.Brian Beedham, foreign editor of The Economist for a quarter of a century, died this week, aged 87 F or nearly all the 25 years leading up to the collapse of communism in 1989, two intellects dominated the pages of The Econ- omist. They were Norman Macrae, as dep- uty editor, and Brian Beedham, as foreign editor. Their marks were influential, endur- ing-and quite different. Norman, who died in 2010, relished iconoclasm, and orig- inal ideas sprang like a fountain from his ef- fervescent mind. Brian, bearded, tweed- jacketed and pipe-smoking (or pipe-pok- ing), held ideas that were more considered. It was he who provided the paper’s atti- tude to the post-war world. In that world, nothing was as important as seeing off communism, which in turn could be achieved only by the unyielding exercise of American strength. This view was not in itself unusual. What made it re- markable, and formidable, were the clarity, elegance and intellectual power with which it was propounded. No issue demanded the exercise of these qualities more than the Vietnam war, and probably none caused Brian more an- guish. A man of great kindness, and with- out a hint of vanity or pretension, he was far from being either a heartless ideologue or a primitive anti-communist (though he never visited either Russia or Vietnam to put his opinions to the test). But his unwa- vering defence of American policy drew criticism from both colleagues and readers. Why did he persist in pounding such a lonely trail, even after it had become clear that the American venture in South-East Asia was doomed? The short answer was conviction. His anti-communism was born of a love affair with America. As a young man, at Leeds Grammar School and Oxford, his politics had been leftish. They might have stayed that way. But in 1955 ambition bore him from the Yorkshire Post to The Economist where, after a few months, he won a Commonwealth Fund fellowship and with it a year study- ing local politics in the South and the West of the United States. In America Brian dis- covered a national ideology based on indi- vidualism, bottom-up democracy and an active belief in liberty that meant pro- blems could be solved at home and na- tions could be freed abroad. This was ex- actly in tune with his own emerging ideas. The dispassionate romantic Coming from drab, class-ridden, 1950s Brit- ain, Brian might have stayed. But he felt in- dubitably British. The Suez crisis was be- ginning just as he left for America in August 1956; he so strongly backed the in- vasion of Egypt that he volunteered his ser- vice to the British military attache in Wash- ington, ready even to give up his new American adventure to fight for this hopeless cause. And though he later became enthusiastic about direct democracy (an en- thusiasm, like that for homeopathic pills, which was fostered by his links with Swit- zerland through Barbara, his wife), he was a monarchist to the end. Suspicious of intellectuals, Brian rel- ished exposing the soft, less-than-rigorous- ly-thought-out (he was fond of hyphens) orthodoxies of the liberal left. As foreign editor, he liked to draw unsparing compar- isons between the Soviet Union and the Nationalist regime in South Africa: to deny freedom on the basis of ideological convic- tions, he argued, was no less objectionable than denying it on the basis of colour. It was no doubt Brian’s command of words that helped to make him our Washington correspondent in 1958 and then, in 1963, foreign editor. In this role he wrote leaders on all manner of topics, often argu- ing a difficult case: for nuclear weapons, say; for supporting Israel (another of his unshakable causes) when sentiment was running otherwise; or indeed for the do- mino theory itself, which was never so ringingly defended. Brian was equally skilled as a sub-edi- tor. Articles that arrived on his desk with no clear beginning, end or theme were turned, apparently effortlessly, into some- thing perfectly sharp and coherent. More annoyingly for authors, articles that were perfectly coherent were sometimes turned with a few tweaks, deft as a paw-dab from one of his beloved cats, into pieces that said something quite different from what had been intended. A statement of fact might be qualified by “it is said” or the American invasion of Cambodia would become a “counter-attack”. These intrusions could be difficult to square with The Economist's tradition of open-mindedness; especially as Brian’s own mind was more contradictory than it seemed. His favourite conversation-part- ners were men like Henry “Scoop” Jackson and Richard Perle, hawkish intervention- ists; but he also had an acquaintance, al- most friendship, with at least one kgb man at the Soviet embassy in the 1980s. Away from work, the world he was analysing weekly was kept at bay. He did not own a television set, and found the best use of computers was to listen to American civil-war songs. Some of his pieces were pounded out on an ancient Ol- ivetti in a turret of Barbara’s family castle in the Alps, surrounded by peaks and clouds. Deep down he was a romantic, capable of great human feeling, whose head con- stantly seemed to remind him to keep a rein on his heart. He wrote sympathetical- ly and perceptively about Islam, and mov- ingly about refugees-especially boat peo- ple, and especially if they were Vietnam- ese. They were making his point for him....The Economist May l6th 2015

.................................................................................................................................................................america's media crisis started with its biggest brands...Help teachers and children generatethe most exciting jobs creation game? A 21st C mashup of a board game like monopoly, a quiz like trivial pursuits, and both a mass media and an app such as jobs creation sharkette tank?. more : why not blog your peoples search for world record jobs creators ..last 7 years of generation of changing education
1 the board - maps of large continents and small islands, of super cities and rural villages, transportation routes for exchanging what people make connected to webs like Jack Ma's gateways where 3000 people co-create live for a day before linking in their networks (Notes on valuing freedom and happiness) join 25th year of debating whether we the parnets and youth can change education in tine to be sustainable
2 rules of jobs-rich trading games - lifelong grade 1 to 69, beginners to experienced connecting many previous games - eg game 1 if your region has no access to a seaport, how are trading dryports developed
3 backup every trial game ever played including successes & failures, searchable by valuable collaboration factors; geographically neighbouring, match particular skill (eg electrical engineerings) around the world
3.1 cases and the cultural lessons from future history that worldwide youth will need to translate if they are to be the sustainability generation
3.2 unexpected joys; eg often the most exciting innovations for linking the sustainability generation come from communities that had the least connections - eg some of the games best players are the women and girls who developed bangladesh as 8th most populous nation starting with next to nothing at independence in 1971; case sino-english translation of world record book of jobs creators- can you help us translate this into other mother tongues - isabella@unacknowledgedgiant.com us we chat line 240 316 8157 - click to diary of good news youth journalism trips 8 to china, 1 korea, 3 arab emirates, 13 bangladesh 1 to japan

Monday, December 31, 1990

from alaska

As part of this initiation all students and all staff take part in a Ropes course - very similar to some Outward Bound courses and some Super-Camp activities. They describe it as a great confidence builder. Says TQM specialist Myron Tribus: "It does for all students what competitive athletic contests are supposed to do for a few. But it does it better. As I see it, the school is trying to develop autonomous team players."       Students decided it was inefficient to have seven short study periods a day, so the school switched to four 90-minute classes.  This schedule allows time for lab work, hands-on projects, field trips, thorough discussions, varied teaching styles and in-depth study. The reorganized schedule also allows for an extra three hours of staff development and preparation time each week.        Because students are viewed as customers, the school tries to provide what they want. Students have repeatedly requested more technology, so the school has added dozens of computers, and opened the computer lab, library and science facilities at night for all pupils. As one report puts it: "Quality implementation is heavy on resources because students do the work and learning, not the teachers. The average number of hours of homework has risen to 15 per week. Studying, working together, and achievement have become a habit."        CIP has prompted teachers to rethink their teaching styles. One science teacher says he has changed from being an 80 percent lecturer to a 95 percent facilitator.        Discipline problems? "Improving the entire education system, with student/customer needs first, has virtually eliminated classroom discipline problems . . . students acquire a sense of belonging and see the value in each class. Students help control and prevent discipline problems through positive peer pressure."        All students set improvement goals, such as receiving all A's, avoiding conduct reports and reducing tardiness.        All students receive 90 minutes per week of quality-improvement training and school-wide problem-solving.        All staff members have been trained in flowcharting. Flow charts of long-range projects are posted so that everyone can see how their part fits into the whole of each project.        Because one of the school's goals is to develop "Pacific rim entrepreneurs" the students have set up four pilot "companies": Sitka Sound Seafoods, Alaska Premier Bait Company, Alaska's Smokehouse and Fish Co. and the Alaska Pulp Corporation - all under the umbrella of Edgecumbe Enterprises. The "parent company" started its first salmon-processing plant in 1985, run by students themselves. The goal was to give students the skills and experience needed for running an import-export business aimed at Asian markets. By the 1988-89 year, the company was already making four annual shipments of smoked salmon to Japan. Each subsidiary company now links hands-on experience with the academic curricula. So math students calculate the dollar-yen exchange rate. Pacific Rim geography is studied in social studies. Art students design promotional brochures and package labels for products. And business and computer students learn how to develop spreadsheets to analyze costs and project prices.        Myron Tribus provides a word picture of how the business projects link with other studies: "In the class on entrepreneurship, taught by Marty Johnson, I watched the students prepare and package smoked salmon for sale in Japan. The students had used a taste panel of local Japanese to determine the flavor and texture Japanese people liked the most. They then developed a standard procedure to produce the same taste and texture every time. To achieve the desired taste required using a certain kind of salmon, exposing it for a certain time and temperature, using a special brining solution, which they had determined experimentally yielded the proper taste, and a certain amount of time in the smoke from the right mixture of wood shavings, using slices of fish cut to a certain thickness and size. By studying the packages of smoked fish sold in Japan, they developed an attractive package which would fit in small Japanese refrigerators. They developed their own distinctive label, in Japanese of course. And they test-marketed the product in Japan." That marketing includes study trips to Japan and other Pacific rim countries.        All students learn either Chinese or Japanese, and their curriculum is strong in the history, culture and languages of the Pacific rim, English, social studies, mathematics, science, marine science, computers, business, and physical education.        The school's mission statement stresses that "opportunities for leadership, public service and entrepreneurship are integrated into the program, both during and after regular school hours".        Each student is assisted, guided and challenged to make choices about future academic or technical schooling and alternative methods of making a living. Enter a business class and you'll watch students preparing to reflect what it will cost them to live in their chosen lifestyle after graduation, taking into account mortgage payments, taxes, cost of living changes and projections for such variables as the cost of transportation and schooling.        Frequently whole classes work without supervision - as they will be required to do in the outside world - so the teachers are free to put extra time into study and further course preparation.        Each curriculum is constantly being revised. As a result of student surveys and requests, Russian, physics, calculus and advanced quality training have been added.        In the CIP media class, students teach other students. There is no administrator or teacher in the room. Twenty-five student trainers have assumed responsibility for training other students in the quality sciences.        Staff training receives top priority. Teachers are constantly encouraged to internally challenge and justify each and every learning process. The school has developed two research and development classes, science and technology and media CIP. These continually experiment with new technologies in equipment and human relations.        Each teacher has his or her own computer, with training in many applications. The school has also pioneered multiple uses for multimedia technology such as laser discs, hypercard applications and presentation software.        Every student receives a "Stats for Success" handbook. It is used to record homework, weekly plans, organize their time and graph progress. The entire emphasis is on self-discipline and self-motivation.      And the success ratio? Mt. Edgecumbe's simple goal is stated boldly: to produce QUALITY individuals. Almost 50 percent of all graduates have entered college and are still there or have graduated - much higher than the national average. There have been hardly any dropouts. And the school is confident that all its students will continue to grow and learn.Says Competitive Times magazine: "Mt. Edgecumbe's innovative teaching methods challenge students and draw raves from business leaders." Adds Tribus: "I wish I could find the same thirst for learning in the rest of the country."     Mt. Edgecumbe is, of course, a boarding school, but its TQM and CIP-Kaizen principles have lessons for educational systems at every level - and especially for turning previous "failures" into successes.  NOTE:  *  Unfortunately the inspirational principal has now died and his Kaizen co-creator has left the school.  It is not pursuing the same program in full.

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