Marketing of Retail Signage in Different Environments

The primary purpose of this research is to look into the design of signage in different retail locations to see how each place adapts its visual presentation to accommodate its consumers. It is clear that signs are designed differently from one region to the next, depending on the demographic that the stores are catering to. My research began with an extensive literature review on signage and its impact on the surrounding environment, what makes a successful sign design and the importance of signage for retailers. I gathered my data by taking numerous photos of shop signs from a college town, an ethnic district, urban downtown, a master planned community, and a small town

Competing approaches to child domestic work in Asian developing countries : evidence from the case study in Vietnam

制度:新 ; 報告番号:甲3230号 ; 学位の種類:博士(学術) ; 授与年月日:2011/3/15 ; 早大学位記番号:新552

The ‘Puzzles’ Methodology: En Route to Indirect Inference?

We review the methods used in many papers to evaluate DSGE models by comparing their simulated moments with data moments. We compare these with the method of Indirect Inference to which they are closely related. We illustrate the comparison with contrasting assessments of a two-country model in two recent papers. We conclude that Indirect Inference is the proper end point of the puzzles methodology.Bootstrap, US-EU Model, DSGE, VAR, Indirect Inference, Wald Statistic, Anomaly, Puzzle.

Effect of Education on Self-reported Health

Human Capital Theory pointed out health as a possible return to education. The question at the center of this research is if education can improve health. Replicating the work of Goesling (2007) on new data from the 2000-2022 Current Population Survey (CPS), a cross-sectional probit analysis shows a positive relationship between educational level and self-reported health. This relationship is robust and significant across age groups

FACTORS AFFECTING NON-MAJORED ENGLISH STUDENTS’ LOW PARTICIPATION IN EFL SPEAKING CLASSROOM: A CASE IN VIETNAM

EFL learners’ low level of participation is reported as a problem commonly found in English speaking classrooms. This study aims to investigate students’ perceptions of factors hindering their participation in English speaking classrooms. Questionnaires and interviews were conducted as data collection instruments of the study. 153 first-year non-majored English students from two Advanced programs and seven High-quality programs in a major university in the Mekong Delta, Vietnam responded to the questionnaire and then 6 of them participated in the semi-structured interview sessions. The results strongly endorsed that students’ lack of vocabulary, fear of being judged by peers and lecturers and feeling overwhelmed by interactive activities in Speaking classes were significant factors causing students’ low level of participation. Recommendations are suggested to educators or lecturers in formulating future teaching strategies that promote students’ participation in the context of higher learning. Article visualizations

EFL Teachers' Evaluation on “Skillful-Teaching Writing and Reading 02”

In case that many reforms in learning and teaching English in Vietnam were implemented, exploring the effectiveness of different coursebooks was raised to be a sufficient need. This research is more qualitative than quantitative in its nature, aiming to investigate EFL teachers’ evaluation of the coursebook Skillful – Reading & Writing 02 in a specific educational institution in the Mekong Delta. Thirteen teacher participants using the books were invited to participate in this study. Quantitative and qualitative data were collected by using two instruments, questionnaires and semi-interviews. The study provided a new checklist for evaluating materials in teaching and learning reading and writing.  The findings showed that (1) the merits of the coursebook Skillful – Reading & Writing 02: e.g. colorful illustrations, numerous online learning resources accompanying online accounts, suggestive topics, updated contents, and impressive study skills component; and (2) demerits of the book in terms of writing section which does not match the general objectives of the program. Likewise, (3) the cons are regarding quite small font size and long listening activities of the coursebook. Additionally, some implications were suggested in this study to enhance the effectiveness of using sufficient materials for higher educational institutions

A Decade of Researching on Professional Development in a Graduate Program: A Systematic Review

This paper aims to provide a logical and comprehensive systematic review of MA students’ theses related to professional development (PD) in an educational institution in the Mekong Delta of Vietnam. This systematic review used a qualitative method to analyze 28 unpublished PD theses (2010 – 2020) in a graduate program of a public tertiary institution in the Mekong Delta, Vietnam. There were four main research concerns, including (1) research aims, (2) research methodology, (3) findings, and (4) limitations of the theses. After the review, a list of strengths and weaknesses of these studies is found, evaluated, and presented in this article. The review shows that these studies did contribute diverse knowledge and practices of PD in the educational system of Vietnam, particularly in the Mekong Delta. On the other hand, the data collection instruments and research designs needed improvement to a certain extent. Specifically, observations were not used much in the theses. Besides, the candidate researchers overused a descriptive research design for their theses. Thanks to the analysis, some implications and new ideas for further research in PD are discussed at the end of this paper.

EFL HIGH-SCHOOL TEACHERS’ RESPONSES TO ELT PEDAGOGICAL REFORMS IN THE MEKONG DELTA, VIETNAM

In the era of globalization and internationalization, educational change, specifically English language teaching (ELT) pedagogical reforms, has been paid more attention to by language researchers. In Vietnam, ELT pedagogical reforms or educational change has been considered as an essential area. How the teachers respond to the reforms is very important; therefore, this study was conducted to investigate this issue. Questionnaire and interviewing were used to collect data from 102 English foreign language (EFL) teachers working in the Mekong Delta, Vietnam. The study was aimed to investigate teachers’ responses to 15 types of ELT pedagogical reforms, introduced by the Ministry of Education. The data, analyzed by Statistical Package for the Social Sciences (SPSS) version 20.0, showed that the teachers accepted the ELT pedagogical reforms in their teaching. Specifically, adapting teaching materials from different sources was supported most. However, some types were resisted, especially designing tests based on the Vietnamese Standardized Test of English Proficiency (VSTEP) framework.  Article visualizations