Linda
Nguyen
ASA
189F, National Aesthetics
Professor
Valverde
4
March 2017
Week
9 - March 6 and 8 - What is Viet Nam: Viet Nam’s Peoples and Lands
I believe Vietnam country remade itself through the work of the
Vietnamese Government and its people. The Vietnamese government recognizes the significance
of links with overseas Vietnamese; thus the Vietnamese Government cultivate
good relation with those Vietnamese living abroad and seeing them as a part of
Vietnam’s growth economically and socially. In the past, it was difficult for Vietnamese
students to study oversea due to strict government control. However, it is now
easy for Vietnamese students to pursue their studies abroad. There were
Vietnamese students studying overseas that were on government scholarships, as
well as a majority of others who are studying abroad are self-funded. The government
encourages many Vietnamese students to seek higher education abroad, where the
opportunities exist overseas in hopes that they return and help with Vietnam’s
economy. I think Vietnam remade itself by being open and recognizing the
important role of Vietnamese diasporas’ contribution to the country’s
development. For example, in 2004 the Resolution 36 was passed that created
favorable conditions for Viet Kieu. These benefits include dual citizenship and
permitting Viet Kieu to purchase property in Vietnam. This was a progressive
move on the Government’s part and their willingness to engage with the
diaspora.
Vietnam can achieve maximum “national aesthetic” status by adopting
practices from China and India, respectively. China government invest in their
own country by creating affordable tuition fees and accommodations for their
students. Moreover, China and India’s government invests in their country by
focusing on high concentration in its technology and science sector that
provide opportunities for their students to pursue innovative projects,
respectively. Additionally, the Vietnamese Government should invest in their
own country and invest in a high quality higher education (tertiary) in which
there is much greater support for research and an environment that values
collaboration between academia and industry that will lead to success in
retaining Vietnamese students. Furthermore, the Vietnamese Government should
foster stronger ties with oversea Vietnamese students and highly skilled
expatriates abroad by creating a social and economic environment in the long
run. For example, maintaining ties with its Vietnamese students’ diaspora and informing
them of opportunities in Vietnam such as up-to-date information on business, employment
opportunities and Vietnamese labor market; academic exchanges; and information
on legal topics (i.e. as buying property and starting up a business) as they arise.
Moreover, having channels of communication to be used to promote investment,
employment and research opportunities that will lead to greater engagement with
the Vietnamese student diaspora and increased levels of return migration. The
Vietnamese Government does not do a good job of acknowledging and valuing oversea
students’ international qualifications and experiences. The Vietnamese
Government’s lack of concern for students thus sends a wrong message to overseas
Vietnamese students and discourages them from returning home or maintaining
professional ties with Vietnam. Vietnamese Government should make a concerted
effort to facilitate Vietnamese students of their return because their return
or professional engagement is essential to their home country’s economic and
social development.
It is important and valuable to know the culture of the country
like Bhutan that my group and I are branding so that there would be no cultural
misunderstanding. Respecting the culture of the country of Bhutan will we be
able to build a relationship with and work with the Bhutanese locals, the Bhutanese
Government, or the Bhutanese traveling agency. By learning and knowing about
the culture of Bhutan will help me better understand what the country of Bhutan
wants in terms of the products that I am branding to them. Understanding Bhutan’s
culture, language, and way of thinking and doing things will help me better
understand and make my product better in branding the country. Additionally, the
product that I am branding will cater to the Bhutanese’s people (out of their
respect) and cater to people in the U.S. who can relate to spirituality with
respect to Bhutanese’s culture. In other words, this will help me better understand
Bhutan in knowing my business model being developed through the social media. Just
knowing about the country and what the Bhutanese want would help our product in
serving them and helping them. Understanding Bhutan would help me understand
certain region or district and have an opportunity to learn about the country
and create a better project of spirituality. The value of knowing the culture
of Bhutan will give me a window of opportunity to build the relationship and
build trust with Bhutanese people.
In relation to the theme of the week and current events outside
of class, Bhutan is an example. The country’s development is guided by a
Five-Year Plan issued by the National Gross Happiness Commission (GNHC). The
measurement of success of governance in Bhutan is to achieve Gross National
Happiness (GNH). GNH is a priority and GNH exemplifies in remaking its country towards
a holistic approach to development. According to the Huffington Post titled,
Got Happiness? First UN International Day of Happiness (2013) by Frances
Moore Lappe, “Gross National Happiness is a comprehensive approach to measuring
well-being that includes not only psychological well-being but also eight other
domains which include health, education, good governance, and ecological
diversity and resilience.” The GNHC started the drafting of the 12th
Plan and it will mostly focus on the development aspect of Bhutan, such as the
people and systems and processes. Other development of Bhutan is women’s
representation and participation in politics; Mongolia-Bhutan’s exchanges in
democracies (and learning from each others’ experiences); a collaborative approach
to democracy building and Bhutan’s democratic institution and processes (and government
and other state institution to create systems and processes that adhere to democratic
principles).
Question: What can we learn from countries like Vietnam’s people
and land in relation to other countries?
 |
| Building sustainable democracy in Bhutan, 2016 |
Image
citation: http://www.idea.int/sites/default/files/news/bhutan3.jpg
Bibliography
Adhy Aman.
"News." Building Sustainable Democracy in Bhutan: Findings from
International IDEA's High-level Visit | International IDEA. N.p., 11 Apr.
2016. Web. 04 Mar. 2017.
/.latest_citation_text
Cate Gribble.
“National Policies on Skilled Labour and the Cross-border Student Market, with
a Focus on Vietnam.”
Frances
Moore Lappe. "Got Happiness? First UN International Day of Happiness." The
Huffington Post. TheHuffingtonPost.com, 19 Mar. 2013. Web. 04 Mar. 2017.
/.latest_citation_text
Michael G.
Palmer. “The Legacy of Agent Orange: Empirical Evidence from Central Vietnam.”
Excerpts from Andrew Rowan’s Manuscript.
Kieu-Linh
Caroline Valverde. “Ao Dai: A Modern Design Coming of Age.”
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