Reaction of Currencies to Trade War

Recently, China has announced plans for reciprocal tariffs on $50 billions of 106 products that imported from the United States as the second response to President Donald Trump’s increasing tariffs on Chinese exports. Only in a few months, the two influential countries have consecutively announced punishment policies on each other’s exports in order to protect their advantages. The economic war between the two most powerful economies have great impact not only on currencies of themselves but also on those of other countries. After each policy was announced, different countries have their currencies fluctuated differently. The change in exchange rate is impacted by a country’s international trading, investment and competitiveness Therefore, the project focuses on the impact of the economic war between the United States and China on the US Dollar, the Chinese Yuan and currencies of some East Asian Countries, which include the Korean Won, the Japanese Yen, the Singapore Dollar, and the Vietnamese Dong. This project will also examine how those East Asian currencies change relatively to the US Dollar and the Chinese Yuan to evaluate their trend, sensitivity and volatility towards punishment policies. The research will also determine the accuracy of predicted factors and whether the United States or China is the aggressor and has more impact on the East Asian currencie

FDI in Vietnam

The South East Asian region is fast becoming a destination for investment. The inflow of foreign direct investment (FDI) of worldwide countries into ASEAN countries has increased significantly. According to the World Bank, among the South East Asian countries, Vietnam is considered as the new most promising market. From 2011, the net inflow of foreign investments into Vietnam has outstandingly increased, especially from East Asian countries, such as South Korea and Japan. Therefore, this paper will focus on how Vietnam become the more appealing market than some of the other ASEAN countries through the country’s competitive economic strengths. The paper will analyze and compare FDI positions, circumstances and competitive economic strengths of Vietnam to some of the other ASEAN countries’. In addition, the recent trade war between the US and China is also considered as a positive factor that helps increase generally FDI in ASEAN and specifically FDI in Vietnam. Hence, the paper will also analyze and compare the impact of the recent trade war on the inflow of foreign investments into Vietnam. Finally, this paper will present some challenges that Vietnam needs to consider to keep its promising position in attracting FDI

The structure of didactic transposition capability - analysis of an example of didactic transposition of physical knowledge in the training of pedagogical students

Didactic transposition capability is one of the important competencies of pedagogical students. The capability of didactic transposition efficiently supports teachers in designing lesson plans by topics that are not available in the current educational programs and in developing the school curriculum. It is necessary to develop the capability of didactic transposition for students during the training process of pedagogical universities. However, in order to promote the didactic transposition capability effectively, it is necessary to clarify its structure, components, elements and criteria to perform those capability elements. The article has proposed a structure of didactic transposition capability and analyzed an example of didactic transposition of physical knowledge for students of Physics pedagogy

Evidence for a biphasic mode of respiratory syncytial virus transmission in permissive HEp2 cell monolayers

Distribution of the M2-1, P, N, SH, F M and G proteins in the infected cell clusters. (A) HEp2 cell monolayers were infected with RSV using an multiplicity of infection of 0.0002 and at 2 days post-infection (dpi) the cells were fixed and stained using either anti-M2-1, anti-P, anti-N, anti-SH, anti-F, anti-M or anti-G and stained cells were then viewed using fluorescence microscopy (objective x20). (B) An infected cells cluster examined at higher magnification (objective x40 magnification) or (objective x100 magnification). The infected cell clusters (long white arrows) are indicated. Inset, an enlarged imaged where virus filaments (short white arrows) are highlighted. (TIF 1152 kb

NUTRIENT RECOVERY AND POLLUTANT REMOVAL FROM PIGGERY WASTEWATER BY SPIRULINA CULTIVATION

Spirulina is noticed for great applications on food supplements, animal feeds, pharmaceutical, cosmetics, biofuel, fertilizer, etc. Spirulina cultures in wastewaters could enhance the feasibility of commodities due to its ability to reduce the cost of biomass production and remove pollutants in wastewaters. This study investigates the effects of wastewater pretreatment using various aeration periods (i.e. from 3 to 7 days), the supplement of bicarbonate and N:P ratios on the growth of Spirulina sp. HH to produce protein-rich biomass. The work showed that Spirulina sp. had the ability to effectively remove ammonium, with the highest efficiencies up to 99.9 %. However, the high concentration of ammonium in wastewater, from 125 mg N/L upward, caused a decline in the growth rate of Spirulina. The growth and remediation potential of Spirulina sp. were in the best condition with the N:P ratio of the medium in the range of 19:1-22:1. This study suggested a procedure to cultivate Spirulina sp. in piggery wastewater and remove pollutants efficiently

Supporting students to adjust to academic culture in the UK.

A short journalistic style article on supporting students to adjust to academic expectations in the UK

Challenges of Implementing Outcome-Based Assessment in Vietnamese Higher Education – A Qualitative Inquiry

This qualitative study investigates the key challenges faced by university lecturers in implementing outcome-based assessments (OBA) in higher education institutions in Vietnam, a country currently undergoing significant educational transformation. Utilizing a qualitative research design, the study conducted semi-structured interviews with 15 lecturers from diverse academic fields in a institution. The data were thematically coded and interpreted through the lenses of Constructivism, Institutional Theory, and Diffusion of Innovations Theory. Nine major challenges emerged from the findings, including pedagogical hurdles, lack of training and resources, institutional constraints, and technological limitations. These challenges are contextualized within the existing theoretical frameworks and related literature. The study offers critical insights that are deeply rooted in cultural, institutional, and structural variables. These findings are pertinent for educators, administrators, and policymakers in Vietnam and potentially for those in similar educational settings, and they hold broader implications for professional development, institutional policies, technological infrastructure, and cultural shifts within the educational landscape

In-action reflective teaching in Vietnam: A qualitative exploration of practices, influences and implications

Reflective teaching plays a crucial role in the field of education though its intricacies in particular cultural contexts like Vietnam are still little understood. This study aims to investigate reflective teaching practices in more detail within the context of Vietnamese education.  This study used a qualitative methodology and semi-structured interviews with twelve Vietnamese teachers, each representing a different stage of their careers to shed light on the many forms of in-action reflective practices and their implementation, benefits, drawbacks and even cultural influences. The results of this in-depth investigation provided an overview of the wide range of in-action reflective practices that are actively used in the classroom.  The enhancement of adaptive teaching methodologies and the bolstering of student engagement are prominent among the many advantages that were noted.  Teaching in the Vietnamese context also presents unique challenges. Teachers often struggle with the demands of multitasking, the complexities of navigating uncertainties in real-time classroom scenarios   and the predominant challenge of managing large class sizes. Moreover, it was surprising to learn how many Vietnamese cultural, social   and educational factors influenced teacher understanding and use of in-action reflection.  The understanding of reflective teaching practices is enhanced by the research findings which also have broad implications for areas such as instructional strategies, teacher preparation programmes, academic research perspectives and even the development of educational policies.  The study strongly emphasizes the pressing need for more context-specific investigations into reflective teaching and underscores the indispensable role of reflection in fostering an environment conducive to effective teaching and learning

Multi-faceted identities of teacher assessors: A qualitative study in the Vietnamese educational context

Within the educational landscape of Vietnam, the professional identity of teachers when acting as assessors remains a comparatively uncharted domain and requires further explorations. Consequently, this qualitative investigation was initiated to delve deeper into the intricate identities Vietnamese teachers adopt in their capacities as assessors. Relying upon frameworks such as Constructivist Grounded Theory and Identity Theory, the study meticulously analyzed self-reported narratives from 15 tertiary lecturers based in Vietnam. Through this rigorous analysis, a spectrum of fifteen distinct identities was uncovered. These identities included “Gatekeepers of Knowledge and Competency”, “Nurturers”, “Diplomatists”, “Auditors”, “Confusian Sages”, “Innovators”, “Social Justice Advocators”, “Cultural Mediators”, “Emotional Anchors”, “Scalfolders”, “Technological Navigators”, “Lifelong Learners”, “Community Builders”, “Ethical Guardians”, and “Democratic Facilitators.” Intriguingly, these identities were not merely seen as additional layers to their professional duties; instead, they emerged as foundational components of teachers’ professional self-image. The forces molding these roles are diverse, encompassing deep-seated cultural values, prevailing educational paradigms, and personal lived experiences of educators. Unraveling these identities offers consequential implications for the broader educational sector. It underscores the imperative to holistically re-envision teacher training programs and assessment design, ensuring they resonate with the multifaceted roles educators play in steering both academic achievements and wider societal outcomes