A Merton Model of Credit Risk with Jumps

In this note, we consider a Merton model for default risk, where the firm’s value is driven by a Brownian motion and a compound Poisson process

The effect of financial and economic growth on tourism development in emerging economies: a study of Vietnam for the interval 1990-2020.

Purpose: The primary study objective is to determine the interaction between economic, financial, and tourism development in Vietnam for the 1990-2020 intervals. Design:This study is conducted through a combination of qualitative and quantitative methods using secondary data from WorldBank, Ourworldindata, and the Vietnam Bureau of Statistics. Methodology: The ARDL model is a statistically more robust approach for cointegration testing; then the ECM model was used to test for short-term effects and finally the Granger test for causality between the observed variables. Findings: Investigating the vital internal force that promotes tourism development reveals that finance and economic growth are crucially crucial during the 31-year study period. To illustrate, the economic and financial contribution to the positive change of tourism is up to 30.4% and 18.1%, respectively. Excitedly, the Granger test demonstrates a one-way causal relationship between economic growth and tourism development, tourism development, and finance development, and finance development and economic growth. In other words, it is a circle that demonstrates a consistently positive impact from tourism development to finance development, from finance development to economic growth, and finally, from economic growth to tourism development. The originality of the research: This paper highlights the role and impact level of the economic and financial sector on the tourism industry of a new Asian tiger and can be considered as the first study on Vietnam. The findings investigate how the economy functioned in the past and support policymakers in establishing future development policies, particularly in post-pandemic recovery

The Effect of Entrepreneurial Attitudes and Individual Attributes on Entrepreneurial Activity in the context of ASEAN Member States: Evidence from Thailand and Vietnam

This study analyzes the influence of entrepreneurial attitudes and individual at­tributes on entrepreneurial activity in two ASEAN member countries: Vietnam and Thai­land. By applying the multinomial logistics regression (MLR) analysis method, the results show that those with an entrepreneurial network, who can read business opportunities, and have skills and knowledge, have a positive and significant influence when deciding to start and invest in others’ new businesses. On the other hand, females and those with a secondary education were more likely to engage in entrepreneurial activities. The study also shows that Vietnam’s entrepreneurial attitudes and individual characteristics seem to be better, differentiating it from Thailand. The Global Entrepreneurship Monitor (GEM) data from 2017 were the most recent data available at the time of this study. However, the availability of more up-to-date data is considered necessary to enrich and expand the im­pact of future research

Space-time domain decomposition for advection-diffusion problems in mixed formulations

This paper is concerned with the numerical solution of porous-media flow and transport problems , i. e. heterogeneous, advection-diffusion problems. Its aim is to investigate numerical schemes for these problems in which different time steps can be used in different parts of the domain. Global-in-time, non-overlapping domain-decomposition methods are coupled with operator splitting making possible the different treatment of the advection and diffusion terms. Two domain-decomposition methods are considered: one uses the time-dependent Steklov--Poincar{\'e} operator and the other uses optimized Schwarz waveform relaxation (OSWR) based on Robin transmission conditions. For each method, a mixed formulation of an interface problem on the space-time interface is derived, and different time grids are employed to adapt to different time scales in the subdomains. A generalized Neumann-Neumann preconditioner is proposed for the first method. To illustrate the two methods numerical results for two-dimensional problems with strong heterogeneities are presented. These include both academic problems and more realistic prototypes for simulations for the underground storage of nuclear waste

THE IMPACT OF QUESTIONING AND SEMANTIC MAP IN PRE-READING STAGE ON STUDENTS' READING COMPREHENSION: A COMPARATIVE STUDY

Pre-reading activities play an important role in language reading classrooms since they help to activate students’ background knowledge of the topics being taught, which results in improving students’ reading comprehension. Most studies in the literature focus on exploring the effects of individual pre-reading activities such as brainstorming, pre-teaching vocabulary, questioning on students’ performance in doing comprehension tasks. Few studies have been conducted to explore whether one technique is better than the others in activating students’ schemata in reading lessons. The current study investigates the impact of Questioning and Semantic map in Pre-reading stage on EFL gifted high school students’ reading comprehension. The participants were 52 gifted students from two science classes for twelfth graders (they were non gifted English students). They shared the same culture, native language, educational background and age. The data were collected through two reading proficiency tests (pre-test and post-test) and individual interviews. The findings revealed that both Questioning and Semantic map had positive impacts on gifted students’ reading comprehension. Especially, the students who received Semantic treatment had significantly better improvement in their reading skill. The findings shed lights on what can be done to improve EFL students’ reading performance.  Article visualizations

ONLINE LEARNING AND ITS POTENTIAL IN DEVELOPING EFL LEARNER AUTONOMY: ENGLISH-MAJORED STUDENTS' PERCEPTIONS

Learner autonomy is now regarded as a desirable goal in tertiary education as it is found to comply with learner-centered approaches and enable students to pursue life-long learning (Sinclair, 2000a; Ciekanski, 2007). In the time of COVID-19 pandemic, the essential to conduct in-depth investigations into leaner autotomy and online learning has become more urgent, especially in the context of a university in Vietnam. This quantitative research responded to such a pressing call by exploring two aspects: (1) the students’ perception of online learning, and (3) the potentiality of online learning for developing learner autonomy. Quantitative data were collected through questionnaires administered to 199 English-majored students in the context of a university in Mekong Delta. The results revealed that the students possessed positive perceptions toward online learning. Furthermore, the potentiality of online learning was explored including the ability of (1) planning learning experience, (2) evaluating learning performance, (3) determining learning goals, (4) self-controlling learning process, (5) taking responsibility for learning decision. Last but not least, this study expected that the proposed pedagogical implications will contribute to the innovation of promoting learner autonomy in online learning in the context of a university in the Mekong Delta of Vietnam.  Article visualizations

ENGLISH TEACHERS’ QUESTIONS IN A VIETNAMESE HIGH SCHOOL READING CLASSROOM

Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking