Photo-stimulated quantum thermo-magnetoelectric effects in doped two-dimensional semiconductor superlattices, including the photo-stimulated quantum Ettingshausen effect and the photostimulated quantum Peltier effect, have been theoretically studied by using the quantum kinetic equation method. In this work, we assume that the electron-confined acoustic phonon scattering is essential. Moreover, the presence of the laser radiation (LR) is also taken into account to determine the influence of confined phonons on the aforementioned effects. We have defined the analytical expressions for the kinetic tensors and the Ettingshausen and the Peltier coefficients, presented the numerically calculated the theoretical results for the GaAs:Si/GaAs:Be doped semiconductor superlattice and compared them with these for the case of an unconfined acoustic phonon. The results obtained indicated that the formulas for the kinetic tensors, the Ettingshausen coefficient (EC) and the Peltier coefficient (PC) contain the quantum number m specifying the confinement of a phonon and approach the results for an unconfined phonon as m goes to zero. We found that the kinetic tensors, the EC and the PC oscillate with changing magnetic field and that the confinement of a phonon causes a shift of the peaks in these oscillations to lower energy. The dependences of both EC and PC on the temperature were found to be nonlinear. Moreover, all the coefficients level off when the temperature was less than 4.5 K or greater than 5.5 K. The EC also depended on the doping concentration in a nonlinear way and reaches a positive constant value when the semiconductor superlattice was doped with a high concentration. Most of the numerical results showed that the magnitude of the tensors, the EC as well as the PC, within a confined acoustic phonon varie significantly in comparison with the unconfined phonon case. This means that the confinement of the phonon affects the thermo-magnetoelectric effect quantitatively and qualitatively. These results contribute to completing the theory of the thermo-magnetoelectric effects in the low-dimensional semiconductor systems.

The influences of confined phonons on the nonlinear absorption coefficient (NAC) by a strong electromagnetic wave for the case of electron-optical phonon scattering in doped superlattices (DSLs) are theoretically studied by using the quantum transport equation for electrons. The dependence of NAC on the energy (Ω), the amplitude E 0 of external strong electromagnetic wave, the temperature (T) of the system, is obtained. Two cases for the absorption: Close to the absorption threshold |k Ω − ω 0 | ε and far away from the absorption threshold |k Ω − ω 0 | ε (k = 0, ±1, ±2,. .. , ω 0 andε are the frequency of optical phonon and the average energy of electrons, respectively) are considered. The formula of the NAC contains a quantum number m characterizing confined phonons. The analytic expressions are numerically evaluated, plotted and discussed for a specific of the n-GaAs/p-GaAs DSLs. The computations show that the spectrums of the NAC in case of confined phonon are much different from they are in case of unconfined phonon and strongly depend on a quantum number m characterizing confinement phonon.

This research aims to prove the influences of online formative feedback on students' motivation and self-directed learning skills in the time of COVID-19. The questionnaire was sent to 645 students who have completed at least seven blended learning courses. They were asked to choose one class to describe the frequencies of assessment activities and their characteristics. The data was analyzed using SPSS and PLS software, showing that online feedback significantly positively impacts student motivation and self-directed learning skills, except for self-assessment. Therefore applying technology in assessment can be a good solution during the pandemic time. The research also implies that the effectiveness of online feedback depends on the way it performs. Thus, the faculties should develop strategies to confirm the assessment's validity and efficiency.   Received: 5 June 2021 / Accepted: 12 July 2021 / Published: 5 September 2021

Assessment, especially classroom assessment techniques (CATs) is widely recognized as a vital component of teaching practice. To add one more proof to this confirmation, this study has been conducted to discover some impacts of practicing CATs in Physics teaching to Grade 11 students in Vietnam on their improvement of learning interest and outcomes. Some CATs were utilized to design assessment activities, and then put into practice. Observation and questionnaire survey were then conducted to collect data on students' responses during the instruction and by the end of instruction. A test to summative measure students' learning out-comes, having been administrated in two groups: with and without CATs practicing to evaluate the effective-ness of the CATs. The research results have shown that the assessment activities have actually facilitated students' interest and engagement in the lesson; in which students' learning outcomes are considerately promoted.

This study is aimed at evaluating the relationship among students’ skills and their employability based on surveying students using 5 point Likert scale. The survey includes 490 students whose major are foreign languages and the results show that there are differences in the level of awareness between first year students, third year students and last year students. Thanks to the data analysis, it is revealed that most students believe that the university reputation has an important role in their employability (Mean= 3.80), they can do any kinds of work provided that work matches their skills and experience (Mean=3.05); therefore, students need to have some other skills in order to become successful in finding their jobs. Among the skills mentioned in the survey, the skills for working in group, skills for adaptability, skills for listening to others, skills for risk acceptability, skills for public speaking and skills for critical thinking are  more effectively contributing factors to employability in comparison with other skills. Keywords Students, employability, skills, attitude, influence References [1] Bộ Lao động Thương binh và Xã hội. (2018). Bản tin cập nhật thị trường lao động Việt Nam - quý II năm 2018. [2] Đào Đăng Phượng. (2017). Thị trường lao động và sự hình thành nguồn nhân lực ở Châu Âu và Việt Nam. Paper presented at the Hội Thảo Khoa Học Quốc tế "Tăng Cường Cơ Hội Tiếp Cận Thị Trường Lao Động Cho Thanh Niên và Sinh Viên Việt Nam Sau Khi Tốt Nghiệp. [3] Hà, T. T. (2017). Tiếp cận thị trường lao động cho sinh viên Việt Nam trong thời kỳ đổi mới giáo dục. Paper presented at the Kỷ yếu hội thảo khoa học quốc tế Tăng cường cơ hội tiếp cận thị trường lao động cho thanh niên và sinh viên Việt Nam sau khi tốt nghiệp.[4] Andrew Rothwell, Ian Herbert, & Frances Rothwell. (2007). Self-perceived employability: Construction and initial validation of a scale for university students. Journal of Vocational Behavior. [5] Andrews, G., & Russell, M. (2012). Employability skills development: strategy, evaluation and impact. Higher Education, Skills and Work-Based Learning, 2(1), 33-44. [6] Bailin, S. (1987). Critical and Creative Thinking. Informal Logic, 9(1), 23-30. [7] Bénabou;, R., & Tirole;, J. (2001). Seft-confidence and personal motivation. Paper presented at the the Oxford Young Economists’ Conference. [8] Cavanagh, J., Burston, M., Southcombe, A., & Bartram, T. (2015). Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students’ perceptions of their employability. International Journal of Management Education, 13(3), 278-288. [9] CBI on higher education. (2009). Future Fit: Preparing Graduates for the world of work. [10] Christopher D. Connors. (2017). Five Core Values that Define Success for Every Individual. The Mission Org. [11] Dearing, R. (1997). Higher Education in the Learning Society.[12] Hillage, J., & Pollard, E. (1998). Employability: Developing a Framework for Policy Analysis. DFEE Research Report RR85, Department for Education and Employment, London. [13] How to Develop Adaptability - One of the Top 10 21st Century Skills for Graduates. [http://oysterconnect.com/blog/how-develop-adaptability-one-top-10-21st-century-skills-graduates]. [14] Ilieva, D. (2014). Methods for perfecting presentation skills. Paper presented at the 13th international scientific conference Economy and Business, At Elenite, Bulgaria. [15] Joshua J. Jackson, & Dustin Wood. (2010). What do conscientious people do? Development and validation of the Behavioral Indicators of Conscientiousness (BIC). J Rer Pers, 44(4), 501-511. doi:10.1016/j.jrp.2010.06.005[16] Kalfa, S., & Taksa, L. (2015). Cultural capital in business higher education: reconsidering the graduate attributes movement and the focus on employability. Studies in Higher Education, 40(4), 580-595. [17] Katherine Fulgence. (2015). Employability of Higher Education Institutions graduates: Exploring the influence of Entrepreneurship Education and Employability skills development program activities in Tanzania. (PhD degree), University of Siegen. [18] Le Thai Hung, Nguyen Thi Nhu Ngoc, & Duong Anh. (2018). Assessing career adaptability of early childhoodteachers invietnam. Paper presented at the Proceedings of international conference: New trends in education.[19] Lee, S., & Brinton, M. C. (1996). Elite education and social capital: The case of South Korea. Sociology of Education, 69(3), 177-192. doi:doi:10.2307/2112728[20] Mason, G., William, G., & Cranmer. (2009). Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes? Education Economics, 17(1), 1-30. [21] Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory: New York, NY: McGraw-Hill, Inc.[22] Osmani, M., Weekkody, V., Hindi, N., Al-Esmail, R., Eldabi, T., Kapoor, K., & Irani, Z. (2015). Identifying the trends and impact of graduate attributes on employability: a literature review. Tertiary Education and Management, 21(4), 367-379. [23] Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence: Imagination Cognition and Personality.[24] Tom Oliver, & Lievens;, F. (2014). Conceptualizing and Assessing Interpersonal Adaptability: Towards a Functional Framework. Taylor & Francis Group, 52-72. [25] Ward, R., & Watts, A. G. (2009). Personal development planning and employability. York: Higher Education Academy. 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