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Introduction. Human resources are likened to the backbone of any organization ensuring its sustainable development and competition. Investment in the workforce through training programs brings back the best fruitful achievements. This study investigated six basic factors affecting the training effectiveness in Vietnam, which is considered as burdensome matters to any organization in terms of having a skilled workforce to meet the current working situation. Materials and Methods. The study employed a mixed-methods approach involving a sample of 370 with e = ±5% over the population of 10,000 civil servants in Hanoi City. The quantitative data from the 5-Likert scale questionnaire among 370 respondents were addressed by IBM SPSS v.25. The semi-structured interviews relative to the same factors in the questionnaire were conducted with another 79 respondents to verify the validity of the research using NVivo v.12 for data treatment. Results. The results of the study revealed the dissatisfaction of employees with the training programs of professional development. The authors recommend to create a competent system of motivation to improve the effectiveness of training and development of employees. The leaders should conduct needs analysis seriously to comprehend the real expections of employees so that they could satisfy what lack of expertise skills and knowledge employees want to be updated. Besides, the incentive schemes and job promotion feasibilities are availed to any employee who is successfully performed well at work after the training courses. Discussion and Conclusion. The conclusions made by the authors contribute to the development of innovative training technologies in the system of professional development of the company staff. The results of the study will help HR professionals in the development of effective training programs that meet the expectations of employees.

The current political tension among developed states and developing nations regarding the exploration, exploitation, benefit-sharing, and conservation of marine genetic resources (MRGs) in ungoverned areas beyond national jurisdiction (ABNJ) requires a new marine, regulative regime, which is considered as the premise for the creation of the international consensus of promulgating the ‘Common Heritage of Mankind’ principle (CHM). This study employed desk research methods to synthesize, compare, and analyze UNCLOS (1982), Nagoya Protocol (2014), ongoing ILBI sessions, and other recent studies to figure out the regulatory gap within the Law of the Sea under UNCLOS. By carefully generalizing and scrutinizing the documentation, the study strongly emphasizes the necessity to implement the CHM principle in ABNJ instead of promoting the concept of ‘first come, first served’ basis for the sake of the equitable sharing of benefits, and the conservation of MGRs in ABNJ for the current and future generations. The study also provides the connotations of CHM principle, which serves theoretical basis for some marine management approaches. Consequently, these perspectives stem from a representative developing state with a long coastal line – Vietnam. The general, theoretical, and practical viewpoints would significantly contribute to current and future international law-making process with respect to the formulation of a new legal marine regime for regulating the exploitation, equitable access, and conservation of MGRs in ABNJ according to the ideal concept of CHM principle thereof.

Road traffic emissions are considered a major contributor to urban air pollution, but clean air actions have led to a huge reduction in emissions per vehicle. This raises a pressing question on the potential to further reduce road traffic emissions to improve air quality. Here, we analysed ~11 million real-world data to estimate the contribution of road traffic to roadside and urban concentrations for several major cities. Our results confirm that road traffic remains a dominant source of nitrogen dioxide and a significant source of primary coarse particulate matter in the European cities. However, it now represents a relatively small component of overall PM2.5 at urban background locations in cities with strong controls on traffic emissions (including European cities and Beijing) and many roadside sites will exceed the WHO guideline (10 μg m−3 annual mean) even when this source is eliminated. This suggests that further controls on traffic emissions, including the transition to a battery-electric fleet, are needed to reduce NO2 concentrations, but this will have limited benefit to reduce the concentration of fine particles, except in countries where the use of diesel particle filters is not mandatory. There are substantial differences between cities and the optimal solution will differ from one to another.

The use of mother tongue to teach a second language has been a controversial issue in the field of second language acquisition. This study aims to compare the effectiveness of using mother tongue (Vietnamese) to teach a foreign language (English) under the pressure of the implementation of an English-only policy at the tertiary level in Vietnam where English is taught as a foreign language. The mixed-methods approach was conducted to contrast the perspectives of 11 teachers participating in semi-structured interviews, and 255 students answering 5-point Likert scale questionnaires. These research instruments were carefully designed by the researchers adopting the factual and behavioural criteria proposed by Dörnyei and Taguchi (2009). The results show that the minimal use of Vietnamese is utilized as a necessary pedagogical tool to teach English. The empirical results propose that the English-only policy can be effective if the actions such as more English learning time, English entry tests, English materials and teaching aids with techno-facilities are seriously taken into consideration. To adopt the English-only policy in EFL classes, school administrators have to renovate the foreign language regulations while teachers must adapt their teaching methodology to meet the requirements of the learner-centered approaches.

The use of mother tongue to teach a second language has been a controversial issue in the field of second language acquisition. This study aims to compare the effectiveness of using mother tongue (Vietnamese) to teach a foreign language (English) under the pressure of the implementation of an English-only policy at the tertiary level in Vietnam where English is taught as a foreign language. The mixed-methods approach was conducted to contrast the perspectives of 11 teachers participating in semi-structured interviews, and 255 students answering 5-point Likert scale questionnaires. These research instruments were carefully designed by the researchers adopting the factual and behavioural criteria proposed by Dörnyei and Taguchi (2009). The results show that the minimal use of Vietnamese is utilized as a necessary pedagogical tool to teach English. The empirical results propose that the English-only policy can be effective if the actions such as more English learning time, English entry tests, English materials and teaching aids with techno-facilities are seriously taken into consideration. To adopt the English-only policy in EFL classes, school administrators have to renovate the foreign language regulations while teachers must adapt their teaching methodology to meet the requirements of the learner-centered approaches. [ABSTRACT FROM AUTHOR]

Classroom management incorporates academic achievement, as well as social, emotional, collaborative, and characteristic development, which requires teachers to make good intellectual work possible. This study was aimed at investigating differences between novice and experienced teachers' perceptions of classroom management in terms of person, instruction, and discipline dimensions. The descriptive, quantitative research was conducted at a higher education institution as a case study, which involved 175 teachers basing on Slovin's formula when selecting the population. The results indicate that there is no difference when compared the respondents' age with the classroom management styles. However, novice and experienced teachers do not have their perceptions in common in the ways they manage their classes. The findings would supplement some implications for adjusting the teacher training programs in that novice teachers should spend more time on teaching practicum, internship, apprentice, and classroom observation to gather more hand-on experience from experienced teachers. [ABSTRACT FROM AUTHOR]

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The most desirable goal in tertiary education is training students to become autonomous learners to pursue life-long learning. This study investigated teachers' and students' perceptions about autonomous English language learning. The participants were selected from 2 national universities, and 1 regional university during the 1st semester of the school year 2020-2021. Particularly, 370 teacher participants out of 5,000, together with 392 student respondents out of 20,000 were chosen by the judgmental sampling technique using Slovin's formula (CL=±5%). Questionnaires were administered to 762 participants via their email addresses embedded with the active link of Google form and handouts. The questionnaires adapted from Ustunluoglu (2009) with the piloted Cronchbatch's alpha liability ranged 0.9>α≥0.8 included 3 contrastive sections such as responsibilities, abilities, and activities. Descriptive frequencies and mean were employed to differentiate the standpoints of respondents in terms of learner autonomy. The results reveal that students surrendered their responsibilities to their teachers' roles while teachers considered themselves as dominant figures who were responsible for students in learner autonomy. Furthermore, teachers and students mostly agreed that students had the ability to do well in autonomous language learning if given the chance. The finding shows a mismatch with teachers claiming that their students participated in autonomous learning activities at a moderate extent whereas students remarked they highly took part in them. It is necessary to transform teachers' responsibilities to students' accountability. Besides, the adjustment of curriculum and practical pedagogical approaches should be applied, and the encouragement for students to use authentic learning materials or communicate with foreigners in English should be promoted. [ABSTRACT FROM AUTHOR]

Many foreign students are coming to Vietnam for educational opportunities thanks to global integration. This study investigates the use of code switching in a multilingual society to propose some implications for English language teaching and learning. The research utilized the descriptive research method, employing quantitative approach with questionnaire survey adapted from Reid's (1984) research instrument and incorporated with the researcher's designed demographic information. The participants included 82 instructors and 788 students from three large regional universities in Vietnam to find out their attitudes and perception about the implementation of code switching as a part of a medium of instruction. The findings revealed that both teachers and students highly preferred code switching during the lessons. Most Vietnamese students felt no annoyance with code switching whereas foreign students negatively suffered from code switching as they needed to translate from the teachers' mother tongue into their first languages then responded to teachers in English. The use of code switching in a multilingual classroom should be applied wisely to avoid the disappointment of learners. The research findings served as a pedagogical reference for teachers of English and future researchers in terms of using code switching in their professions. [ABSTRACT FROM AUTHOR]

The article demonstrates the need for a sophisticated analysis to quantify air quality impacts of interventions and indicate that true air quality improvements. It mentions that how Covid-19 lockdowns led to major reductions in air pollutant emissions. It discusses about the climatic challenges faced by the Covid-19 pandemic.