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Artykuły w czasopismach na temat "Vietnamese background"
1
Kudinov, S. I., S. S. Kudinov i Que Chi Ho Vo. "Axiological Background of Vietnamese Students Adaptability". RUDN Journal of Psychology and Pedagogics 15, nr 1 (2018): 38–52. http://dx.doi.org/10.22363/2313-1683-2018-15-1-38-52.
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2
Hendri, Zendri, i Rahmad Dandi. "Tinjauan Historis Pengungsian Vietnam di Pulau Galang 1979-1996". Takuana: Jurnal Pendidikan, Sains, dan Humaniora 1, nr 1 (30.04.2022): 59–70. http://dx.doi.org/10.56113/takuana.v1i1.24.
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Vietnam's long history starts from the effort to gain independence from France, the prolonged civil war between Communist North Vietnam and nationalist South Vietnam, to the Vietnamese invasion of Cambodia, which led to the massive migration of Vietnamese people to various countries using boats so that refugees This Vietnamese, known as the "Boat People." This study provides a comprehensive explanation of the background of the migration of Vietnamese refugees to Galang Island, the role of UNHCR and the Government of Indonesia in overcoming these problems, and their lives on Galang Island. This historical research was carried out successively from the heuristic process taken from the Vietnam-camp refugee document and observations on Galang Island. The data is then verified, interpreted analytically and synthetically, and presented in descriptive-explanative historiography. Apart from the pluses and minuses of various aspects of the history of Vietnamese refugees on Galang Island from 1979 to 1996, the Indonesian government has been maximal in overcoming the problem of Vietnamese refugees.
3
Boxall, Nicole, Matthias David, Elisabeth Schalinski, Jürgen Breckenkamp, Oliver Razum i Lars Hellmeyer. "Perinatal Outcome in Women with a Vietnamese Migration Background – Retrospective Comparative Data Analysis of 3000 Deliveries". Geburtshilfe und Frauenheilkunde 78, nr 07 (lipiec 2018): 697–706. http://dx.doi.org/10.1055/a-0636-4224.
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Abstract Introduction Perinatal data of women with a Vietnamese migration background have not been systematically studied in Germany to date. Numerous details of important maternal and child outcomes were compared and analysed. The studyʼs primary parameters were the frequency of and indication for c-section. Methodology The perinatal data from a Berlin hospital were analysed retrospectively. The women (Vietnamese migration background vs. autochthonous) were grouped using name analysis. Datasets of 3002 women giving birth, including 999 women with a Vietnamese migration background, were included. The associations between primary or secondary cesarean delivery and different child outcomes depending on the migration background (exposure) were studied using logistical regression analysis. Results Women with a Vietnamese migration background have a lower c-section rate of 8.0% for primary and 12.6% for secondary c-section than women without a migration background (11.1% primary and 16.4% secondary c-section respectively). Regression analysis shows that the odds that women with a Vietnamese migration background will have a primary (OR 0.75; p = 0.0884) or secondary c-section (OR 0.82; p = 0.1137) are not significantly lower. A Vietnamese migration background was associated with higher odds for an episiotomy but not for a grade 3 – 4 perineal tear. A Vietnamese migration background does not have a significant influence on poor 5-min Apgar scores ≤ 7 and low umbilical cord arterial pH values ≤ 7.10. Newborns of mothers with a Vietnamese migration background have higher odds of a relatively higher birth weight (> 3110 g). Summary There was no evidence that women with a Vietnamese migration background are delivered more often by caesarean section. There were also no differences as regards important child outcome data from women in the comparator group. Overall, the results do not provide any evidence for poorer quality of care of women with a Vietnamese migration background in Berlin despite the cultural and communication barriers in the reality of care provision.
4
Zou, Qiongqiong. "Influence of L1 Background on Categorical Perception of Mandarin Tones by Russian and Vietnamese Listeners". International Journal of English Linguistics 9, nr 4 (3.07.2019): 275. http://dx.doi.org/10.5539/ijel.v9n4p275.
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This study investigated the influence of L1 background on categorical perception of lexical tones by three language groups, namely native Mandarin, Russian and Vietnamese listeners. Tone identification and discrimination scores of two tone continua (T1-T2 and T1-T4) were measured for each participant. Results showed that the two tone language groups, i.e., Mandarin and Vietnamese listeners, perceived both tone continua categorically whereas the non-tone language group, i.e., Russian listeners, did not. More specifically, while the Russian group exhibited significantly broader identification boundaries and performed near chance level in discrimination tasks, the Mandarin and Vietnamese groups presented sharp slopes in identification curves and corresponding discrimination peaks at the cross-boundary positions. Moreover, Mandarin and Vietnamese listeners showed slightly different discrimination curves, which could be attributed to the effect of their different tone inventories. The current findings suggest that native tone language background, to some extent, can facilitate non-native tone perception.
5
Van, Thuong Nguyen, Michael Tirant, Phuong Pham Thi Minh, Francesca Satolli, Claudio Feliciani i Torello Lotti. "Vietnamese Dermatology". Open Access Macedonian Journal of Medical Sciences 7, nr 2 (28.01.2019): 179–80. http://dx.doi.org/10.3889/oamjms.2019.131.
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BACKGROUND: The World Health Academy of Dermatology, the Vitiligo Research Foundation, the University of Parma-Italy and the University of Rome Guglielmo Marconi, Rome-Italy have successfully joined Vietnamese Dermatology Community in the ambitious project of positionìng Vietnam in the Dermatologic Olympus.
AIM: The aim of our special issue is to present some pearls of the Vietnamese Dermatology devoted to the description of the national and hopefully international declining of traditional therapies.
METHODS: We present 36 contributions from all academic hospitals of Vietnam reflecting the therapeutic strategies and every day's dermato-venereology practice in Vietnam.
RESULTS: This special issue show the efficacy and safety of our Vietnamese approach continuously embracing the concept that "old and traditional is beautiful when safe, effective and cheap".
CONCLUSION: Vietnamese Dermatology is deeply concerned with any possible marketing orientated lucrative therapies, thus emphasising the risk/benefits ratio of "old-traditional" versus "new" therapeutic strategies.
6
Rawson, Helen, i Pranee Liamputtong. "Influence of traditional Vietnamese culture on the utilisation of mainstream health services for sexual health issues by second-generation Vietnamese Australian young women". Sexual Health 6, nr 1 (2009): 75. http://dx.doi.org/10.1071/sh08040.
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Background: The present paper discusses the impact the traditional Vietnamese culture has on the uptake of mainstream health services for sexual health matters by Vietnamese Australian young women. It is part of a wider qualitative study that explored the factors that shaped the sexual behaviour of Vietnamese Australian young women living in Australia. Methods: A Grounded Theory methodology was used, involving in-depth interviews with 15 Vietnamese Australian young women aged 18 to 25 years who reside in Victoria, Australia. Results: The findings demonstrated that the ethnicity of the general practitioner had a clear impact on the women utilising the health service. They perceived that a Vietnamese doctor would hold the traditional view of sex as held by their parents’ generation. They rationalised that due to cultural mores, optimum sexual health care could only be achieved with a non-Vietnamese health professional. Conclusion: It is evident from the present study that cultural influences can impact on the sexual health of young people from culturally diverse backgrounds and in Australia’s multicultural society, provision of sexual health services must acknowledge the specific needs of ethnically diverse young people.
7
Stimpfl, Joseph, i Ngoc H. Bui. "I'd Rather Play the Saxophone: Conflicts in Identity Between Vietnamese Students and Their Parents". Ethnic Studies Review 19, nr 1 (1.02.1996): 61–80. http://dx.doi.org/10.1525/esr.1996.19.1.61.
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Members of the Vietnamese community in Lincoln, Nebraska range in time of resettlement, background and experience in adjustment to their new home. The impact of cultural change and education on the Vietnamese youth in this community is of particular importance. The Vietnamese youth are under-examined in the areas of adjustment and identity formation. The effects of cultural conflict have profound impact on the future of Vietnamese youth. The following study presents an examination of the variables that may affect Vietnamese youth, specifically culture and education as factors in ethnic identity formation. It also presents how these factors can affect the relationship between students and parents.
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Ho, Tung Manh, Ha Viet Nguyen, Thu-Trang Vuong, Quang-Minh Dam, Hiep-Hung Pham i Quan-Hoang Vuong. "Exploring Vietnamese co-authorship patterns in social sciences with basic network measures of 2008-2017 Scopus data". F1000Research 6 (24.08.2017): 1559. http://dx.doi.org/10.12688/f1000research.12404.1.
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Background: Collaboration is a common occurrence among Vietnamese scientists; however, insights into Vietnamese scientific collaborations have been scarce. On the other hand, the application of social network analysis in studying science collaboration has gained much attention all over the world. The technique could be employed to explore Vietnam’s scientific community. Methods: This paper employs network theory to explore characteristics of a network of 412 Vietnamese social scientists whose papers can be found indexed in the Scopus database. Two basic network measures, density and clustering coefficient, were taken, and the entire network was studied in comparison with two of its largest components. Results: The networks connections are very sparse, with a density of only 0.47%, while the clustering coefficient is very high (58.64%). This suggests an inefficient dissemination of information, knowledge, and expertise in the network. Secondly, the disparity in levels of connection among individuals indicates that the network would easily fall apart if a few highly-connected nodes are removed. Finally, the two largest components of the network were found to differ from the entire networks in terms of measures and were both led by the most productive and well-connected researchers. Conclusions: High clustering and low density seems to be tied to inefficient dissemination of expertise among Vietnamese social scientists, and consequently low scientific output. Also low in robustness, the network shows the potential of an intellectual elite composed of well-connected, productive, and socially significant individuals.
9
Nguyen, Thi-Huyen-Trang, Trung Tran, The-Tung Dau, Thi-Song-Ha Nguyen, Thanh-Hung Nguyen i Manh-Toan Ho. "How scientific research changes the Vietnamese higher education landscape: Evidence from social sciences and humanities between 2008 and 2019". F1000Research 9 (26.02.2020): 152. http://dx.doi.org/10.12688/f1000research.21790.1.
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Background: In the context of globalization, Vietnamese universities, whose primary function is teaching, there is a need to improve research performance. Methods: Based on SSHPA data, an exclusive database of Vietnamese social sciences and humanities researchers’ productivity, between 2008 and 2019 period, this study analyzes the research output of Vietnamese universities in the field of social sciences and humanities. Results: Vietnamese universities have been steadily producing a high volume of publications in the 2008-2019 period, with a peak of 598 articles in 2019. Moreover, many private universities and institutions are also joining the publication race, pushing competitiveness in the country. Conclusions: Solutions to improve both quantity and quality of Vietnamese universities’ research practice in the context of the industrial revolution 4.0 could be applying international criteria in Vietnamese higher education, developing scientific and critical thinking for general and STEM education, and promoting science communication.
10
Pham, Mai N. "Language attitudes of the Vietnamese in Melbourne". Australian Review of Applied Linguistics 21, nr 2 (1.01.1998): 1–20. http://dx.doi.org/10.1075/aral.21.2.01pha.
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Abstract This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.
Rozprawy doktorskie na temat "Vietnamese background"
1
Cat, Bui Van, i n/a. "Background studies for Vietnamese students of English". University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.
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Recent years have witnessed many developments in
the use of the communicative approach in language
teaching. This approach aims at developing students'
ability to communicate with native speakers of the
target language. To achieve this ability, students
are required to have not only linguistic competence
but also communicative competence. That is why the
students need not only the linguistic knowledge but
also the background knowledge of the culture in which
the language is spoken.
Language is a part of culture. Cultural differences
always cause problems for speakers of
different cultures while communicating. Therefore,
the " learning of a second culture is often a part
of the learning of a second language " (Brown, 1980:
242 ) .
Background Studies, including culture, used to
be neglected or taught improperly in the curriculum
of the Hanoi Foreign Languages College. In consequence,
Vietnamese E.F.L students at the College have a poor
background knowledge of the English speaking countries
and their people's patterned ways of life. This causes
difficulties for them when communicating with native
speakers of English, even when they are studying
at the College where culture-based textbooks and
materials are commonly used.
Therefore, Background Studies, including
culture, must be seen as a separate and indispensable
component of the curriculum of the College
which aims at providing the students with the
background knowledge of English speaking countries
and with an awareness of their people's ways of
life, their customs and habits and so on. Various
techniques for the teaching of this subject are
examined.
2
Steel, Zachary Psychiatry Faculty of Medicine UNSW. "Mental disorder amongst people of Vietnamese background: prevalence, trauma and culture". Publisher:University of New South Wales. Psychiatry, 2008. http://handle.unsw.edu.au/1959.4/40888.
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The role that culture and trauma plays in shaping mental health outcomes continues to dominate debate in the field of transcultural and post-conflict mental health. The broad aim of this thesis is to investigate key issues relevant to these two factors in relation to the Vietnamese. A meta-analysis of international epidemiological research indicated that countries of North and South East Asia appear to manifest low rates of mental disorder compared to English-speaking countries. A meta-regression analysis of research undertaken specifically with refugee and conflict-affected populations, confirmed a robust association between torture and general trauma and risk to mental disorder. The thesis then examines data from three population-based mental health surveys: 1,161 Vietnamese-Australian residents in the state of New South Wales; 3,039 Vietnamese resident in the Mekong Delta region of Vietnam; and 7,961 Australian-born persons drawn from a national survey. All surveys applied the Composite International Diagnostic Interview, with the Vietnamese surveys also applying the Phan Vietnamese Psychiatric Rating Scale, an indigenously-derived measure of mental disorder. The ICD-10 classification system yielded lowest rates amongst Vietnamese in the Mekong Delta, intermediate amongst Vietnamese in NSW; and highest rates amongst the Australian-born population. The Phan Vietnamese Psychiatric Rating Scale added a substantial number of cases in both Vietnamese samples. The findings suggest that sole reliance on a western-derived measure of mental disorder may fail to identify a cases of mental disorder across cultures. Trauma remained a substantial risk factor for mental disorder amongst Australian Vietnamese accounting for a substantial portion of the total burden of mental disorder in that population. The implications of these findings in developing a more refined model for understanding the mental health consequences of mass trauma across cultures are discussed.
3
Hole, Daniel. "EVEN, ALSO and ONLY in Vietnamese". Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2217/.
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The article analyzes the system of focus-sensitive particles and, to a lesser extent, clefts in Vietnamese. EVEN/ALSO/ONLY foci are discussed across syntactic categories, and Vietnamese is found to organize its system of focus-sensitive particles along three dimensions of classification: (i) EVEN vs. ALSO vs. ONLY; (ii) particles c-commanding foci vs. particles c-commanding backgrounds; (iii) adverbial focus-sensitive particles vs. particles c-commanding argument foci only. Towards the end of the paper, free-choice constructions and additional sentence-final particles conveying ONLY and ALSO semantics are briefly discussed. The peculiar Vietnamese system reflects core properties of the analogous empirical domain in Chinese, a known source of borrowings into Vietnamese over the millennia.
4
Choo, Lay Hiok, i n/a. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051114.154210.
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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
5
Choo, Lay Hiok. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365667.
Pełny tekst źródłaStreszczenie:
This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
6
Nguyen, Trang Thi Thuy. "THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/931.
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Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory and research. Particularly, schema theory has raised long-term debate about whether background knowledge facilitates or impedes reading comprehension. In recognition of such issue, the current research was conducted to examine the impact of background knowledge on second language reading comprehension. Additionally, the impact of time constraint on reading comprehension was also investigated. Thirty-one students of intermediate level of English in Le Quy Don high school, Vietnam took part in the study. Four cloze texts, two of familiar topics and two of unfamiliar topics, were administered under the conditions of limited time and unlimited time. The results revealed significantly positive effects of background knowledge and no time constraint on second language reading comprehension. Further, a significant interaction between background knowledge and time constraint was found. These findings have important implications for second language pedagogy in view of standardized and classroom assessment of reading performance. However, the most important finding of this research relates to the significant interaction between background knowledge and time constraint which has not been given due attention in previous research.
7
Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /". Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.
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8
Chau, Dung. "Attitudes toward educational achievement among parents and students from Anglo-Australian and Vietnamese-Australian backgrounds /". Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09SPS/09spsd916.pdf.
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9
Nguyen, Duy. "My Story as a First-Generation Student from Vietnamese Immigrant Backgrounds and Implications for Asian American Students". ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/740.
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Expressing myself in my own voice has never felt so liberating and uplifting, especially when it comes to writing in the academic world. Thanks to the Scholarly Personal Narrative (SPN) methodology of Dr. Robert Nash, I have a chance to share my voice from my perspective as a marginalized student. Neither of my parents went to college. What does this mean for me as an Asian American first-generation student? What does my background say about me, specifically as a student and generally as an individual person? What are some of the obstacles and opportunities in my journey and in my education? How do my own stories connect to others from similar backgrounds, and hopefully to others from different backgrounds as well? What do I want my readers to take away from my own learning experiences?
In my thesis, I discuss my experiences as a first-generation student from my Vietnamese background. I describe in detail about my family backgrounds, some major events in my childhood, and how these changes shape who I am today. In order for me to move forward, I need to pause and rediscover my roots, my heritage, and my family's values and learn to appreciate them. I discuss my experiences of going to high school and college in the U.S. I also explain how I experience the issues of race and social class when living in the U.S. I address some of the obstacles that I face as well as the opportunities that arise throughout my journey. What have I learned from these experiences thus far?
I believe that sharing my story gives me the opportunity to connect with other students, educators, and administrators in higher education. This will allow us to acknowledge some issues that students of color have and how we can work together to address these issues. Based on my experiences, I have made some recommendations for students of color, especially Asian American first-generation college students. I also have some recommendations for educators when working with this marginalized population, specifically students from underrepresented groups and students from first-generation backgrounds.
10
Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds / Justine Dandy". Thesis, 2000. http://hdl.handle.net/2440/19598.
Pełny tekst źródłaKsiążki na temat "Vietnamese background"
1
Nam, Hoài-Bão. The Vietnamese writings through the ages, with a background of the writings of East-Asia. Redaktor Tăng Khánh Dán. Warrington, PA: The editor, 2001.
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2
Tangphichaikun, Kō̜pkān. The Lanna language: Background, dialogs, readings, and glossary = phāsā Lānnā : phūmlang botsonthanā botfuk ʻān læ ʻaphithān sap. Kensington, Md: Dunwoody Press, 1995.
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3
Levin, Barry. Defending the Vietnam combat veteran: Recognition and representation of the military history and background of the combat veteran legal client. Los Angeles, Calif: Vietnam Veterans Legal Assistance Project, 1989.
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4
Cai, Wenguo. Vietnam's accession to the World Trade Organization: Background and issues. Ottawa: Centre for Trade Policy and Law = Centre de droit et de politique commerciale, 1996.
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5
David, Garoogian, red. The Asian databook: Detailed statistics and rankings on the Asian and Pacific Islander population, including 23 ethnic backgrounds from Bangladeshi to Vietnamese, for 1,883 U.S. counties and cities. Millerton, NY: Grey House Pub., 2005.
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6
Charlotte, Brontë. Jane Eyre: Authoritative text, backgrounds, criticism. Wyd. 2. New York: Norton, 1987.
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7
Faulkner, William. The sound and the fury: An authoritative text, backgrounds and contexts, criticism. New York: Norton, 1987.
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Faulkner, William. The sound and the fury: An authoritative text, backgrounds and contexts, criticism. Wyd. 2. New York: Norton, 1994.
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Library of Congress. Congressional Research Service, red. The Cambodian peacekeeping operations: Background, prospects and U.S. policy concerns. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1993.
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Greco, Ciro, Trang Phan i Liliane Haegeman. On nó as an optional expletive in Vietnamese. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815853.003.0002.
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This chapter focuses on the use of the pronoun nó as an optional expletive in spoken Vietnamese, a radical pro-drop language. Having provided a detailed description of the distribution and interpretation of this element against the general background of the place of overt expletives in pro-drop languages, we argue that the expletive is inserted not to satisfy purely formal requirements, such as the EPP requirement, but rather to impose a specificity requirement on the eventive content of the clause. The present chapter shows that Vietnamese contributes to a better understanding of the nature of expletives and the conditions of their use cross-linguistically. This chapter also discusses the implications of our findings for the articulation of subject predicate structures and for the well-known distinction between thetic structures and categorical structures.
Części książek na temat "Vietnamese background"
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Nožina, Miroslav, i Filip Kraus. "Theoretical Background, Research Methods and Information Sources". W Vietnamese Organized Crime in the Czech Republic, 5–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43613-1_2.
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Dieu, Huynh Thị My, Syed Ali Fazal, Noor Raihani Zainol, Abdullah Al Mamun, Muhammad Mohiuddin i Anas A. Salameh. "Entrepreneurial Intention Among Vietnamese Students: The Role of Family Background and Entrepreneurship Education". W Financial Technology (FinTech), Entrepreneurship, and Business Development, 1027–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08087-6_71.
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Harvie, Charles, i Tran Van Hoa. "Background to Vietnam’s Economic Success". W Vietnam’s Reforms and Economic Growth, 12–28. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1057/9780230389472_2.
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Negri, Alessandra, Cong Do Thung, Caterina Morigi, Anna Sabbatini, Simona Giunta, Antonietta D’Agnessa, Vu Tran Ngoc Cam i Massimo Sarti. "Ha Long Bay (Viet Nam) Sediment and Microfaunal Background Assessment for Future Monitoring Actions". W Innovations in Land, Water and Energy for Vietnam’s Sustainable Development, 27–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51260-6_3.
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Hood, Steven J. "Historical Background: Chinese and Vietnamese Relations to 1975". W Dragons Entangled, 3–30. Routledge, 2019. http://dx.doi.org/10.4324/9781315287577-1.
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Tran, Minh Ngoc, Stephen Marshall i Linda Hogg. "Doctoral Student Perceptions of Plagiarism". W Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching, 418–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8888-8.ch019.
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This chapter explores divergent views about plagiarism within the context of the internationalization of higher education and reports on a recent investigation of perceptions of plagiarism among Vietnamese and local doctoral students at a New Zealand university. Findings revealed that all the doctoral participants possessed substantial understanding of plagiarism, and their professional experiences as lecturers and tutors were a significant influence on their perspectives. While considering intentional plagiarism as a moral issue, a form of academic cheating, and a scholarly offence, they viewed unintentional plagiarism as a developmental and intercultural issue. Compared to their Vietnamese peers, New Zealand doctoral students had more academic publication experience and showed deeper awareness of scholarly impacts of plagiarism. The chapter concludes with recommendations that doctoral supervisors engage with individual students to learn about each one's background, understandings, and needs, so that they can better support doctoral students' apprenticeship into the scholarly community.
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Hung Quang, NGUYEN, i NGUYEN Thuy Duong. "Contract Interpretation and Unfair Terms in Vietnamese Contract Law". W Contents of Contracts and Unfair Terms, 447–76. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850427.003.0022.
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This chapter examines the law of Vietnam on contractual interpretation and the regulation of unfair terms. With regard to the former, it discusses two closely connected issues in defining the contents of contracts: the approaches adopted in interpreting the meaning of agreed contractual terms, as well as to what extent additional terms are implied to supplement the express terms. It discusses the underlying philosophy of interpretation with regard to the dichotomy of ‘objective’ and ‘subjective’ approaches; it details the various interpretative aids, such as customs, usages, the commercial background, good faith, and the negotiations of the parties; and it shows how the law of Vietnam resolves the tension between literalist and contextualist approaches to interpretation. With regard to the latter, the chapter details the various responses available to tackle extremely one-sided, onerous, or otherwise unfair terms, such as exclusions or limitations of liability, penalty clauses, or restraint of trade clauses. It discusses the overt judicial control of such terms under specific legislation targeted at standard terms and consumer contracts. Attention is also paid to the enforcement mechanisms for measures of consumer protection. The chapter further analyses how the courts have exercised a more indirect control by employing traditional general contract law doctrines, including the rules on procedural unfairness, in order to protect parties against the imposition of unfair terms. A number of hypothetical scenarios illustrate how the Vietnamese courts deal with issues of contractual interpretation and gap-filling and how they regulate unfair terms in practice.
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Thanh, Trinh Ngoc. "Exploring Innovation in Second Language Writing Teaching". W Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, 63–83. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3223-1.ch003.
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A general aim of the present study is to address the issue of what constitutes the concept of innovation from teacher cognition in the context of second language (L2) writing. This study presents a qualitative exploration into the innovative teaching practices of six Vietnamese EFL teachers coming from three emphases of L2 writing teaching instruction: L2 writing teaching with an emphasis on (1) language skills development, (2) reading text comprehension, and (3) focused textual features. Employing constant comparative analysis into finding interpretations, this study sets the focus on exploring the teaching background of the participants and the dimension of how teacher self-efficacy has an influence on teacher implementation of innovative L2 writing teaching practices. Findings from the study suggest patterns of teacher concerns and teacher thinking of in their L2 writing teaching practices. Further implications are discussed in line with future research and teaching development.
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Li, Xiaobing. "Ho’S China Connection". W Building Ho's Army, 15–38. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177946.003.0002.
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Chapter 1 details how Ho made China his revolutionary base from World War II to the French Indochina War. The Vietnamese and Chinese shared a common heritage and anticolonial experiences for more than a hundred years. The background narrative extends beyond the diplomatic activities and historical events between China and Vietnam and views their nationalist independence movements and Communist revolutions as an intertwined history, not as isolated or parallel phenomena. East Asia’s countries and peoples participated in the global Cold War of 1946–1991 for their own historical reasons in some specific ways that served their own political agenda, met their economic programs and security needs, and created their own development models. This chapter places Vietnam and China at center stage for exploring the anticolonial movements and transnationalism in East and Southeast Asia from 1800 to 1949 rather than treating them primarily as subordinate or dependent actors in a larger historical drama. As a result, by the early twentieth century, all of these areas saw the rise of new kinds of nationalism and Communism, which were adjusting to military confrontations with the West.
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"Two. Background to Vietnam". W Vietnam's Children in a Changing World, 24–52. Rutgers University Press, 2020. http://dx.doi.org/10.36019/9780813539898-003.
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Kudinov, Sergey, Stanislav Kudinov, Irina Kudinova, Ho Chi i Sayad Kardashova. "AXIOLOGICAL BACKGROUND OF VIETNAMESE STUDENTS ADAPTABILITY". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0006.
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Yeh, Yu-Ching, Ming-Chung Chen i Hsiang-Ju Ho. "Design of Tablet Storybooks Adopting a “Universal Design for Learning” Approach to Assist Bilingual Learning". W Applied Human Factors and Ergonomics Conference. AHFE International, 2018. http://dx.doi.org/10.54941/ahfe100071.
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Prior studies have shown that information technology is effective for increasing children’s vocabularies and reading comprehension; however, its effects on bilingual or heritage language learning require further study. This article reports on a bilingual tablet storybook design using the Universal Design for Learning (UDL) approach. The electronic storybooks were written in two languages: Mandarin and Vietnamese. After the welcome page, the tablet storybooks include four parts: a story in Mandarin (including text and reading), a story in Vietnamese, Mandarin games, and Vietnamese games. The text contains frequently used vocabulary. The storybook apps provide the frequently used vocabulary with Mandarin and Vietnamese pronunciations and explanations (in picture, oral, and text forms). In the second part of the game, “Little Story Teller,” the tablet provides five different background pictures and the users select and arrange the objects and figures presented in the pictures. This study sheds light on the application of tablet storybooks to heritage language learning or bilingual learning. Tablet storybooks can serve as a supplement for bilingual or multilingual learning and encourage a learner-centered and self-directed mode of instruction.
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Wei-Dong, He. "Paper According to China-ASEAN Background China's Guangxi Professional Training of the Vietnamese High-level Sports Study". W 2011 International Conference on Future Computer Science and Education (ICFCSE). IEEE, 2011. http://dx.doi.org/10.1109/icfcse.2011.119.
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My, Nguyen Ngọc Uyen. "An Investigation into the Factors Affecting Vietnamese Students' Smartphone Purchase Decisions". W 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.25.
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In Vietnam nowadays, the phone is a vital and necessary device for students. This is due to smartphones' excellent capabilities, which serve to link people all over the world while also being helpful tools for students, such as the internet, taking photos, maps, payments, etc. According to research, students' smartphone purchases are influenced by elements such as hardware sector, software, technology, brand, money, and certain fundamental aspects. As a result, technology has had a significant impact on today's pupils as a result of these elements. Recognizing these trends, manufacturers are progressively launching improved items to deliver services to the younger generation. Smartphones are now compared to an online encyclopedia, allowing students to serve their studies and readily obtain the information they are looking for. According to this background, the purpose of this research is to discover Vietnamese students' behaviors in smartphone purchase decisions, specifically the factors and tendencies that have the most influence on their decisions. This study's procedures include not just conducting a poll with a series of questions but also examining secondary sources to determine the outcome of this investigation. The analysis will also be valuable for telecom executives and phone makers in understanding smartphone reactions and sales tactics. As a result, it will expand customer areas.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.
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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.
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McCauley, Brian, Li Ping Thong, Mathews Nkhoma i Nhan Nguyen. "Vietnam Run: An Alternative Approach to Mobile Learning". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3773.
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Aim/Purpose: How to spread an anti-littering message amongst Vietnamese youth. Background: We outline the design of a mobile game aimed at educating the target audience on the value of not littering. Methodology : We use key theory from the literature to inform the design of the game. Contribution: This paper outlines an approach to education that could provide value in re-conceptualizing mobile learning in future. A unique mobile game, Vietnam Run, was designed and developed for the Vietnamese audience, and its game design considerations outlined. There is a lack of studies conducted in the area of mobile serious games within the context of Vietnam. This paper addresses the existing gap in the present literature from that perspective. The game design considerations outlined in this paper could be adapted and applied to the future development of similar mobile serious games in Vietnam. Findings: Localization as a starting point increases value when a key problem and target audience has been identified. Social cognitive theory and elaboration likelihood model forms the overarching theory that defines game design to sustain player interest and engagement. Recommendations for Practitioners: Academic theory can provide a conceptual starting point for designing educational tools. Recommendation for Researchers: Application of theory in real world applications lends credence and delivers measurable impact in order to demonstrate value of previous work. Impact on Society: It is anticipated that Vietnam Run will have value in spreading positive anti-littering message within Vietnam and provide a starting point for future projects that can expand the aims of this project further. Future Research: The future success of the game will be analyzed through media reach, game downloads and in-game analytics in order to provide a strong conceptual basis for future work in this area.
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Maryska, Milos, Petr Doucek i Lea Nedomova. "Comparison of Applicant's Results for Studies from Russia and Vietnam at the University of Economics, Prague". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3708.
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Aim/Purpose: The aim of this paper is analysis of applicants for study at the University of Economics, Prague (UEP) that are coming from foreign countries. The second aim is to learn the graduation rate of foreign students. Background: Knowledge about applicants results are important for changing entrance exams according to the changing situation in high school education systems and according to the changing requirements coming from teachers at UEP. The background question is, if the both components of entrance exams should have the same significance. Methodology: Entrance exams results were analysed for 2009-2016 period. We used standard statistics methods supported by the IBM SPSS tool and Microsoft Excel. All data were processed by way of Microsoft SQL Server. We analyzed the faculties that require Mathematics and English entrance exams. We are comparing mainly results of applicants from Russia and Vietnam. For graduation rate estimations the logit model approach has been applied. The data for our analysis came from UEP information systems and hard-copy applications and were then set anonymous. Contribution: Detailed analysis of situation at the UEP and guideline on how to process similar research at another universities. Paper offers comparison of Russian education system results in Mathematics and English with the education system of Vietnam. Further contribution is for Vietnamese potential applicants for study in the Czech Republic. Findings: Based on our analysis, we concluded that total number of applicants for studies was 109,996 students at the UEP during the analyzed period and applicants from Vietnam 1,686 and from Russia 7,227. For studies were accepted 717 applicants from Vietnam (42.5%) and 1,986 applicants from Russia (27.5%). We were also able to prove a slightly positive correlation between the number of points obtained for the English entrance exam and the mathematics entrance exam. However, this correlation goes slightly downhill over time. Further findings are from logit model of correlation between number of obtained points and successfully studies completion. The border for effective acceptance of students from this data set is approximately 170 obtained points in entrance exam. Recommendations for Practitioners : This analysis offers results of entrance exams on UEP from English and Mathematics. Recommendation could be held in comparison of education systems efficiency in Russia and Vietnam in these two areas with reflection requirements on students of economy at University of Economics, Prague. Recommendation for Researchers: The way of analysis, number of analyzed sample, final data and conclusions from this research. Using logit model for study success rate modeling. Offer for cooperation in analysis of entrance exams data queues. Impact on Society: Comparison of entrance exams results on University of Economics, Prague between Russian and Vietnamese applicants for study in the area of economics. Comparison of education systems effectiveness in Vietnam and in Russia in relation to economics studies in EU country. Future Research: Process this analysis in longer period and extend for another countries and nationalities. Next step planned for this is year is analysis of relation among results of Mock Entrance Exams – Entrance Exams – Study Results. This is long-term plan. In next 5 years, we should be able to answer question if there is some probability, that students failed during standard entrance exams when these students pass mock exams for example because he was in stress?
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D McDonald, Scott. "Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3677.
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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners : The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research: A comparative study between different high school grades and genders as well as between different countries or cultures.
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Triharjanto, Robertus Heru. "Strategic Environment and Implementation of Satellite Technology Acquisition Programs in ASEAN". W Seminar Nasional Kebijakan Penerbangan dan Antariksa III. Bogor: In Media, 2019. http://dx.doi.org/10.30536/p.sinaskpa.iii.2.
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With the growth of economy in ASEAN countries, their desire to create high value-added jobs or high technology industries are increasing. Such drive, in addition to the clasic motivation of creating national pride and strategy for defense and security, made many of them started to have national space program. Since they are satellite users, they started the program with acquiring satellite production technology. Due to such background, the paper discusses about satellite technology acquisition programs in ASEAN countries, with focus on the program’s strategic environment and implementation. The objective of research is to establish positioning map of satellite technology aqusition program in ASEAN. The method used is decriptive analytics, in which data on the program scale and coverage, technology regulations, and institutional buildings in each countries were sumarized and compared. The study shows that all of the ASEAN countries started their satellite technology acquisition by developing remote sensing satellites. It is found that Singapore and Malaysia are the highest in current satellite technology program scale, and in the future, Vietnam’s program scale will catch up with Indonesian and Thailand’s. For Indonesia, even though it has technology mastering and space agency, but lack of investment made it unable to move beyond micro-satellite program
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J Calbeto, Jaime, Ahmad Abareshi, Narumon Sriratanaviriyakul, Mathews Nkhoma, Siddhi Pittayachawan, Irfan ulhaq, Fabian Wandt i Hung Xuan Vo. "Lazada's Last Mile: Where No E-Commerce Company in Vietnam Had Gone Before". W InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3755.
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Aim/Purpose: This case study examines the last-mile logistics model as implemented by Lazada Vietnam, as well as the logistics challenges in the local business environment that led the e-commerce company to dually employ the inventory/retail model and the marketplace model for delivering orders to online customers in Vietnam in search of the way to perfect their last-mile logistics. Background: For electronic commerce companies aiming to be successful in customer service, what academics and practitioners refer to as ‘last-mile logistics’ is the one moment of truth, when deliveries have to be planned tactically and exactly, so that orders are delivered to customers at the right time, right place, right quantity, right quality, and ultimately at the right cost. When deciphering this type of supply chain, i.e., one that is e-commerce- driven, last-mile logistics is the one segment of the product flow that directly interacts with the ultimate customer, but many times is the one segment that is the most problematic and less efficient to implement well. Lazada Group, a German e-commerce company, discovered the serious complications of ‘last-mile logistics’ when they first entered Vietnam in 2013. Methodology: This case study used qualitative method through interviews with Lazada Vietnam’s management. Contribution: The paper explains the challenges incorporating last-mile logistics concept in e-commerce operation in Vietnam.
Raporty organizacyjne na temat "Vietnamese background"
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson i Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, czerwiec 2022. http://dx.doi.org/10.57022/sneg4189.
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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.