Search

Information technology competency is the ability to apply information technology and digital tools to support and improve the quality of teaching and learning in different subjects. Through teaching activities using information technology, all subjects contribute to developing this capacity. To meet the needs of developing students' information technology capabilities (mainăng lựcy the ability to use information technology) in teaching subjects, first of all, teachers are proficient in information technology skills and enhance the application of information technology in the teaching process. Teachers at high schools in Ho Chi Minh City were surveyed on the issue of developing the ability to use information technology through teaching activities in the current context. From there, propose solutions to improve the effectiveness of information technology application in teaching, improving the quality of teaching and developing information technology capacity for students in the current context of digitalization of education and training.

Purpose: The aim of this paper is to elaborate on the opportunities and challenges to the application of portfolios as an assessment tool in English as a Foreign Language (EFL) classrooms at different educational levels in Vietnam, as explicitly and implicitly reported in the literature. Design: This study is a combination of a narrative review, synthesising educational documents during 2014-2021, and a systematic review, resulting in 26 empirical studies during 1999-2021 to be included. The adopted approach to data analysis was inductive, deductive and thematic. Data extracting and coding were conducted manually with the aid of Microsoft Word tools. Findings: The results indicate that enabling factors for the use of assessment portfolios included governmental documents; teachers' and/or students' awareness, attitudes and beliefs; available application of assessment portfolios and their benefits. However, practicality, reliability, validity and accuracy might pose certain challenges to this use. Value: This study adds further insights into our current understandings of the opportunities and challenges to the use of assessment portfolios in international EFL contexts.

IntroductionLow- and middle-income countries have rapidly increasing numbers of people with dementia, yet little evidence on family caregiving interventions. We tested the preliminary efficacy and feasibility of a family caregiving intervention in northern Vietnam.MethodsNine clusters comprising 60 family caregivers were randomized to a culturally adapted version of a four- to six-session, multicomponent intervention delivered in-home over 2 to 3 months, or enhanced control. Eligible caregivers were ≥18 years of age and scored ≥6 on the Zarit Burden Inventory (ZBI).ResultsFifty-one caregivers (85%) completed the study. Using analysis of covariance with 3-month assessment as the outcome and baseline assessment as a covariate, intervention group caregivers had an average ZBI (primary outcome) score 1.2 standard deviation (SD) lower (P = .02) and Patient Health Questionnaire-4 (psychological distress) score 0.7 SD lower (P = .03) than controls.DiscussionIn the first study of its kind in Vietnam, a culturally adapted, manualized, family caregiver intervention was both efficacious and feasible.

In this essay, an attempt is made to use Alexander Wendt's structural hypothesis to test the structures of Vietnam-China relations from the beginning up to the present. The results show that Vietnam-China relations have undergone three cultures: Hobbesian culture, Lockean culture, and Kantian culture. In 113 B.C, without any restraint, the expansionist identity of China formed Vietnam-China Hobbesian culture and then nourished it up to the late twelfth century. Then, the external restraints changed Vietnam-China Hobbesian culture into the Lockean culture in 1164. There was an alternation of Hobbesian and Lockean culture in the period of 1164-1885. The transitions of these two cultures were created by external restraint and self-restraint. In the period of 1885-1949, the foundations for the Kantian culture was laid. From 1950 to July 1978, Communist ideology helped the Kantian culture to dominate Vietnam-China relations. Though, from 1968 self-interests created a shift from Kantian culture to Lockean culture. Without self-restraint, the identities of Vietnam and China changed the Kantian culture into the Lockean culture in late 1978, and this culture has been dominating Vietnam-China relations up to the present., Author(s): Anh Ngoc Nguyen [sup.1] Author Affiliations: (1) grid.267852.c, 0000 0004 0637 2083, VNU University of Languages and International Studies, Vietnam National University, , Hanoi, Vietnam Introduction The long relationship [...]

If geography teachers appreciate the important role of spatial thinking in their disciplines, they can proactively explore educational interventions to improve the spatial thinking of their students. Our understanding of geography teachers' perceptions around spatial thinking is still in its infancy. Until now almost all studies investigating spatial thinking in teachers have focused on pre-service teachers. Therefore, this study attempts to expand our understanding by exploring the perceptions of in-service geography teachers towards spatial thinking, spatial thinking instruction, and the factors that impact enactment of spatial thinking instruction. To achieve this goal, we conducted interviews with 15 geography teachers in Vietnam. The results show that teachers' understandings reflect three components of spatial thinking (concepts of space, tools of representation, and reasoning). However, their responses also reflect ambiguous and unclear understandings about spatial thinking. These findings can inform professional development for teachers in Vietnam. [ABSTRACT FROM AUTHOR]

Background: The increasing needs of people living with dementia (PLWD) in Vietnam present an enormous public health challenge. Vietnam is an understudied country, and little is known regarding the overall unmet needs of caregivers or the demographic risk factors associated with unmet caregiving needs. This study aimed to determine the burden of unmet care needs of community‐dwelling PLWD and identify sociodemographic risks associated with unmet care needs. Methods: A cross‐sectional study in a rural area facing urbanisation in Hanoi, Vietnam recruited PWLD‐caregiver dyads with multistage sampling. We utilised the Camberwell Assessment of Need for the Elderly (CANE) instrument to evaluate care needs across four domains. Caregivers rated PLWD needs, with higher scores indicating greater unmet needs. The Mann–Whitney test was employed for comparing two groups, while the Kruskal–Wallis test was used for comparisons involving more than two groups in the analysis, and a P‐value of less than 0.05 was considered statistically significant. Results: Among 90 PLWD participating in the study, the overall mean care needs score was 11.6 ± 4.3, with only 16.2% of PLWD having their care needs met. Environmental and physical needs were more frequently met than psychological or social needs. Only 48.0% and 43.9% of environmental and physical needs were met respectively, and a meagre 20.9% and 23.6% for psychological and social needs. Unmet care needs were more frequent for PWLD who were female, single or divorced, had lower monthly household income, or who were in more advanced stages of dementia, as indicated by Clinical Dementia Rating scores ≥1. Conclusions: Unmet needs for PWLD are common. Increased caregiver education, resources, and services in Vietnam are urgently required to improve the quality of life for this population. [ABSTRACT FROM AUTHOR]

Background. Uric acid is a powerful free-radical scavenger in humans, but hyperuricemia may induce insulin resistance and beta-cell dysfunction. The study aimed to evaluate the association between hyperuricemia and hyperglycemia, considering the confounding factors in a Vietnamese population. Methods. A population-based cross-sectional study recruited 1542 adults aged 50 to 70 years to collect data on socioeconomic status, lifestyle factors, and clinical patterns. Associations between hyperuricemia and hyperglycemia (isolated impaired fasting glucose (IFG), isolated impaired glucose tolerance (IGT), combined IFG-IGT, and type 2 diabetes (T2D)) were evaluated by multinomial logistic regression analysis in several models, adjusting for the confounding factors including socioeconomic status, lifestyle factors, and clinical measures. Results. Uric acid values were much higher in IFG, IFG-IGT, and T2D groups compared to those in the normal glucose tolerance (NGT) group. The significant association of hyperuricemia with IFG, IFG-IGT, and T2D was found in the model unadjusted and remained consistently in several models adjusted for socioeconomic status, lifestyle factors, and clinical patterns. In the final model, the consistent hyperglycemia risk was found in total sample (OR = 2.23 for IFG, OR = 2.29 for IFG-IGT, and 1.75 for T2D, P≤0.006) and in women (OR = 2.90 for IFG, OR = 3.96 for IFG-IGT, and OR = 2.49 for T2D, P

We investigate the determinants of high school students' academic attainment in mathematics, reading and science in the United States; focusing particularly on possible differential impacts of ethnicity and family background across the distribution of test scores. Using data from the NELS2000 and employing quantile regression, we find two important results. First, the gaps in mathematics, reading and science test scores among ethnic groups vary across the conditional quantiles of the measured test scores. Specifically, Blacks and Hispanics tend to fare worse in their attainment at higher quantiles, particularly in science. Secondly, the effects of family background factors such as parental education and father's occupation also vary across quantiles of the test score distribution. The implication of these findings is that the influence racial and family background factors may have on academic attainment, which are commonly identified on the basis of a conditional mean distribution of test scores, may not tell the whole story the attainment discourse has to note. (Contains 8 tables and 10 notes.)