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Groundwater plays a critical part in both natural and human existence. When surface water is scarce in arid climates, groundwater becomes an immensely valuable resource. Dak Lak is an area that frequently lacks water resources for everyday living and production, and the scarcity of water resources is exacerbated during the dry season. As a result, it is critical to do study and understand about groundwater to meet the region's water demand. This study aims to extend the use of the MODFLOW model for groundwater simulation and assess the overall groundwater reserves and water demand in the highland province Dak Lak.

The MODFLOW model is used in this work to compute and analyze the flow, prospective reserves of groundwater from which to plan extraction and estimate groundwater variation in the future.

The application of the MODFLOW model to Dak Lak province demonstrates that, despite limited data, particularly drilling hole data for subterranean water research, the model's calculation results have demonstrated its reliability and great potential for use in other similar places. The use of the model in conjunction with other data extraction modules is a useful input for creating underground flow module maps for various time periods. The large impact of recharge and evaporation on groundwater supplies and water balance in the research area is demonstrated by simulations of climate change scenarios RCP4.5 and RCP8.5.

None of the studies has been done previously to analyze water resources of Dak Lak and the scarcity of water resources is exacerbated during the dry season. Therefore, this study will provide useful insights in the water resource management and the conservation of Dak Lak. The groundwater in Dak Lak can meet the area's water demand, according to the results obtained and water balance in the study area. However, the management of water resources and rigorous monitoring of groundwater extraction activities in the area should receive more attention.

“The world needs science, science needs women” is the message given by UNESCO in the program for the development of women in science” (UNESCO, 2017). In Vietnam, women’s participation and achievements in scientific research is considered a great and important resource for industrialization and modernization. Even so, are there gender differences in scientific achievement in the social science research institutes in Vietnam? What factors influence the scientific achievement of female social researchers? The answers will be based on data from a 2017 survey with a sample of 756 researchers, of which 77.6% were female. The survey was conducted by the Vietnam Academy of Social Sciences, a leading, ministry-level national center for the social sciences in Vietnam. This chapter analyzed the scientific achievements of researchers through their position as principal investigators of research projects and their publications, and factors that may impact this. Bivariate and multivariate analyses of factors that may affect the scientific achievement of researchers found that gender differences in academic achievement in the social sciences in Vietnam was still prevalent. Female researchers’ scientific achievements were lower than those of their male counterparts. The contribution to science of Vietnamese female researchers was limited by many different factors; the most important were the academic rank of the researchers and gender stereotype that considered housework the responsibility of women.

This study aims to investigate the effect of spray drying temperature and maltodextrin addition on the contents of phenolics, flavonoids, anthocyanins and antioxidant activities (2,2-diphenyl-1-picrylhydrazyl [DPPH] radical scavenging activity, ferric reducing antioxidant power and reducing power) of karonda powder.

Over the past few decades, the demands for application of natural colorants in food production have been attracting the attention of academic research and food industry. Anthocyanins, a red pigment commonly found on plants, show high potentials in the preparation of spray-dried pigment powder. This study, therefore, was conducted using full factorial design with two factors, namely, inlet temperature (150°C and 160°C) and soluble solid concentration (10, 15 and 20°Brix) with maltodextrin as carrier to produce pigment powder from karonda, an anthocyanin-rich fruit which is native to southeast Asia.

Increasing soluble solid content from 10 to 15°Brix resulted in a 42%–57% reduction in phenolic, flavonoid and anthocyanin contents. However, when increasing the amount of maltodextrin from 15 to 20°Brix, a lower reduction (approximately 11%–19%) was observed. In samples with the same °Brix, there was no significant variation in antioxidant contents and activities, especially at high maltodextrin ratios. In addition, the reducing power of samples dried at higher temperature (160°C) was higher than that of samples dried at lower temperature. Karonda spray-dried powder showed a good positive correlation (p < 0.01) between antioxidant contents and DPPH• activity.

To the best of the authors’ knowledge, in this study, for the first time, the effect of spray drying conditions on the quality of karonda powder was investigated.

This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam.

The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers’ ESD professional competencies.

In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts.

The proposed teachers’ competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools.

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESD training.

Studies on educators’ professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers’ competencies in a non-western context.