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Disability in Vietnam
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Background
Both men and women in Vietnam can be reproductive people in the society if given a chance. Therefore, it is the responsibility of both developed and developing countries to promote an inclusive society by improving the basic education, vocational training that is connected to their market needs and skills with the necessary adaptations (Gordon, 2012). Many societies have seen the need to get rid of barriers by making the physical environment more accessible and giving necessary information that will help the disabled. There is also an effort to remove attitudes and negative assumptions about people with disabilities. Currently in Vietnam there are more than 6 million people suffering from disability according to 2009 census. However, current statics by WHO show that more than 15% of Vietnam population suffer from disability. Most people suffering with disability in Vietnam live in the rural areas and only a few attend school compared to the non-disabled (Jakupcak, Rushton and Jakupcak, 1996). The literacy rate of people suffering from disability is much lower compared to the non-disabled adults.
In connection to work, few people with disability secure a stable job and most of them earn peanuts hence most of these people stay out of formal employment. People with disability have low participation in the society and most of them do not have jobs. In urban areas, the employment rate of those without disability to those with disability is 3:1. These people have low levels of education hence it is difficult to cover their daily expenses (Rydstrom, 2013). Therefore, the disabled and their families suffer a lot and they have to respond to social allowances and help from relatives.
Problem Statement
The government of Vietnam has initiated various laws, polies and standards to assist people with disability. These include protection of their rights and an opportunity to secure decent work. There are several codes initiated regulating employment of people with disability (Gordon, 2011). The government has ensured that more than 250,000 people with disability get vocational training and later secure better paying jobs. This project has covered various aspects such as accessibility to public transport and buildings, inclusive education and early intervention. The project aims at achieving new targets set to ensure that rights of people with disability are protected.
Objectives
The main goal of this project is to ensure that there are equal opportunities for all people. This ensures that people with disability will secure decent jobs based on security and human dignity. The project hopes to attain its goal of descent work for the disability by implementing labor standards and building knowledge among people (Walsh, 2011). The main purpose of this project is to promote descent work and securing of employment to people with disability. It will try to focus how people with disability can benefit from these effects positively and in return meet their daily expenses. It will also assess successful people with disability to understand how they faced the challenges that come with securing a descent jobs and getting quality education. Offering descent jobs to people with disabilities has many benefits like; increased living standards, increased labor force, highly spread consumer network and economic development.
Research Questions
How will people with disability benefit if the project is successfully implemented?
What risks are associated with successful implementation of the project?
What will Vietnam government do to win public trust of people opposed to the project?
Justification
Offering productive and descent work to people with disability will assist them improve their living standards and be active members of the society. When there is implementation of effective laws that protect rights of people with disability to secure descent jobs, then there is development of the economy and reduction of poverty (Lesko etal 2010). This is also a way for ensuring that people with disability are accepted in the society. People with disability will have to work and avoid being on other people’s mercy. Many communities benefit from inclusion because they get knowledge about disability. It is important for inclusion of people with disability in the society because this helps in breaking down barriers. This is a significant project because people will take disability positively and become more open minded thus creating a favorable environment for people with disability. The community also benefit from having disabled people in the community because they have a chance of interacting personally with people with disability.
Many schools will benefit from the program because there will be diverse methods of teachings such as songs, games and participatory activities. Teachings methods used to educate children with disability benefit all children in the classroom. This is because these methods are students centered as opposed to lecturing. Teachers involved in inclusive education get the advantage of additional training and have exposure outside the country hence children benefit from better-educated children.
Scope
This project will benefit both children with disability and those with out disability. Children with disability will receive quality education that will help them secure decent employment. They will be able to get vocational training that will ensure they get efficient skills for their job. Children without disability will have a chance to interact with the disabled children hence get a chance to understand and appreciate them (Rydstrom, 2013). They will have an advantage of understanding the concepts being taught because diverse teaching methods are used in inclusive education. In addition, teachers in inclusive education have better training compared to regular teachers. The project will cover both rural and urban areas of Vietnam. It will give emphasis in rural areas because most of the disabled children are found here and it is the most affected. In addition there are minimum resources in these areas thus it will be prioritized. The project will address the issue of inclusive education so that both the disabled and non-disabled child shares the same classroom. This will ensure there is exchange of ideas and that both students benefit from each other. The project will also address the issue of descent work and securing jobs. This will ensure that people with disability secure descent jobs hence raising their living standards. They also will have a chance to get vocational training, which will improve their professional skills.
Limitations
The researcher will have to convince the public about the importance of inclusive education and securing decent employment for the disabled. Currently the public strongly oppose inclusive education and securing decent employment for the disabled; hence, it will be difficult to convince them in multitudes of people (Mutepfa, Mpofu & Chataika, 2007). The convincing process will take a lot of time, and the researcher will not be able to cover all the regions. People are different and the preferences of the project may not be the same. People have gone through different pasts and they therefore have different personalities that may bring conflict with the project. The members of the project are ready to face this challenge head on without fear. Meeting deadlines will be a huge challenge because most of the research is based in the rural areas of Vietnam and members of the project will have to travel there or if not, gathering enough information while still here will require a lot of time. To beat this limitation, the researchers plan to start conducting their research early enough so that they do not have to worry about meeting deadlines. Insufficient funds are another limitation because members of the project will take care of all the expenses that will be included in this research. Such expenses might be accommodation and transport fees, food, data collection costs and other miscellaneous costs. The members plan to do their best by getting funding help from family and friends if this research becomes too expensive. It is likely for the researchers to get false information from the public. This is because some people want to be paid in order to give the correct information. It is therefore the obligation of the researcher to conduct a deep investigation to ensure that he has the correct information.
References
Gordon, B. (2011). Inclusive physical education. New Zealand Physical Educator, 44(2), 20-21. Retrieved on May 26 2013 from
<http://search.proquest.com/docview/899273249?accountid=35812>
Jakupcak, J., Rushton, R., Jakupcak, M., & Lundt, J. (1996). Inclusive education. The Science Teacher, 63(5), 40-40. Retrieved on May 26 2013 from
<http://search.proquest.com/docview/214626378?accountid=35812>
Lesko, J. J., Ziegler, D. A., Mikailova, U., & Roels, D. C. (2010). Inclusive education in azerbaijan. YC Young Children, 65(6), 56-61. Retrieved on May 26 2013 from
<http://search.proquest.com/docview/873822873?accountid=35812>
Mutepfa, M. M., Mpofu, E., & Chataika, T. (2007). Inclusive education in zimbabwe. Childhood Education, 83(6), 342-346. Retrieved on May 26 2013 from
<http://search.proquest.com/docview/210392789?accountid=35812>
Meijer, C., Soriano, V., & Watkins, A. (2007). Inclusive education across Europe. Childhood Education, 83(6), 361-365. Retrieved on May 26 2013 from
<http://search.proquest.com/docview/210389851?accountid=35812>
Rydstrom, H. (2013). Having ‘learning difficulties’: the inclusive education of disabled girls and boys in Vietnam. Retrieved on May 26 2013 from,
<http://imp.sagepub.com.ezproxy.apollolibrary.com/content/13/1/81>
Gordon, B. (2011). Inclusive physical education. New Zealand Physical Educator, 44(2), 20-21. Retrieved on May 26 2013 from
http://search.proquest.com/docview/899273249?accountid=35812
Wu, W. (2007). Inclusive Education in Taiwan. Chinese Education & Society, 40(4), 76-96.
Walsh, J. (2010). Street vendors and the dynamics of the informal economy: Evidence from vung tau, vietnam. Asian Social Science, 6(11), 159-165. Retrieved on may 26 2013 from
<http://search.proquest.com/docview/821695106?accountid=35812>
Cultural Identity
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Cultural Identity
Cultural identity has been an issue that has been of great importance to me, especially with the mixing of different cultures and how they learned from one another. This also does not exclude the issue of how some of these cultures look down upon one another. Therefore it is always important to look into issues that affect a person not from the perspective of their positive side and the negative side and take precautions. This is not being pessimistic, as most people might say, but in a real sense, it is the issue of being careful and trending on the right path. There were many expected outcomes from my family back in Nigeria with my travel to the united states. Still, when I came into the united states, these expectations from people at home were not to be met in any way since it was a fight for survival.
Even though there have been many improvements towards racism in the United States of America, it is yet to be fully done away. I experienced this same thing when I stepped y foot on the land, as most people call it “land of opportunities.” However, I tend to have disbelief towards this concept since if it is the land of opportunities, then it means that there should be equality and peace among all kinds of people. When I came here, I was ready to begin a long journey of catching up and convincing the people I met with that Nigeria was not the same place of violence as majorly known. But rather devoted to my country, I was willing to try and make sure that my country is seen as a place of good people, who have good hearts and that we had a great culture which so many people around the world could admire. I wanted to show the world how the Igbo had so much power in their culture, and they made sure that everything they did was done perfectly under their culture and did not at any point wish to compromise their beliefs.
However, this was no easily achievable. This was because my main objective to the United States was to study and become a better person to go back to my community and serve as well as my country. However, my interaction with other students from the time I came here brought me a different perspective from just focusing on my studies. It made me know that my studies were part of my formation and that my desires and love for my culture could not be taken away by my experiences in America. This means that culture is very inbound and cannot be separated from a person. This was why I stopped focusing on my studies even though most of the time and attention had to go to my studies and began interacting and learning about my friends and coursemates.
The realization that culture is so deep and could even be recognized within me without having to do so much makes me realize that cultural identity was an important aspect of human life. I had to embrace it. Therefore even though it was a very difficult part to realize that one is Nigerian and it was impossible to change this, I also realized that the stereotypes about culture were not always true. A person could live their lives without having to prove a point. I learned that the best way for those who negatively understood my culture was to live my life to the best and make sure that they see the real self apart from what they have learned from the stereotypes about Nigerian culture.
The transition has been difficult but at the same time beneficial because I have been able to get friends and learn about their cultures, and this has developed my perception when it comes to culture and what it means for a person to belong to a certain culture. Therefore cultural identity is part and parcel of humanity. Most of the time, even a person does not need to do a lot to identify that another is from a certain culture. This, therefore, means the best thing is to live as one people and not allow stereotypes to get into the minds of a person but rather know that every person is unique and their culture has its beauty.
Disability in sports
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Disability in sports
Murderball tells the story of an unbreakable group of world-class athletes, unlike any other athletes ever seen on television, from Middle American gyms to the Olympic arena in Greece. It will demolish any previously held beliefs you might have about “gimps” and “crypts.” It’s a story about family, vengeance, honor, and love that triumphs over adversity. Above all, it’s a tale of ash rising long after the heart and spine has been severed.
Murderball debunks some of the more common quadriplegic theories. For example, a “quad” must be defined as anyone who has a partial disability in all four limbs – a quad does not have to be invalid. As the film demonstrates, quads can live independent lives with the aid of therapy and wheelchairs (Lindemann). As the opening scene shows, they can drive, cook, sex, and put their pants on one leg at a time, just like the rest of us. Quads who were athletes, explorers, and risk-takers – or those who wished to be – were anxious not to be exposed to intense physical exercise and thrill before learning about Quad rugby. Quad Rugby gave these young men hope and a new purpose in their lives by allowing them to play the game.
Many of the Murderball scenes that demonstrate these distinctions are profoundly personal and emotional. Filmmakers had to develop and maintain a sense of confidence and familiarity with their subjects to capture them on film. Fortunately, Zupan, Soares, and the rest of the cast were completely transparent and unafraid in front of the camera. Their honesty, according to Shapiro, derives from the years of care they have received. “In rehabilitation, they were stripped down to their underwear and poked and prodded.” They don’t say, “Oh, I have a pimple today; come back later.” Even if one person is affected in the same way as another, disabilities will affect different people differently. Disabilities are described as physical and mental conditions that interfere with or hinder a person’s ability to conduct daily activities.
Wheelchair or quad rugby is the world’s fastest-growing sport, according to USQRA. The marks will have people with disabilities from both the upper and lower bodies. In addition to the physical benefits and instilling trust in people with disabilities in and out of the gym, the players and supporters agree that exercise is a way of breaking stereotypes. The most important scenes in the film are the quietest. Andy Cohn, a young gamer, reveals his first sexual encounter as a disabled man, causing both tension and relief. Bob Lujano, who lost his arms and legs as a child due to a rare form of meningitis, talks about his fantasies of swinging in the air with fully functional arms and legs. The story of Lujano is accompanied by music and animation, resulting in a moving depiction of loss and hope. These scenes demonstrate the film’s message: bravery, commitment, and resilience empower you to conquer life’s challenges.
Quad rugby competitors have talents and temperaments comparable to professional rugby players in Murderball. This placement, however, does not negate the fact that these actions benefit the body as a weapon that is impervious to break down before it occurs. This viewpoint may have disastrous consequences for men with spinal cord injuries because disabled men can cultivate a “heroic masculinity” during the recovery period, which necessitates even more danger and denial of the body’s vulnerability. On the other hand, Murderball excels not because it depicts triumph over adversity but because it raises important issues for students with disabilities.
Sports were afflicted not only by physical limitations but also by corruption. For example, in recent cases, excessive match-fixing has occurred, especially in football, discouraging talented players worldwide (Duvinage). Football has reached epidemic proportions, with the highest levels being World Cup qualifiers and Champions League matches (Lindemann). Europol, its partner organizations, and UEFA have achieved many impressive things, but there are still immense challenges ahead.
Work cited
Lindemann, Kurt. “Murderball.” Disability Studies Quarterly, vol. 26, no. 2, 2006.
Duvinage, Cedric. “Incentives for Sports Corruption.” Referees in Sports Contests, 2012, pp. 73-96.