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ID:
169788
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| 2 |
ID:
030460
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| Publication |
London, George Allen and Unwin Limited, 1968.
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| Description |
519p.
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| Series |
Political and Economic Planning
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 004305 | 341.2422/PAL 004305 | Main | On Shelf | General | |
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| 3 |
ID:
169004
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| Summary/Abstract |
This article investigates the impact of exposure to United States air force bombing during 1965–75 on the disability status of individuals in Vietnam in 2009. Using a combination of national census and US military data and an instrumental variable strategy which exploits the distance to the former North–South border as a quasi-experiment, the article finds a positive and significant impact of bombing exposure on district level disability rates 40 years after the war. The overall effect of bombing on the long-term disability rate among the Vietnamese population is highest among heavily bombed districts. Districts in the top bombing quintile experience a 25% relative increase in the rate of disability attributable to bombing compared with districts in the lowest bombing quintile. Effects are highest on the prevalence of severe disability and among cohorts before the war’s end. A smaller, yet significant, effect is found among cohorts born after the war. The article finds further evidence of indirect channels through which bombing may have impacted on long-term disability including adverse effects on nutritional environment and human capital attainment. These findings add to the evidence from Vietnam and indicate that wars inflict costs on the health of human populations that last longer than those relating to economic growth and welfare.
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ID:
178234
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| Summary/Abstract |
In the People's Republic of China, the 2015 (revised) Higher Education Law provides that citizens enjoy the right to receive higher education. That legal ideal, however, is not easy to implement in practice. One important issue in higher education is the extent to which in law and in practice the educational rights and interests of students with disabilities are realized. In anticipation of difficulties, the same law specifically requires Chinese higher education institutions to enrol disabled students who meet the relevant admission qualifications and it explicitly prohibits rejection on grounds of disability. Admission standards and processes, however, remain a problem, as do social attitudes to disability, and other difficulties persist in securing the rights and interests of disabled persons in higher education. The complications that arise remain significantly under researched and are not explicitly addressed in the Higher Education Law. Proposals for reform are not likely to succeed without substantial changes in societal and governmental attitudes.
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