of issuing a decree condemning it in literature
  • Romanticism is not easily defined, and the period typically called Romantic varies greatly between different countries and different artistic media or areas of thought
  • Margaret Drabble described it in literature as taking place "roughly between 1770 and 1848"
  • In other fields and other countries the period denominated as Romantic can be considerably different; musical Romanticism, for example, is generally regarded as only having ceased as a major artistic force as late as 1910, but in an extreme extension the Four Last Songs of Richard Strauss are described stylistically as "Late Romantic" and were composed in 1946–48.[23] However in most fields the Romantic Period is said to be over by about 1850, or earlie
  • early period of the Romantic Era was a time of war, with the French Revolution (1789–1799) followed by the Napoleonic Wars until 1815. These wars, along with the political and social turmoil that went along with them, served as the background for Romanticism
  • t was part of the Counter-Enlightenment, a reaction against the Age of Enlightenment, is generally accepted
  • ts relationship to the French Revolution which began in 1789 in the very early stages of the period, is clearly important, but highly variable depending on geography and individual reactions
  • ost Romantics can be said to be broadly progressive in their views, but a considerable number always had, or developed, a wide range of conservative views
  • In philosophy and the history of ideas, Romanticism was seen by Isaiah Berlin as disrupting for over a century the classic Western traditions of rationality and the very idea of moral absolutes and agreed values, leading "to something like the melting away of the very notion of objective truth",[27] and hence not only to nationalism, but also fascism and totalitarianism
  • The painter, the poet, the composer do not hold up a mirror to nature, however ideal, but invent; they do not imitate (the doctrine of mimesis), but create not merely the means but the goals that they pursue; these goals represent the self-expression of the artist's own unique, inner vision, to set aside which in response to the demands of some "external" voice — church, state, public opinion, family friends, arbiters of taste — is an act of betrayal of what alone justifies their existence for those who are in any sense creative
  • An earlier definition comes from Charles Baudelaire: "Romanticism is precisely situated neither in choice of subject nor exact truth, but in the way of feeling."
  • The end of the Romantic era is marked in some areas by a new style of Realism, which affected literature, especially the novel and drama, painting, and even music, through Verismo opera
  • movement was led by France, with Balzac and Flaubert in literature and Courbet in painting; Stendhal and Goya were important precursors of Realism in their respective media
  • In literature, Romanticism found recurrent themes in the evocation or criticism of the past, the cult of "sensibility" with its emphasis on women and children, the heroic isolation of the artist or narrator, and respect for a new, wilder, untrammeled and "pure" nature
  • Joseph maintained that invention and imagination were the chief qualities of a poet
  • 1774 novel The Sorrows of Young Werther had young men throughout Europe emulating its protagonist, a young artist with a very sensitive and passionate temperament
  • Germany was a multitude of small separate states, and Goethe's works would have a seminal influence in developing a unifying sense of nationalism
  • Important motifs in German Romanticism are travelling, nature, and Germanic myths
  • The later German Romanticism of, for example, E. T. A. Hoffmann's Der Sandmann (The Sandman), 1817, and Joseph Freiherr von Eichendorff's Das Marmorbild (The Marble Statue), 1819, was darker in its motifs and has gothic elements
  • The significance to Romanticism of childhood innocence, the importance of imagination, and racial theories all combined to give an unprecedented importance to folk literature, non-classical mythology and children's literature, above all in Germany
  • The first collection of Grimms' Fairy Tales by the Brothers Grimm was published in 1812
  • Unlike the much later work of Hans Christian Andersen, who was publishing his invented tales in Danish from 1835, these German works were at least mainly based on collected folk tales, and the Grimms remained true to the style of the telling in their early editions, though later rewriting some parts
izz aty

Folk high school - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Folk_high_school

education folk high school scandinavian scandinvian education nordic private school lifelong learning grundtvig denmark sweden germany norway nigeria austria france use society

shared by izz aty on 10 May 14 - Cached
  • institutions for adult education that generally do not grant academic degrees, though certain courses might exist leading to that goal
  • The concept originally came from the Danish writer, poet, philosopher and pastor N. F. S. Grundtvig
  • Folk high schools in Germany and Sweden are in fact much closer to the institutions known as folkeuniversitet or folkuniversitet in Norway and Denmark which provide adult education. However, unlike the folkuniversitet, folk high schools in Sweden are not connected to a regular university.
  • ...12 more annotations...
  • Grundtvig, regarded as the founder of the folk high school, received inspiration for the concept from the English boarding schools, but Grundtvig's focus was not on formal education but on popular education and enlightenment.
  • give the peasantry and other people from the lower echelons of society a higher educational level through personal development; what Grundtvig called "the living word"
  • The folk high school movement was an act against a conservative ideal of both education and culture. An act against an ideal of literacy and book-learning, a use of language unknown to common people and a learning ideal where the primary relation was between the individual and the book alone.
  • Grundtvig fought for a public education as an alternative to the university elite
  • The folk high schools should be for those wanting to learn in general and to help people form part of human relations and society
  • One of the main concepts still to be found at the folk high schools today is "lifelong learning". The schools should educate for life. They should shed light on basic questions surrounding life of people both as individuals and as members of society.
  • To Grundtvig the ideal was to give the students a sense of a common best and focusing on life as it really is
  • Grundtvig never set down guidelines for the future schools or a detailed description of how they should be run. He declared that the folk high schools should be arranged and developed according to life as it is and the schools should not hold exams because the education and enlightenment was a sufficient reward.
  • The first folk high school was founded in Rødding, Denmark, in 1844. It began on the initiative of Christen Kold, who was a follower of Grundtvig
  • The school was inspired by the need to educate those not fortunate enough to have an education and the poor, or peasantry, who could not spare the time or the money to attend a university
  • The first folk high schools in Sweden were established in 1868. As of 2008, there are about 150 folk high schools throughout the country, most of which are situated in the countryside, often in remote areas
  • Tuition is free, and the students are eligible for normal financial aid for expenses such as accommodation and other school costs. After graduating, the students are eligible to study at a university.
    • izz aty
      izz aty on 10 May 14
       
      sweden's folk schools can act as a pre-uni course
izz aty

How To Kill A Country - Samantha Power - The Atlantic - 0 views

www.theatlantic.com/...302845

shared by izz aty on 11 Oct 14 - No Cached
  • In 1980, after a civil war that cost 30,000 lives, the black majority took charge of the country, which was renamed Zimbabwe. Robert Mugabe—the nationalist leader whom Smith had branded a "Marxist terrorist" and jailed for more than a decade; a man who had once urged his followers to stop wearing shoes and socks to show they were willing to reject the trappings of European civilization—became President.
  • 1. Destroy the engine of productivity
  • 2. Bury the truth
  • ...13 more annotations...
  • 4. Legislate the impossible
  • 3. Crush dissent
  • 6. Scare off foreigners
  • 8. Ignore a deadly enemy
  • 9. Commit genocide
  • 10. Blame the imperialists
  • Mugabe will have the last word on Zimbabwe's fate. His cronies are clearly worried that if he clings to power indefinitely, the ruling party will sink with him. He is under pressure to choose a successor by the end of the year. But at seventy-nine, Mugabe may well decide to stick around, relying—though he would never admit it—on the United States and Britain to bail out his people with food aid.
  • For all their differences, Mugabe and Ian Smith share a basic misconception about power: they both fail to realize that a government cannot survive indefinitely when it advances the political and economic desires of the few at the expense of the many.
  • http://www.theatlantic.com/magazine/archive/2003/12/how-to-kill-a-country/302845/
  • 5. Teach hate
  • 7. Invade a neighbor
  • How could the breadbasket of Africa have deteriorated so quickly into the continent's basket case? The answer is Robert Mugabe, now seventy-nine, who by his actions has compiled something of a "how-to" manual for national destruction. Although many of his methods have been applied elsewhere, taken as a whole his ten-step approach is more radical and more comprehensive than that of other despots. The Zimbabwe case offers some important insights. It illustrates the prime importance of accountability as an antidote to idiocy and excess. It highlights the lasting effects of decolonization—limited Western influence on the continent and a reluctance by African leaders to criticize their own. And it offers a warning about how much damage one man can do, very quickly.
  • Although Zimbabwe is as broken as any country on the planet, it offers a testament not to some inherent African inability to govern but to a minority rule as oppressive and inconsiderate of the welfare of citizens as its ignominious white predecessor. The country's economy in 1997 was the fastest growing in all of Africa; now it is the fastest shrinking. A onetime net exporter of maize, cotton, beef, tobacco, roses, and sugarcane now exports only its educated professionals, who are fleeing by the tens of thousands. Although Zimbabwe has some of the richest farmland in Africa, children with distended bellies have begun arriving at school looking like miniature pregnant women.
izz aty

Issues about Outcomes Based Education - 0 views

www.leaderu.com/...obe.html

OBE uniklguidelines education

shared by izz aty on 05 Jun 15 - Cached
  • Outcome-based education (OBE) is one of those that is new, even revolutionary, and is now being promoted as the panacea for America's educational woes. This reform has been driven by educators in response to demands for greater accountability by taxpayers and as a vehicle for breaking with traditional ideas about how we teach our children. If implemented, this approach to curriculum development could change our schools more than any other reform proposal in the last thirty years.
  • According to William Spady, a major advocate of this type of reform, three goals drive this new approach to creating school curricula. First, all students can learn and succeed, but not on the same day or in the same way. Second, each success by a student breeds more success. Third, schools control the conditions of success. In other words, students are seen as totally malleable creatures. If we create the right environment, any student can be prepared for any academic or vocational career. The key is to custom fit the schools to each student's learning style and abilities.
  • Outcome-based education will change the focus of schools from the content to the student
  • ...29 more annotations...
  • The teacher's role in the classroom will become that of a coach. The instructor's goal is to move each child towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion
  • the focus is no longer on content. Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information--some reformers would argue more important.
  • Where traditional curricula focused on the past, reformers argue that outcome-based methods prepare students for the future and for the constant change which is inevitable in our society.
  • Reformers advocating an outcome-based approach to curriculum development point to the logical simplicity of its technique. First, a list of desired outcomes in the form of student behaviors, skills, attitudes, and abilities is created. Second, learning experiences are designed that will allow teachers to coach the students to a mastery level in each outcome. Third, students are tested. Those who fail to achieve mastery receive remediation or retraining until mastery is achieved. Fourth, upon completion of learner outcomes a student graduates.
  • According to William Spady, a reform advocate, outcomes can be written with traditional, transitional, or transformational goals in mind. Spady advocates transformation goals.
  • Traditional outcome-based programs would use the new methodology to teach traditional content areas like math, history, and science
  • Many teachers find this a positive option for challenging the minimal achiever
  • An outcome-based program would prevent such students from graduating or passing to the next grade without reaching a pre-set mastery level of competency.
  • Transformational OBE subordinates course content to key issues, concepts, and processes. Indeed, Spady calls this the "highest evolution of the OBE concept." Central to the idea of transformational reform is the notion of outcomes of significance.
  • Spady supports transformational outcomes because they are future oriented, based on descriptions of future conditions that he feels should serve as starting points for OBE designs
  • little mention is made about specific things that students should know as a result of being in school.
  • The focus is on attitudes and feelings, personal goals, initiative, and vision--in their words, the whole student.
  • It is in devising learner outcomes that one's world view comes into play. Those who see the world in terms of constant change, politically and morally, find a transformation model useful. They view human nature as evolving, changing rather than fixed.
  • Advocates of outcome-based education point with pride to its focus on the student rather than course content. They feel that the key to educational reform is to be found in having students master stated learner outcomes. Critics fear that this is exactly what will happen. Their fear is based on the desire of reformers to educate the whole child. What will happen, they ask, when stated learner outcomes violate the moral or religious views of parents?
  • Under the traditional system of course credits a student could take a sex-ed course, totally disagree with the instruction and yet pass the course by doing acceptable work on the tests presented. Occasion-ally, an instructor might make life difficult for a student who fails to conform, but if the student learns the material that would qualify him or her for a passing grade and credit towards graduation.
  • If transformational outcome-based reformers have their way, this student would not get credit for the course until his or her attitudes, feelings, and behaviors matched the desired goals of the learner outcomes.
  • Another goal requires students to know about and use community health resources. Notice that just knowing that Planned Parenthood has an office in town isn't enough, one must use it.
  • transformational outcome- based reform would be a much more efficient mechanism for changing our children's values and attitudes about issues facing our society
  • the direction these changes often take is in conflict with our Christian faith
  • "Who has authority over our children?"
  • Outcome-based education is an ideologically neutral tool for curricular construction; whether it is more effective than traditional approaches remains to be seen. Unfortunately, because of its student-centered approach, its ability to influence individuals with a politically correct set of doctrines seems to be great. Parents (and all other taxpayers) need to weigh the possible benefits of outcome-based reform with the potential negatives.
  • who will determine the learner outcomes for their schools
  • consideration of what learner outcomes the public wants rather than assuming that educators know what's best for our children. Who will decide what it means to be an educated person, the taxpaying consumer or the providers of education?
  • If students are going to be allowed to proceed through the material at their own rate, what happens to the brighter children? Eventually students will be at many levels, what then? Will added teachers be necessary? Will computer-assisted instruction allow for individual learning speeds? Either option will cost more money. Some reformers offer a scenario where brighter students help tutor slower ones thereby encouraging group responsibility rather than promoting an elite group of learners. Critics feel that a mastery- learning approach will inevitably hold back brighter students.
  • With outcome-based reform, many educators are calling for a broader set of evaluation techniques. But early attempts at grading students based on portfolios of various kinds of works has proved difficult. The Rand Corporation studied Vermont's attempt and found that "rater reliability--the extent to which raters agreed on the quality of a student's work--was low." There is a general dislike of standardized tests among the reformers because it focuses on what the child knows rather than the whole child, but is there a viable substitute? Will students find that it is more important to be politically correct than to know specific facts?
  • whether or not school bureaucracies will allow for such dramatic change? How will the unions respond? Will legislative mandates that are already on the books be removed, or will this new approach simply be laid over the rest, creating a jungle of regulations and red tape?
  • although districts may be given input as to how these outcomes are achieved, local control of the outcomes themselves may be lost.
  • Many parents feel that there is already too much emphasis on global citizenship, radical environmentalism, humanistic views of self-esteem, and human sexuality at the expense of reading, writing, math, and science.
  • education may become more propagandistic rather than academic in nature
izz aty

The Nordic countries: The next supermodel | The Economist - 0 views

www.economist.com/...rdic-countries-next-supermodel

nordic scandinavian sweden denmark norway finland

shared by izz aty on 17 Nov 14 - No Cached
  • The Nordics cluster at the top of league tables of everything from economic competitiveness to social health to happiness.
  • lucky timing: the Nordics cleverly managed to have their debt crisis in the 1990s
  • Development theorists have taken to calling successful modernisation “getting to Denmark”
  • ...21 more annotations...
  • In the 1970s and 1980s the Nordics were indeed tax-and-spend countries.
  • To politicians around the world—especially in the debt-ridden West—they offer a blueprint of how to reform the public sector, making the state far more efficient and responsive.
  • They have avoided both southern Europe’s economic sclerosis and America’s extreme inequality.
  • But tax-and-spend did not work: Sweden fell from being the fourth-richest country in the world in 1970 to the 14th in 1993.
  • Nordics have been similarly pragmatic. So long as public services work, they do not mind who provides them
  • Denmark and Norway allow private firms to run public hospitals. Sweden has a universal system of school vouchers, with private for-profit schools competing with public schools. Denmark also has vouchers—but ones that you can top up.
  • The performance of all schools and hospitals is measured. Governments are forced to operate in the harsh light of day: Sweden gives everyone access to official records. Politicians are vilified if they get off their bicycles and into official limousines. The home of Skype and Spotify is also a leader in e-government: you can pay your taxes with an SMS message
  • Government’s share of GDP in Sweden, which has dropped by around 18 percentage points, is lower than France’s and could soon be lower than Britain’s. Taxes have been cut: the corporate rate is 22%, far lower than America’s. The Nordics have focused on balancing the books. While Mr Obama and Congress dither over entitlement reform, Sweden has reformed its pension system (see Free exchange). Its budget deficit is 0.3% of GDP; America’s is 7%.
  • the Nordics also offer something for the progressive left by proving that it is possible to combine competitive capitalism with a large state: they employ 30% of their workforce in the public sector, compared with an OECD average of 15%
  • All Western politicians claim to promote transparency and technology. The Nordics can do so with more justification than most.
  • Denmark, for instance, has a system of “flexicurity” that makes it easier for employers to sack people but provides support and training for the unemployed, and Finland organises venture-capital networks.
  • Public spending as a proportion of GDP in these countries is still higher than this newspaper would like, or indeed than will be sustainable.
  • They are stout free-traders who resist the temptation to intervene even to protect iconic companies: Sweden let Saab go bankrupt and Volvo is now owned by China’s Geely. But they also focus on the long term—most obviously through Norway’s $600 billion sovereign-wealth fund—and they look for ways to temper capitalism’s harsher effects.
  • Their levels of taxation still encourage entrepreneurs to move abroad
  • Too many people—especially immigrants—live off benefits
  • pressures that have forced their governments to cut spending, such as growing global competition, will force more change. The Nordics are bloated compared with Singapore, and they have not focused enough on means-testing benefits
  • Nordics are part of the answer. They also show that EU countries can be genuine economic successes. And as the Asians introduce welfare states they too will look to the Nordics: Norway is a particular focus of the Chinese
  • The main lesson to learn from the Nordics is not ideological but practica
  • A Swede pays tax more willingly than a Californian because he gets decent schools and free health care
  • You can inject market mechanisms into the welfare state to sharpen its performance. You can put entitlement programmes on sound foundations to avoid beggaring future generations. But you need to be willing to root out corruption and vested interests.
  • you must be ready to abandon tired orthodoxies of the left and right and forage for good ideas across the political spectrum
  • izz aty on 17 Nov 14
     
    SMALLISH countries are often in the vanguard when it comes to reforming government. In the 1980s Britain was out in the lead, thanks to Thatcherism and privatisation. Tiny Singapore has long been a role model for many reformers. Now the Nordic countries are likely to assume a similar role.
1 - 9 of 9
Showing 20▼ items per page