Relevant bibliographies by topics / Hanoi Foreign Trade College

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Hanoi Foreign Trade College'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Hanoi Foreign Trade College"

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Whitmore, John K. "The Rise of the Coast: Trade, State and Culture in Early Ða[under dot]i Viê[under dot]t." Journal of Southeast Asian Studies 37, no. 1 (February 2006): 103–22. http://dx.doi.org/10.1017/s0022463405000457.

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The surge in Song foreign trade affected Ða[under dot]i Viê[under dot]t greatly, helping to integrate the upper and lower valley of the Red River first economically in the twelfth century, then politically with the rise of the Trâ[grave accent above]n dynasty in the thirteenth, and finally culturally in the fourteenth. Coastal wealth, power and classical Chinese scholarship entered the inland capital of Thăng Long (Hanoi) and strongly influenced it, leading to major changes across the land.
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Pearson, Brian J., Kimberly Moore, and James Barrett. "Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development." HortTechnology 27, no. 4 (August 2017): 455–57. http://dx.doi.org/10.21273/horttech03345-17.

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Increased global trade coupled with diversified employment opportunities have generated demand for college graduates to possess enhanced interpersonal and foreign communication skills and a well-developed understanding of foreign culture. Horticultural employment opportunities also require students to possess a mastery of horticultural theory with an established record of direct, hands-on experience. Despite these needs, financial limitations of students and academic departments coupled with a lack of available opportunities may restrict students from developing these critical skills. Through development of cooperative learning programs, students have an opportunity to master and refine their horticultural skills while simultaneously raising funds, which are allocated for professional development including an international learning program. This article provides a successful overview of a student-based cooperative learning program that enhances student learning opportunities.
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Zhang, Jinzhu, and Hongquan Lin. "The New Developments of Constructivism Theory and Its Reflection on College English Teaching in the Era of New Media―A Case Study of International Textile Trade English." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 649. http://dx.doi.org/10.17507/tpls.0806.15.

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Constructivism, as one of the core theory of psychology, has a deep influence on foreign language teaching and learning in China. The author in this paper takes a university-based ESP course, International Textile Trade English as a case study and applies the main conception of the four schools of Constructivism as a guide to organize teaching practice, with the expectation to explore the effective combination of Constructivism theory with the ESP teaching practice. Some limitations of the research are put forward in the end.
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PAN, Lipeng. "A Study on the Driving Force of College Foreign Language Education on the Foreign Language Ability of Employees in Characteristic Industries: Based on the Construction of Hainan Free Trade Port." Journal of International Education and Development 4, no. 10 (2020): 85–89. http://dx.doi.org/10.47297/wspiedwsp2516-250012.20200410.

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刘, 春娣. "Curriculum System Construction of Foreign Trade Documentary Practice in Advanced Vocational College Based on Systematic Work Process—Taking Advanced Vocational College of Shanghai University of Engineering and Science as an Example." Advances in Education 05, no. 03 (2015): 61–64. http://dx.doi.org/10.12677/ae.2015.53011.

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刘, 春娣. "Practice Instruction Study of Foreign Trade Documentary Practice in Advanced Vocational College Based on Systematic Work Process—Taking Advanced Vocational College of Shanghai University of Engineering and Science as an Example." Creative Education Studies 03, no. 02 (2015): 47–53. http://dx.doi.org/10.12677/ces.2015.32009.

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Umar, Umar. "THE IMPORTANT ROLES OF TEACHERS IN ENGLISH LANGUAGE TEACHING (ELT)." Journal of English Language and Literature (JELL) 6, no. 1 (March 7, 2021): 69–80. http://dx.doi.org/10.37110/jell.v6i1.117.

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the aim of this reseach is to find elaborate the roles of teachers in English language teaching (ELT. Starting from free trade, the increasing number of foreign companies established in Indonesia, so that the use of international languages such as English is very widespread. Of course, aspiring entrepreneurs and job seekers have to master English so they can keep up with the times in this globalization era. If you are still in school or college, then you have the opportunity to learn and master English. If you have graduated from school or college, you should be ready to enter the world of work with the English skills needed by your place of work. To acquire good communication skills or to excel in communication skills, one has to acquire expertise in all the four skills. They are Listening, Speaking, Reading and Writing. Before students are able to master these 4 skills, students have to develop interest towards the subject or language. This is where the important role of the teacher will appear.
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Conwill, William L., and Khairunnissa Jooma. "Thwarting Ethnoviolence Against Muslim Women: Performing Identity in Social Action." Journal for Social Action in Counseling & Psychology 1, no. 2 (April 1, 2008): 30–47. http://dx.doi.org/10.33043/jsacp.1.2.30-47.

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This is a case study of campus-based activist research on multicultural diversity and tolerance in a college town in the Southeast after the destruction of the World Trade Center (WTC) towers to decrease the post-9/11 hostility against Muslims, particularly women. As part of a Community Mental Health Consultation project at the University of Tennessee, the first author, a professor, assigned the second author, a foreign-born Muslim woman graduate student, to recruit and organize several Muslim women students from the Muslim Students Association. The students, performing their identity as Muslim women, conducted community workshops on Islam to promote knowledge and awareness of religious differences, and ethnic diversity and tolerance; and to reduce hostility against the Muslim community. This article includes web links to videos of their first workshop. We describe in detail the students’ collaborative intervention to address threats of gendered ethnoviolence as social action. A number of positive outcomes accompanied their empowering intervention, including the institution of the Ramadan Fast-a-Thon, now celebrated nationally at more than 230 colleges and universities. We conclude with implications for counseling and psychology for such collaborative intentional action in community interventions, given the harsh polarization around religious and cultural issues we struggle with today.
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Bedaux, Rogier, Kevin MacDonald, Alain Person, Jean Polet, Kléna Sanogo, Annette Schmidt, and Samuel Sidibé. "The Dia archaeological project: rescuing cultural heritage in the Inland Niger Delta (Mali)." Antiquity 75, no. 290 (December 2001): 837–48. http://dx.doi.org/10.1017/s0003598x00089419.

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Mali is a country with a rich history and diverse cultures. Its cultural heritage is, however, threatened by both the pillage of archaeological sites and illicit trade (ICOM 1995; Bedaux & Rowlands, this volunle). Looting has dramatically increased in recent years, especially in the Inland Delta of the Niger, and has obliged Malian authorities to take measures to counteract this destruction. Within the framework of a long-term Malian-Dutch cultural heritage programme, the Rijksmuseum voor Volkenkunde at Leiden recently initiated large-scale excavations in the Inland Niger Delta at Dia, in close cooperation with the Université du Mali, the Institut des Sciences Humaines and the Musée National du Mali in Bamako, the Mission Culturelle in Djenné, the Universities of Paris I and VI, the C.N.R.S., University College London and Leiden University. This excavation, financed principally by the Dutch Ministry of Foreign Affairs, started in 1998 and will continue until 2004. It is a continuation of previous international programmes of site survey and documentation in the Inland Niger Delta, which the Institut des Sciences Humaines in Bamako has co-ordinated over the past two decades (e.g. Raimbault & Sanogo 1991; Dembele et al. 1993; Togola 1996). An initial season of prospection was carried out in 1998 in the Inland Delta, following which the vicinity of Dia was chosen as the principal research zone for the project.
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Dickason, Olive Patricia. "Campaigns to Capture Young Minds: A Look at Early Attempts in Colonial Mexico and New France to Remold Amerindians." Historical Papers 22, no. 1 (April 26, 2006): 44–66. http://dx.doi.org/10.7202/030964ar.

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Abstract Both French and Spanish authorities saw the education of Amerindians as an essential tool in assimilating them to European ways. Both groups thought that the natives were either uneducated, and therefore clean slates for new teachings, or else sufficiently capable of understanding the superiority of foreign ways. In either case, education was the necessary vehicle for turning the natives towards European habits and norms of behaviour. The approach of each group was different. The Spanish, through the Franciscans, were able to take over an existing system, altering it to suit their own needs. They therefore devised a sophisticated system of institutions quickly, establishing a college by 1536. These efforts enjoyed a huge initial success, largely because the natives in their defeat experienced little difficulty in substituting one set of authority figures for another set already found wanting. The French were not conquerers, and did not face a native society in crisis, as had the Spanish. The French Franciscan friars also initiated christianizing education quickly after first settlement, but the Jesuits superceded them within two decades. The natives agreed to their ministrations because the French made it a condition of trade. Huron society differed radically from that of the Mexico, in its egalitarian structure and flexible institutions. The Huron, an unconquered people in a transitional phase of social and economic life, treated the missionaries as guests and often dictated the conditions of contact. In spite of quite different circumstances, the educational efforts of both groups seem to have reached a similar conclusion: native groups were neither as maleable nor as easy to assimilate as the Europeans had thought.
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Dissertations / Theses on the topic "Hanoi Foreign Trade College"

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Dung, Tran BA Viet, and n/a. "Teaching listening skills to students of commerce at Hanoi Foreign Trade College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060706.122222.

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There is a great need for competent teaching of Business English in tertiary institutions in Vietnam. At the Hanoi Foreign Trade College (HFTC) alone, about 150 students per year seek training to equip them to work in export and import organizations, banks for foreign trade and customs departments. In teaching such students, one problem is the provision of interesting and relevant materials. This study addresses the question of selection of materials and techniques for teaching business English listening skills. This Field Study Report consists of five chapters. Chapter 1 describes the purposes and aims of study, the background to this study, dealing with students, the teaching and the curriculum. Chapter 2 looks at the general theory about listening and in particular listening in business. The chapter also describes listening requirements for business graduates from the HFTC. Chapter 3 discusses criteria for selection of textbooks for language teaching in general and for teaching listening skills in business English in particular. Chapter 4 surveys the teaching of business English in two institutes of Technical and Further Education in the Australian Capital Territory (ACT). The final chapter makes suggestions for priorities to improve the teaching of business English. This Field Study Report should be regarded as an exploratory attempt in choosing classroom techniques and materials for teaching listening skills to students of commerce at the Hanoi Foreign Trade College.
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Huyen, Tan Thanh, and n/a. "Meeting the need for business English in the new Vietnam." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060801.105057.

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As a result of the New Economic Reform in Vietnam, the need for more business people proficient in the English language is constantly growing. This need requires the Hanoi Foreign Trade College, which is officially charged with the training of business people for the whole country, to devise relevant curricula for short courses in Business English. The purpose of this report is to examine some major theoretical and practical issues in English for Specific Purposes (ESP) and in syllabus design that can provide course designers at the Hanoi Foreign Trade College with a deeper insight into the problems essential to the development of their work. The report consists of five chapters: (i) Chapter One is the Introduction. It gives the background to the study, pointing to changes in Vietnam and the role of the HFTC in adapting to meet the new need created by these changes. (ii) Chapter Two deals with the methodology employed in the data collection and discusses its findings. (iii) Chapter Three looks at some major theoretical issues in English for Specific Purposes with a view to applying this theory to the practical needs for Business English in Vietnam. (iv) Chapter Four is directly concerned with the planning of the short courses in Business English for Vietnam which are the central focus of this study. (v) Chapter Five is the Summary and contains recommendations for future development of the proposed short courses.
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Dan, Nguyen Trong, and n/a. "Towards a syllabus for teaching commercial letter writing to commerce students in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060704.115742.

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There are increasing needs for trained business persons as a result of the recent rapid development of foreign trade in Vietnam. A good command of written commercial English is one of the most important qualifications of a business person. At present the Hanoi Foreign Trade College is the only institution which is responsible for training commerce students. The teaching of writing skill in general and the teaching of commercial letter writing in particular still leave much to be desired. The writing skill of graduates of the Hanoi Foreign Trade College is far from satisfactory This Field Study Report aims at identifying the difficulties and the needs of commerce students in the Hanoi Foreign Trade College. It takes into consideration the language and learning needs of the target students in order to suggest a syllabus for the teaching of commercial letter writing to commerce students more efficiently. The Field Study Report consists of seven chapters. Chapter I provides an analysis of the teaching and learning situations at the Hanoi Foreign Trade College and problems of the teaching of commercial letter writing. Chapter 2 looks at some major theoretical problems and practical issues for Specific Purpose English syllabus design and material production for the teaching of commercial letter writing to commerce students at the Hanoi Foreign Trade College. Chapter 3 is a contrastive analysis of western commercial letters, Vietnamese commercial letters in Vietnamese and Vietnamese commercial letters in English. Chapter 4 is an analysis of the results of a survey made in 1988 to identify the needs of commerce students for commercial letters. Chapter 5 is mainly concerned with designing a communicative syllabus for the teaching of commercial letter writing to commerce students in Vietnam. Chapter 6 is the proposed syllabus for the teaching of CLW to commerce students at the HFTC, Vietnam. Chapter 7 is the conclusion. This Field Study Report should be regarded as an exploratory attempt to adopt the communicative approach in designing a syllabus for the teaching of commercial letter writing to commerce students in Vietnam.
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Nguyen, Duc Hoat, and n/a. "Towards a communicative approach to teaching speaking skills to students of commerce in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121755.

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As a result of the development in foreign trade in Vietnam, there is a growing need for trained business executives and business people. A good command of spoken English is one of the most important qualifications of a foreign trade executive who needs English as a means of communicating with English speaking people in various business activities. At present, the responsibility for training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in general, and the teaching of speaking skills in particular still leave much,to be desired. The students' oral proficiency is far from satisfactory. The purpose of this report is to explore the two main problematic areas in teaching speaking skills to students of commerce in Vietnam: syllabus design and teaching methods. The report consists of four chapters. Chapter one looks at some major theoretical problems and practical issues in English for Specific Purposes teaching. Chapter two provides an analysis of the teaching and learning situations at Hanoi Foreign Trade College and problems in teaching oral skills. Chapter three is mainly concerned with designing a communicative syllabus for the teaching of speaking skills to students of commerce. Chapter four deals with the theoretical assumptions and processes involved in oral communication and discusses some classroom methods and techniques in the light of the current communicative approach. This report should be regarded as an exploratory attempt in adopting the communicative approach to teaching oral skills to students of commerce in Vietnam.
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Loan, Nguyen Kim, and n/a. "Listening comprehension tests for intermediate students at Hanoi Foreign Languages College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.141820.

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In Vietnam today there is an urgent demand for well-designed tests of listening comprehension. Little attention has been given to this problem. This field study is intended to provide guidance on the design of listening comprehension tests and in particular for intermediate level students at the Hanoi Foreign Language College (HFLC). The Field Study Report consists of six chapters. Chapter One gives a brief introduction which covers the problem, aims, subjects (testees) and the background of the Field Study Report. Chapter Two deals with the purposes of testing in some detail, setting this in the framework of the teaching-testing link, teachers and testing, and students and testing. Test characteristics are considered and the problem of sampling for test content is addressed. Chapter Three concerns test items for listening comprehension. The chapter begins with a short description of listening comprehension and is followed by a survey of theorists on listening comprehension together with the test items for listening that they suggest. Some commonly-used standardised tests and their listening items are discussed. The chapter ends with a checklist of selected listening items suitable for students at HFLC in Vietnam. Chapter Four discusses the designing and trialling of test items for listening comprehension, such as multiple choice, completion of a taped talk, matching pictures with statements etc. The chapter presents the results of the trialling of sample items and also deals with correlations between the sample tests used. Chapter Five deals with test design and development in general. It clarifies the bases for test design and provides a checklist of steps in the development of tests. In addition, the chapter includes a resources inventory for listening test items. Chapter Six presents the conclusions of the Field Study Report.
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Thuoc, Bui Duc, and n/a. "Teaching functional spoken English at the Hanoi Foreign Languages Teachers' Training College." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.133858.

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The English language occupied a specially important status in the increasing development of science, technology, culture and international relations in Vietnam, which has resulted in a growing demand for English Language Teaching (ELT) all over the country. The Hanoi Foreign Languages Teachers' Training College in general and its Department of English in particular plays a very important role in this by producing as many teachers of English as possible for high schools as well as for other Colleges and Universities in Vietnam as a whole. Unfortunately, ELT in Vietnam is still far from satisfactory. There exists a common problem of communicative competence in Vietnamese students, even in Vietnamese teachers of English. ELT at HFLTTC is taken to illustrate the fact that even after five years' training, graduates remain deficient in the ability of language use as well as understanding its use in normal communication. This being the case, how can they carry out effectively the teaching of English to high school pupils or students at other institutions? In this situation, we need to take a serious look at ELT in the Department of English at the HFLTTC so as to suggest suitable materials and methods which will enable the Institution to function more effectively. This project makes an exploratory study of the problem. To provide a context for the study, the background to ELT in the Department of English is reviewed. This is followed by a detailed description of different approaches used in ELT with the reference to the actual activities of teaching and learning in the Department of English. A special emphasis is placed on the difference between conventional approaches and the currently influential one - The Functional- Notional-Approach to language teaching and learning. The basic notions of this approach will be covered and also different categories of functions and categories of situations which the students of English often encounter in using English. Different techniques of teaching functional spoken English will be suggested with an aim to improving the teaching of spoken English in the above-mentioned setting. It is hoped that this project may become a contribution to solving some of the existing problems of inadequate communicative competence of Vietnamese students of English and to teaching and learning English with effective communication skills in the Department of English at the HFLTTC.
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Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.

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In recent years, English has become a compulsory subject in schools and many tertiary institutions of Vietnam. The need to train teachers of English is greater than ever before. However, in the Hanoi Foreign Languages Teachers Training College (HFLTTC), English language teaching in general and the teaching of oral skills in particular leave much room for improvement. The students' oral proficiency is far from satisfactory. This problem has inspired the writing of this study report as an attempt to search for an appropriate method to improve the students' communicative competence. The study consists of four chapters. Chapter one will overview some English Language Teaching (ELT) methods in relation to teaching spoken English and their application in Vietnam. Chapter two will consider the context of the HFLTTC where teaching and learning are carried out with a view to identifying an appropriate approach to the problem. Chapter three will outline communicative competence as an objective of the ELT and discuss principles of the communicative approach to attain the objective, and suggest teaching material through which the principles can be applied. Chapter four will recommend the classroom techniques which may improve the students' oral proficiency. This study report should be regarded as an attempt to apply the communicative approach to teaching oral skills to students in the context of Vietnam.
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Pham, Khai Hoan, and n/a. "Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121143.

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With the increasing contact between Vietnam and English speaking countries and the growing demand for foreign language professionals in the last decades, the teaching of foreign languages, especially English, has gained considerable prominence in Vietnamese education. However, English has been taught in Vietnam for a relatively short time, there are significant deficiencies in this area. If these deficiencies are to be addressed then methodology is a crucial variable worthy of examination. Many of the EFL teaching (Teaching English as a Foreign Language) methods developed in the last twenty years are unfamiliar to a great number of the Vietnamese teachers, although they may be introduced to Vietnam in the near future. In this study a historical overview of language teaching development is provided. Since language teaching methods are products of Western experience, a scrutiny of their relevance to the Vietnamese teaching situation is necessary. In particular it is important to focus on the psychological and cultural appropriateness of different methods to the Vietnamese settings. A number of most crucial psychological issues such as the learner's motivation, aptitude, personality and learning style are discussed together with some social and cultural influences which may affect the learner's psychological attributes, The study also provides a specific investigation of the psychological attributes of Vietnamese students and a number of cultural problems faced by this type of learners in their English learning process. Finally some practical, though tentative, suggestions are made in the hops that more and more Vietnamese teachers of English will respond to the problem of teaching methodology and search for ways to bring about effective learning.
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Hoang, Cong Thuy, and n/a. "Teaching reading to E.F.L. (English as a foreign language) Vietnamese students at the Hanoi Foreign Language Teachers College (HNFLTC)." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.144404.

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Chapter 1 introduces the aims and objectives of the study. It is followed by an analysis of the present situation at the Hanoi Foreign Language Teachers College and the problems encountered by teachers and administrators in ensuring the maximum efficiency of the EFL programme. The Report continues by asking a number of pertinent questions about the methodology and techniques used in the teaching of reading. This, in turn, is linked with theoretical considerations which the writer examines at some length taking into account numerous issues about language processing, cognition, expectation and motivation, comprehending, discourse analysis, text cohesion and so on. Attention is then focused on the reader and the environment in which he operates. In addition the reading lesson comes under scrutiny and procedures, as well as material selection and teaching systems are discussed. Finally the writer attempts to make suggestions to his colleagues in the EFL field based on his own experience and convictions.
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Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.

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English has been taught in Vietnam for about forty years and the number of English learners increases every year. Whatever the course of teaching English may be, the teaching of pronunciation is always a beginning part of it. The materials used in teaching pronunciation vary from schools to colleges, but the way of teaching is always the same. It means that students have to imitate what the teachers have pronounced with a very simple explanation of how to pronounce it. This causes great problems, because not all teachers have correct pronunciation and not all students can imitate the teachers in the right way. At the Hanoi Foreign Languages College, students are trained to be teachers of English. They not only need to have correct pronunciation, but also need to know how to pronounce sounds. In order to teach pronunciation effectively, they need to have a certain knowledge of phonetics and know the difference and similarity between the sound systems of English and Vietnamese. To help awareness of the necessity of good pronunciation and the present problems associated with teaching it, this report: a/ points out the importance of teaching English pronunciation in teaching English; b/ gives an overview of English teaching in general and the teaching of pronunciation in particular. To improve the teaching of pronunciation at the Hanoi Foreign Languages College, this report: c/ makes a comparison between sound systems of English and Vietnamese; d/ proposes material for the teaching of pronunciation for the Vietnamese students of the Hanoi Foreign Languages College, bearing in mind the context of the Vietnamese teaching and learning situation. It is hoped that this report will be of practical use: for teachers and students in the Hanoi Foreign Languages College.
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Books on the topic "Hanoi Foreign Trade College"

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Fifield, Mary L. Strengthening America's competitivenes: Profiles of leading community college international trade centers. Edited by Huhra Lourdene. Washington, D.C: American Association of Community and Junior Colleges, 1993.

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Colloquium on Foreign Trade, GATT, and Third World Development (1991 Bangalore, India). Colloquium on Foreign Trade, GATT, and Third World Development held at Senate Hall, Central College Campus/Hotel Holiday Inn, Bangalore, July 27-28, 1991: Resolution, proceeding, and addresses by eminent speakers at the colloquium. New Delhi: National Working Group on Patent Laws, 1991.

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Strengthening Americas Competitiveness Profiles of Leading Community College International Trade Centers: Profiles of Leading Community College International Trade Centres. Community College Press, American Association, 1993.

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(Editor), Lourdene Huhra, and Mary Fifield (Editor), eds. Training for Trade: Community College Programs to Promote Export. Community College Pr/Amer Assoc, 1997.

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Lourdene, Huhra, and Fifield Mary L, eds. Training for trade: Community college programs to promote export. Washington, D.C: American Association of Community and Junior Colleges, 1991.

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Penrose, Angela. Oil. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198753940.003.0013.

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The chapter covers Edith’s research into the oil industry and multinational companies, and the rise of the Organization of Petroleum Exporting Countries, including publication of The Large International Firm in Developing Countries (1968), which challenged the traditional theories of international trade and investment as they applied to the oil industry. She was the first to discover the significance of transfer pricing and tax avoidance. She started seminars on the international petroleum industry with Peter Odell and later with Robert Mabro, at St Anthony’s College, Oxford. Edith travelled extensively, analysing the impact of multinationals on the economic welfare of the countries in which they operated, focusing on the efforts made by governments to retain as much as possible of their economic and political sovereignty, while still benefiting from the resources and capabilities of foreign investors. By the time of the ‘oil crisis’ of 1973 she was considered one of the top oil economists in the world.
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Book chapters on the topic "Hanoi Foreign Trade College"

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Henry, Eric S. "Conclusion." In The Future Conditional, 173–80. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754906.003.0008.

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This concluding chapter begins by describing the decline of English teaching in China. Although English is still the most popular foreign language for students taking the National College Entrance Examination (NCEE), the state has lately begun to expand the number of options available, including Japanese, German, and Spanish, particularly as those relate to expanding trade and global soft power. These indicators may presage a transformation of the English language industry in Shenyang to come, but it is important to appreciate the difference between the marketplace for language instruction and the more cultural dimensions of linguistic desire that this book discusses. A change in the economics of language schooling is an inevitable consequence of a maturing market. Similarly, the relatively minor reduction of English's weighting on university entrance exams underscores changes to the underlying ideology of education, but does not necessarily herald the doom of foreign languages in China or the elimination of English's linguistic capital. Nevertheless, the chapter surveys the ground traveled in this ethnography and highlights some of the issues brought to the fore. There is much still that could be said about language, education, and modernization in China, and the chapter points the way forward to further research on these topics.
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Conference papers on the topic "Hanoi Foreign Trade College"

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Li, Guoying. "Research on foreign trade SOHO business training bases of vocational and technical college." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013929.

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Xu, Guoqing, and Jia Liu. "The Impact Analysis of International Trade Theory and Practice Teaching on College Students' Foreign Trade Entrepreneurship ��As an Example of Jiujiang University." In 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.59.

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Huang, Xiu-dan. "Perspective on Construction of Teaching Resources Database of International Trade Specialty in Higher Vocational College-Illustrated by the Example of qDocuments for Foreign Tradeq." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.116.

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