Displayed to two decimal places.
PERSON · STARLIGHT
Tun Abdul Razak
Recorded name: 敦阿都拉萨
Tun Abdul Razak was Malaysia's second prime minister and participated in education, rural-development, and foreign policy.
Original Chinese introduction
敦阿都拉萨曾任马来西亚第二任首相，参与教育、农村发展与外交政策。
The education report chaired by Razak helped shape Malaya's national education system. He also advanced rural-development organizations and participated in ending the Indonesia–Malaysia Confrontation and in Malaysia–China diplomatic relations. Different policies carried different costs for language, land, ethnic distribution, and rights, and cannot be summarized solely through national-development objectives.
Original Chinese context
阿都拉萨主持的教育报告参与塑造马来亚国家教育制度。他也推动农村发展组织，并参与结束马印对抗及马中建交。不同政策在语言、土地、族群分配和权利方面各有代价，不能仅以国家发展目标概括。
Introduction sources
- Malaysian government history page ↗Original Chinese label · 马来西亚政府历史页
- National Archives of Malaysia catalogue ↗Original Chinese label · 马来西亚国家档案馆目录
- Malaysian Ministry of Education history ↗Original Chinese label · 马来西亚教育部历史
Derived from the current score.
Contribution groups assessed so far; coverage is still being expanded.
ASSESSMENT SCOPEWhat this score covers
All included contribution titles and notes are available in English. The complete original text remains available in Chinese; both editions use the same scores and source links.
Uncovered contributions and unresolved harms are not treated as zero. This is not a complete assessment of a lifetime.
2 included contributions have incomplete evidence; the relevant gap appears with that contribution.
Original scope note
This research record currently includes 2 outcomes within a limited scope; M and attribution shares are revisable judgments. Uncovered content and negative effects not yet clarified are not treated as zero; specific gaps appear in the item-by-item explanations.
Original Chinese scope
本轮当前已列2项有限研究账；M与归功份额为可修订判断。未覆盖内容和未核清的负面作用不按零处理，具体缺口见逐项说明。
CALCULATIONHow the score is calculated
Q = 10^(M/2) − 1; Lᵢ = aᵢ × Qᵢ; L = Σ Lᵢ; S = 2 × log₁₀(1 + L).
M is an outcome’s assessed magnitude and a is the person’s allocated share. A standalone score is only a per-item reference; the attributed light from distinct contributions is what can be combined.
SCORE DETAILS
2 evaluated contributions
M is the assessed magnitude of an outcome; attribution is the person’s share of credit. Attributed light can be added. The standalone score is only a per-item reference and must not be added across rows.
Scroll sideways for scores and attribution.
| Outcome | M | Attribution share | Attributed light | Standalone score | Share of total | Status |
|---|---|---|---|---|---|---|
| 01Razak Report and National Education System FrameworkRazak Report与国家教育制度框架OUT-SL0647-1956-1961-RAZAK-REPORT-EDUCATION-POLICY · 1956–1961 | 5.7 | 13% | 91.902952 | 3.94 | 69.6158% | Provisional estimate · incomplete evidence |
| 02Administrative diplomatic chain for normalization of relations with Indonesia and establishment of diplomatic relations with China.对印尼关系正常化与对华建交的行政外交链OUT-SL0647-1966-1974-INDONESIA-CHINA-DIPLOMATIC-NORMALIZATION · 1966–1974 | 5.3 | 9% | 40.111523 | 3.23 | 30.3842% | Provisional estimate · incomplete evidence |
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NOTES AND SOURCES
Contribution notes and source links
English translations of the included notes appear below, with their Chinese originals available for comparison.
01Razak Report and National Education System FrameworkRazak Report与国家教育制度框架OUT-SL0647-1956-1961-RAZAK-REPORT-EDUCATION-POLICY
Record year1956–1961
summaryFormed a framework for a nationwide common curriculum, examinations, and the gradual adoption of the national language as the primary medium, providing institutional input for subsequent education laws.
Original Chinese · summary
形成面向全国的共同课程、考试和国语渐进主媒介框架，并提供后续教育法的制度输入。
M rationaleThe national education system framework has long-term structural value, but the pressure on mother-tongue education and minority groups caused by language concentration is a limitation of the scheme itself, hence valued as a system design of major significance but with clear distribution costs.
Original Chinese · M rationale
国家教育制度框架具有长期结构性价值，但语言集中对母语教育和少数群体造成的压力属于方案本身局限，故按重大但有明显分配代价的制度设计估值。
attribution rationaleTunku Abdul Rahman .13; Razak Report Committee .32; Malayan Education Department and Implementation Team .20; Legislature, Schools, and Teacher Organizations .14; Barnes, Fenn-Wu, and Education Antecedents .13; Unresolved Share .08. Shares are revisable research judgments.
Original Chinese · attribution rationale
敦阿都拉萨 .13；Razak Report委员会 .32；马来亚教育部门与实施团队 .20；立法、学校与教师组织 .14；Barnes、Fenn-Wu及教育前史 .13；未解析份额 .08。份额为可修订研究判断。
overlap boundaryAccounts for the 1956 committee report and its early framework for transitioning into the national education system, curriculum, and examination system; does not claim all educational outcomes after 1961.
Original Chinese · overlap boundary
计1956年委员会报告及其转入国家教育体系、课程和考试制度的早期框架；不领取1961后全部教育结果。
Evidence gapsFull report text, committee individual assignments, and minority language impacts are unresolved or incomplete.
Original Chinese · evidence gaps
报告全文、委员会逐人分工与少数语言影响未闭合
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- .13Tun Abdul RazakOriginal Chinese · 敦阿都拉萨Person
- .32Razak Report CommitteeOriginal Chinese · Razak Report委员会Team
- .20Malayan education ministry and implementation teamOriginal Chinese · 马来亚教育部门与实施团队Team
- .14Legislature, schools, and teacher organizationsOriginal Chinese · 立法、学校与教师组织Team
- .13Barnes, Fenn-Wu, and educational prehistoryOriginal Chinese · Barnes、Fenn-Wu及教育前史Predecessor pool
- .08Unresolved shareOriginal Chinese · 未解析份额Unallocated
Source links
- Original works, institutional archives, and research ↗Original Chinese label · 原作、机构档案与研究
- Original works, institutional archives, and research ↗Original Chinese label · 原作、机构档案与研究
- Original works, institutional archives, and research ↗Original Chinese label · 原作、机构档案与研究
02Administrative diplomatic chain for normalization of relations with Indonesia and establishment of diplomatic relations with China.对印尼关系正常化与对华建交的行政外交链OUT-SL0647-1966-1974-INDONESIA-CHINA-DIPLOMATIC-NORMALIZATION
Record year1966–1974
summaryPromoted two specific normalization nodes, expanding Malaysia's regional diplomatic arrangements.
Original Chinese · summary
推动两个具体关系正常化节点，扩展马来西亚的区域外交安排。
M rationaleTwo dated bilateral normalization chains established formal relations and a basis for negotiation, valued as important diplomatic institutional deliveries; does not retroactively incorporate subsequent trade or geopolitical outcomes. Multi-party shared roles are allocated by budget; data limitations are listed separately as gaps.
Original Chinese · M rationale
两条有日期的双边正常化链建立正式关系与协商基础，按重要外交制度交付估值；不把后续贸易或地缘政治结果回灌。多方共同角色由预算分配，资料局限另列缺口。
attribution rationaleTunku Abdul Rahman .09; Malaysian Foreign Ministry and Diplomats .23; Indonesian Government and Diplomats .20; Chinese Government and Diplomats .19; Regional Diplomatic Antecedents .16; Unresolved Share .13. Shares are revisable research judgments.
Original Chinese · attribution rationale
敦阿都拉萨 .09；马来西亚外交部门与外交官 .23；印度尼西亚政府与外交官 .20；中国政府与外交官 .19；区域外交前史 .16；未解析份额 .13。份额为可修订研究判断。
overlap boundaryCounted two bilateral institutional deliveries: the 1966 end of the Indonesia-Malaysia Confrontation and the 1974 Malaysia-China diplomatic establishment; the individual's share is limited to the Malaysian side's decision-making and diplomatic coordination; does not claim any subsequent state-to-state relationship outcomes.
Original Chinese · overlap boundary
计1966结束马印对抗与1974马中建交两条双边共同制度交付，个人仅领马方决策与外交协调份额；不领取此后全部国家关系成果。
Evidence gapsLacking treaties, diplomatic telegrams, and counterpart archives, the individual's share remains conservative.
Original Chinese · evidence gaps
缺条约、外交电报及对方档案，个人份额保持保守
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- .09Tun Abdul RazakOriginal Chinese · 敦阿都拉萨Person
- .23Malaysian foreign ministry and diplomatsOriginal Chinese · 马来西亚外交部门与外交官Team
- .20Indonesian government and diplomatsOriginal Chinese · 印度尼西亚政府与外交官Team
- .19Chinese government and diplomatsOriginal Chinese · 中国政府与外交官Team
- .16Prehistory of regional diplomacyOriginal Chinese · 区域外交前史Predecessor pool
- .13Unresolved shareOriginal Chinese · 未解析份额Unallocated
Source links
- Original works, institutional archives, and research ↗Original Chinese label · 原作、机构档案与研究
- Original works, institutional archives, and research ↗Original Chinese label · 原作、机构档案与研究
BOUNDARIES NOT COUNTED
Not included in this score
These subjects are recorded as exclusions and are not silently treated as zero or as part of the included outcomes.
FELDA and Red Book rural-development organizational chain
FELDA与Red Book农村发展组织链
Reason Specialized institutions and coordination frameworks are established, but land clearing, settlement constraints, land rights, ecological change, and ethnic distribution are direct components of the same delivery. Current government material gives only establishment and objectives, without an independently resolved net result; a purely positive organizational value cannot be extracted from “institution built.”
Original Chinese reason
专门机构和协调框架可证，但土地清理、安置约束、土地权利、生态变化及族群分配是同一交付的直接组成；现有政府资料只有成立与目标，缺独立净结果，不能以“机构已建”截取纯正组织价值。
New Economic Policy and post-1969 emergency governance
新经济政策与1969年后紧急治理
Reason Only objectives and office summaries are available; the direct net consequences of ethnic redistribution, poverty outcomes, emergency power, and rights harms remain unresolved.
Original Chinese reason
只有目标与任职摘要；族群再分配、贫困结果、紧急权力和权利损害的直接净后果未闭合。
Party affairs, security policy, and other legislation
党务、安全政策与其他立法
Reason There is no outcome-level evidence of actions and co-contributors; office does not directly constitute an outcome.
Original Chinese reason
没有成果级行动与共同者证据，职位不直接构成成果。
How to read this score
Scores can change when evidence is reviewed. The method page explains how magnitude, attribution, and included results relate to the displayed score.
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