Challenges in Online Teaching Management in Vietnam Universities

In Vietnam today, online teaching is still in the development stage. There has not been a set of quality assurance standards for universities to organize online education. Universities that apply online teaching are mainly based on the ability to use information technology. The resources of each university are at a different level and limited while receiving no government investment. Furthermore, the implementation of online teaching requires a significant and methodical investment in technology infrastructure, training content, human resources, and implementation. Therefore, there is a need for online teaching management solutions in universities

FIELD TEST ON CLEANING OF OIL POLLUTION ON NHATRANG BEACH OF VIETNAM

Joint Research on Environmental Science and Technology for the Eart

Effects of different nutrient solutions on growth and flower quality of gerbera (Gerbera jamesonii) grown in hydroponic close system

The nutrient solution is the decisive factor for the growth and development of hydroponic plants. This study was conducted to determine the effect of five nutrient solutions, namely, Hoagland, Knop, Hydro Umat F, BKFAST, and Bio-Life, on the growth and development of gerbera (Gerbera jamesonii) in the hydroponic system. The results show that Hydro Umat F is the most suitable solution for planting gerbera in terms of plant height, number of leaves, leaf size, and root volume. In addition, the flower yield of the gerbera plants nourished on Hydro Umat F is also the highest, with 8.7 flowers per plant after five months in the hydroponic system. The flowers have a diameter of 9.8 cm and natural durability of 19.67 days. Meanwhile, gerbera plants stop growing after 15 days in the Bio-Life solution and 30 days in the Knop solution

Returns to Education and the Demand for Labour in Vietnam. ESRI WP506. July 2015

Using data from the Vietnam Household Living Standards Survey, this paper examines the returns to education in Vietnam in 2002 and 2010, and how these returns changed over time. Given the economic growth that took place during this time period, the relative demand for labour is also assessed in order to identify if skill-biased technical change played a role in explaining the returns to education in Vietnam at a time of exceptional economic growth. The male and female education returns displayed a linear pattern in both 2002 and 2010, with earnings rising with increased levels of education. Relative to males with no qualifications, the returns to those with a vocational training qualification or below fell between 2002 and 2010, while the economic returns to a college education and above increased. Similar results were observed for females. In relation to relative labour demand, the results indicated that the demand for all levels of education (apart from males with a high school qualification) relative to those with no qualifications grew between 2002 and 2010. However, there was particularly strong growth in the demand for those with a vocational training qualification and above, especially an advanced degree qualification. Findings from the paper show that high levels of economic growth in Vietnam between 2002 and 2010 have facilitated increasing returns to education and demand for high skilled labour. In addition, there appears to be shortages for some types of skilled labour

Density estimates for the exponential functionals of fractional Brownian motion

In this note, we investigate the density of the exponential functional of the fractional Brownian motion. Based on the techniques of Malliavin’s calculus, we provide a log-normal upper bound for the density

Density estimates for the exponential functionals of fractional Brownian motion

In this note, we investigate the density of the exponential functional of the fractional Brownian motion. Based on the techniques of Malliavin’s calculus, we provide a log-normal upper bound for the density

IDENTIFICATION OF SOME PREDOMINANT BACTERIA ISOLATED FROM JETA1 FUEL IN VIETNAM BY SEQUENCE ANALYSIS OF 16S RRNA GENE

Joint Research on Environmental Science and Technology for the Eart

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

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