TY - JOUR A1 - Hudson, Paul A1 - Hagedoorn, Liselotte A1 - Bubeck, Philip T1 - Potential linkages between social capital, flood risk perceptions, and self-efficacy JF - International journal of disaster risk science N2 - A growing focus is being placed on both individuals and communities to adapt to flooding as part of the Sendai Framework for Disaster Risk Reduction 2015-2030. Adaptation to flooding requires sufficient social capital (linkages between members of society), risk perceptions (understanding of risk), and self-efficacy (self-perceived ability to limit disaster impacts) to be effective. However, there is limited understanding of how social capital, risk perceptions, and self-efficacy interact. We seek to explore how social capital interacts with variables known to increase the likelihood of successful adaptation. To study these linkages we analyze survey data of 1010 respondents across two communities in Thua Tien-Hue Province in central Vietnam, using ordered probit models. We find positive correlations between social capital, risk perceptions, and self-efficacy overall. This is a partly contrary finding to what was found in previous studies linking these concepts in Europe, which may be a result from the difference in risk context. The absence of an overall negative exchange between these factors has positive implications for proactive flood risk adaptation. KW - flood risk KW - protection motivation theory KW - risk perceptions KW - social KW - capital KW - self-efficacy KW - Vietnam Y1 - 2020 U6 - https://doi.org/10.1007/s13753-020-00259-w SN - 2095-0055 SN - 2192-6395 VL - 11 IS - 3 SP - 251 EP - 262 PB - Springer CY - Berlin ER - TY - GEN A1 - Triet, Nguyen Van Khanh A1 - Dung, Nguyen Viet A1 - Merz, Bruno A1 - Apel, Heiko T1 - Towards risk-based flood management in highly productive paddy rice cultivation BT - concept development and application to the Mekong Delta T2 - Postprints der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - Flooding is an imminent natural hazard threatening most river deltas, e.g. the Mekong Delta. An appropriate flood management is thus required for a sustainable development of the often densely populated regions. Recently, the traditional event-based hazard control shifted towards a risk management approach in many regions, driven by intensive research leading to new legal regulation on flood management. However, a large-scale flood risk assessment does not exist for the Mekong Delta. Particularly, flood risk to paddy rice cultivation, the most important economic activity in the delta, has not been performed yet. Therefore, the present study was developed to provide the very first insight into delta-scale flood damages and risks to rice cultivation. The flood hazard was quantified by probabilistic flood hazard maps of the whole delta using a bivariate extreme value statistics, synthetic flood hydrographs, and a large-scale hydraulic model. The flood risk to paddy rice was then quantified considering cropping calendars, rice phenology, and harvest times based on a time series of enhanced vegetation index (EVI) derived from MODIS satellite data, and a published rice flood damage function. The proposed concept provided flood risk maps to paddy rice for the Mekong Delta in terms of expected annual damage. The presented concept can be used as a blueprint for regions facing similar problems due to its generic approach. Furthermore, the changes in flood risk to paddy rice caused by changes in land use currently under discussion in the Mekong Delta were estimated. Two land-use scenarios either intensifying or reducing rice cropping were considered, and the changes in risk were presented in spatially explicit flood risk maps. The basic risk maps could serve as guidance for the authorities to develop spatially explicit flood management and mitigation plans for the delta. The land-use change risk maps could further be used for adaptive risk management plans and as a basis for a cost-benefit of the discussed land-use change scenarios. Additionally, the damage and risks maps may support the recently initiated agricultural insurance programme in Vietnam. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 931 KW - climate change KW - hazard analysis KW - sea level KW - Tho city KW - Vietnam KW - damage KW - uncertainty KW - models KW - floodplains KW - hydrology Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-446032 SN - 1866-8372 IS - 931 SP - 2859 EP - 2876 ER - TY - JOUR A1 - Do Thi Chinh, A1 - Bubeck, Philip A1 - Nguyen Viet Dung, A1 - Kreibich, Heidi T1 - The 2011 flood event in the Mekong Delta: preparedness, response, damage and recovery of private households and small businesses JF - Disasters : the journal of disaster studies, policy and management N2 - Floods frequently cause substantial economic and human losses, particularly in developing countries. For the development of sound flood risk management schemes that reduce flood consequences, detailed insights into the different components of the flood risk management cycle, such as preparedness, response, flood impact analyses and recovery, are needed. However, such detailed insights are often lacking: commonly, only (aggregated) data on direct flood damage are available. Other damage categories such as losses owing to the disruption of production processes are usually not considered, resulting in incomplete risk assessments and possibly inappropriate recommendations for risk management. In this paper, data from 858 face-to-face interviews among flood-prone households and small businesses in Can Tho city in the Vietnamese Mekong Delta are presented to gain better insights into the damage caused by the 2011 flood event and its management by households and businesses. KW - Can Tho KW - floods KW - flood damage KW - flood loss KW - flood risk management KW - Mekong Delta KW - Vietnam Y1 - 2016 U6 - https://doi.org/10.1111/disa.12171 SN - 0361-3666 SN - 1467-7717 VL - 40 SP - 753 EP - 778 PB - Wiley-Blackwell CY - Hoboken ER - TY - JOUR A1 - Geissler, Peter A1 - Poyarkov, Nikolay A. A1 - Grismer, Lee A1 - Nguyen, Truong Q. A1 - An, Hang T. A1 - Neang, Thy A1 - Kupfer, Alexander A1 - Ziegler, Thomas A1 - Böhme, Wolfgang A1 - Müller, Hendrik T1 - New Ichthyophis species from Indochina (Gymnophiona, Ichthyophiidae): 1. The unstriped forms with descriptions of three new species and the redescriptions of I-acuminatus Taylor, 1960, I-youngorum Taylor, 1960 and I-laosensis Taylor, 1969 JF - Organisms, diversity & evolution : official journal of the Gesellschaft für Biologische Systematik N2 - Caecilians of the genus Ichthyophis Fitzinger, 1826 are among the most poorly known amphibian taxa within Southeast Asia. Populations of Ichthyophis from the Indochina region (comprising Cambodia, Laos, and Vietnam) have been assigned to five taxa: Ichthyophis acuminatus, Ichthyophis bannanicus, Ichthyophis kohtaoensis, Ichthyophis laosensis, and Ichthyophis nguyenorum. Barcoding of recently collected specimens indicates that Indochinese congeners form a clade that includes several morphologically and genetically distinct but yet undescribed species. Although body coloration is supported by the molecular analyses as a diagnostic character at species level, unstriped forms are paraphyletic with respect to striped Ichthyophis. Based on our morphological and molecular analyses, three distinct unstriped ichthyophiid species, Ichthyophis cardamomensis sp. nov. from western Cambodia, Ichthyophis catlocensis sp. nov. from southern Vietnam, and Ichthyophis chaloensis sp. nov. from central Vietnam are described as new herein, almost doubling the number of Ichthyophis species known from the Indochinese region. All three new species differ from their unstriped congeners in a combination of morphological and molecular traits. In addition, redescriptions of three unstriped Ichthyophis species (Ichthyophis acuminatus, I. laosensis, I. youngorum) from Indochina and adjacent Thailand are provided. KW - Biogeography KW - Caecilians KW - Indochina KW - Cambodia KW - Laos KW - Thailand KW - Vietnam KW - mtDNA KW - Barcoding KW - COI KW - cyt b KW - Phylogeny KW - Integrative taxonomy Y1 - 2015 U6 - https://doi.org/10.1007/s13127-014-0190-6 SN - 1439-6092 SN - 1618-1077 VL - 15 IS - 1 SP - 143 EP - 174 PB - Springer CY - Heidelberg ER - TY - THES A1 - Vu, Dinh Phuong T1 - Using video study to investigate eighth-grade mathematics classrooms in Vietnam T1 - Die Nutzung von Videostudien zur Untersuchung des Mathematikunterrichts in der 8. Klasse in Vietnam N2 - The International Project for the Evaluation of Educational Achievement (IEA) was formed in the 1950s (Postlethwaite, 1967). Since that time, the IEA has conducted many studies in the area of mathematics, such as the First International Mathematics Study (FIMS) in 1964, the Second International Mathematics Study (SIMS) in 1980-1982, and a series of studies beginning with the Third International Mathematics and Science Study (TIMSS) which has been conducted every 4 years since 1995. According to Stigler et al. (1999), in the FIMS and the SIMS, U.S. students achieved low scores in comparison with students in other countries (p. 1). The TIMSS 1995 “Videotape Classroom Study” was therefore a complement to the earlier studies conducted to learn “more about the instructional and cultural processes that are associated with achievement” (Stigler et al., 1999, p. 1). The TIMSS Videotape Classroom Study is known today as the TIMSS Video Study. From the findings of the TIMSS 1995 Video Study, Stigler and Hiebert (1999) likened teaching to “mountain ranges poking above the surface of the water,” whereby they implied that we might see the mountaintops, but we do not see the hidden parts underneath these mountain ranges (pp. 73-78). By watching the videotaped lessons from Germany, Japan, and the United States again and again, they discovered that “the systems of teaching within each country look similar from lesson to lesson. At least, there are certain recurring features [or patterns] that typify many of the lessons within a country and distinguish the lessons among countries” (pp. 77-78). They also discovered that “teaching is a cultural activity,” so the systems of teaching “must be understood in relation to the cultural beliefs and assumptions that surround them” (pp. 85, 88). From this viewpoint, one of the purposes of this dissertation was to study some cultural aspects of mathematics teaching and relate the results to mathematics teaching and learning in Vietnam. Another research purpose was to carry out a video study in Vietnam to find out the characteristics of Vietnamese mathematics teaching and compare these characteristics with those of other countries. In particular, this dissertation carried out the following research tasks: - Studying the characteristics of teaching and learning in different cultures and relating the results to mathematics teaching and learning in Vietnam - Introducing the TIMSS, the TIMSS Video Study and the advantages of using video study in investigating mathematics teaching and learning - Carrying out the video study in Vietnam to identify the image, scripts and patterns, and the lesson signature of eighth-grade mathematics teaching in Vietnam - Comparing some aspects of mathematics teaching in Vietnam and other countries and identifying the similarities and differences across countries - Studying the demands and challenges of innovating mathematics teaching methods in Vietnam – lessons from the video studies Hopefully, this dissertation will be a useful reference material for pre-service teachers at education universities to understand the nature of teaching and develop their teaching career. N2 - Das International Project for the Evaluation of Educational Achievement (IEA) wurde in den 1950er Jahren gegründet. Seitdem führte das IEA viele Studien in Bereich mathematischer Bildung durch, insbesondere die First International Mathematics Study (FIMS) im Jahre 1964, die Second International Mathematics Study (SIMS) in den Jahren 1980–1982 und eine Reihe von Studien, die mit der Third International Mathematics and Science Study (TIMSS) begann und seit 1995 alle vier Jahre durchgeführt wird. Nach Stigler et al. (1999) erreichten US-amerikanische Studenten bei FIMS und SIMS niedrigere Ergebnisse als Schüler anderer Länder (S. 1). Daher wurde TIMSS 1995 erweitert um eine ‘Videotape Classroom Study’ mit dem Ziel, „mehr über die unterrichtlichen und kulturellen Prozesse, die mit Leistung zusammenhängen“, zu erfahren (S. 1; Übersetzung vom engl. Original). Von den Ergebnissen der TIMMS 1995 Video Study ausgehend verglichen Stigler und Hiebert (1999) Unterricht mit „Gebirgszügen, die die Wasseroberfläche durchstoßen“, womit sie ausdrücken sollten, was die Bergspitzen sichtbar, große Teile des Gebirges aber unter dem Wasser verborgen sind (S. 73–78; Übersetzung vom engl. Original). Durch die wiederholte Analyse videographierter Unterrichtsstunden aus Deutschland, Japan und den USA entdeckten sie, dass „die Arten des Unterrichts innerhalb jedes Landes von Stunde zu Stunde ähnlich sind. Zumindest gibt es bestimmte wiederkehrende Aspekte [oder Skripte], welche für viele Stunden eines Landes typisch sind und die Stunden gegenüber anderen Ländern abgrenzen“ (S. 77f.). Sie entdeckten außerdem, dass Unterricht eine „kulturelle Aktivität“ ist, Unterrichtsarten also „verstanden werden müssen in Relation zu den kulturellen Überzeugungen und Annahmen, die sie umgeben“ (S. 85, 88). Hierauf aufbauend war es ein Ziel der Dissertation, kulturelle Aspekte des Mathematikunterricht zu untersuchen und die Ergebnisse mit Mathematikunterricht in Vietnam zu vergleichen. Ein weiteres Ziel war die Erhebung der Charakteristika vietnamesischen Mathematikunterricht durch eine Videostudie in Vietnam und der anschließende Vergleich dieser Charakteristika mit denen anderer Länder. Im Einzelnen befasste sich diese Dissertation mit den folgenden Forschungszielen: - Untersuchung der Charakteristika von Lehren und Lernen in unterschiedlichen Kulturen und vorläufiger Vergleich der Resultate mit dem Lehren und Lernen von Mathematik in Vietnam - Einführung der TIMSS und der TIMSS Video Study und der methodologischen Vorteile von Videostudien für die Untersuchung von Mathematikunterricht in Vietnam - Durchführung der Videostudie in Vietnam, um Unterrichtsskripte des Mathematikunterrichts in 8. Klassen in Vietnam zu identifizieren - Vergleich ausgewählter Aspekte des Mathematikunterrichts in Vietnam mit denen anderer Länder auf der Grundlage der Videostudie in Vietnam und Diskussion von Ähnlichkeiten und Unterschieden zwischen Ländern - Untersuchung der Herausforderungen für eine Innovation der Unterrichtsmethoden im Mathematikunterricht Vietnams Diese Dissertation entstand in der Hoffnung, dass sie eine nützliche Referenz für Lehramtsstudenten zum Verständnis der Natur des Unterrichts und zur Entwicklung der eigenen Lehrerpersönlichkeit darstellen möge. KW - Videostudie KW - Mathematikunterricht KW - Unterrichtsmethode KW - TIMSS KW - Kulturelle Aktivität KW - video study KW - mathematics education KW - teaching methods KW - TIMSS KW - Vietnam Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-72464 ER - TY - THES A1 - Le, Tuan Anh T1 - Applying realistic mathematics education in Vietnam : teaching middle school geometry T1 - Der Einsatz von ‘Realistic Mathematics Education’ in Vietnam : Geometrieunterricht an Mittelschulen N2 - Since 1971, the Freudenthal Institute has developed an approach to mathematics education named Realistic Mathematics Education (RME). The philosophy of RME is based on Hans Freudenthal’s concept of ‘mathematics as a human activity’. Prof. Hans Freudenthal (1905-1990), a mathematician and educator, believes that ‘ready-made mathematics’ should not be taught in school. By contrast, he urges that students should be offered ‘realistic situations’ so that they can rediscover from informal to formal mathematics. Although mathematics education in Vietnam has some achievements, it still encounters several challenges. Recently, the reform of teaching methods has become an urgent task in Vietnam. It appears that Vietnamese mathematics education lacks necessary theoretical frameworks. At first sight, the philosophy of RME is suitable for the orientation of the teaching method reform in Vietnam. However, the potential of RME for mathematics education as well as the ability of applying RME to teaching mathematics is still questionable in Vietnam. The primary aim of this dissertation is to research into abilities of applying RME to teaching and learning mathematics in Vietnam and to answer the question “how could RME enrich Vietnamese mathematics education?”. This research will emphasize teaching geometry in Vietnamese middle school. More specifically, the dissertation will implement the following research tasks: • Analyzing the characteristics of Vietnamese mathematics education in the ‘reformed’ period (from the early 1980s to the early 2000s) and at present; • Implementing a survey of 152 middle school teachers’ ideas from several Vietnamese provinces and cities about Vietnamese mathematics education; • Analyzing RME, including Freudenthal’s viewpoints for RME and the characteristics of RME; • Discussing how to design RME-based lessons and how to apply these lessons to teaching and learning in Vietnam; • Experimenting RME-based lessons in a Vietnamese middle school; • Analyzing the feedback from the students’ worksheets and the teachers’ reports, including the potentials of RME-based lessons for Vietnamese middle school and the difficulties the teachers and their students encountered with RME-based lessons; • Discussing proposals for applying RME-based lessons to teaching and learning mathematics in Vietnam, including making suggestions for teachers who will apply these lessons to their teaching and designing courses for in-service teachers and teachers-in training. This research reveals that although teachers and students may encounter some obstacles while teaching and learning with RME-based lesson, RME could become a potential approach for mathematics education and could be effectively applied to teaching and learning mathematics in Vietnamese school. N2 - Seit 1971 wurde an dem renommierten Freudenthal Institut in Utrecht ein als Realistic Mathematics Education (RME) bezeichneter mathematikdidaktischer Ansatz entwickelt. Die Philosophie von RME beruht auf Hans Freudenthals Auffassung von Mathematik als menschlicher Aktivität. Der Mathematiker und Didaktiker Prof. Hans Freudenthal (1905 – 1990) plädierte dafür, dass Mathematik an den Schulen nicht als Fertigprodukt unterrichtet werden sollte. Im Gegensatz dazu forderte er, den Schülern an ‚realistischen’ Situationen nicht-formale und formale Mathematik wieder entdecken zu lassen. Obwohl die mathematische Schulbildung in Vietnam in den letzten Jahrzehnten schon einige Fortschritte gemacht hat, steht sie noch vor großen Herausforderungen. Derzeit ist die Reform der Unterrichtsmethoden eine dringliche Aufgabe in Vietnam. Augenscheinlich ermangelt es der Mathematikdidaktik in Vietnam an dem dazu notwendigen theoretischen Rahmen. Die Philosophie von RME eignet sich grundsätzlich als Orientierung für die Reform der Unterrichtsmethoden in Vietnam. Allerdings ist die Potenz von RME für die mathematische Schulbildung in Vietnam und die Möglichkeiten, RME im Mathematikunterricht anzuwenden, noch zu klären. Das Hauptziel dieser Arbeit war zu erforschen, wie RME beim Mathematik-Lernen und -Lehren in Vietnam eingesetzt werden kann und die Frage zu beantworten: Wie kann RME den Mathematikunterricht in Vietnam bereichern? Dazu wurde insbesondere der Geometrieunterricht in der Sekundarstufe I betrachtet. Im Einzelnen beinhaltet die Untersuchung: • eine Analyse der vietnamesischen Mathematikdidaktik in der ‘Reformperiode’ (etwa von 1980 bis 2000) • die Konzeption, Durchführung und Auswertung einer Befragung von 152 Mittelschullehrern aus verschiedenen vietnamesischen Provinzen und Städten zum Mathematikunterricht in Vietnam • eine Analyse von RME einschließlich der Freudenthalschen Sicht von RME und der Charakteristika von RME • die Diskussion, wie man RME-basierten Unterrichtseinheiten gestalten und diese in den Mathematikunterricht in Vietnam integrieren kann • Test solcher Einheiten in vietnamesischen Mittelschulen • Analyse der Rückmeldungen anhand der Schülerarbeitsblätter und der Lehrerberichte • Diskussion der Chancen und Probleme von RME-basierten Unterrichtseinheiten im Geometrieunterricht vietnamesischer Mittelschulen • Diskussion von Vorschläge zur Entwicklung und zum Einsatz RME- basierter Unterrichtseinheiten in Vietnam, einschließlich von Hinweisen für Lehrende und der Konzeption von Ausbildungs- und Fortbildungskursen zu RME Die Untersuchung zeigt, dass – obwohl Lehrer wie Schüler zunächst einige Hindernisse beim Lehren und Lernen mit RME- basierten Unterrichtseinheiten zu bewältigen haben werden – RME ein mächtiger mathematikdidaktischer Ansatz ist, der wirkungsvoll im Lehren und Lernen von Mathematik in vietnamesischen Schulen angewandt werden kann. KW - Didaktik der Mathematik KW - Vietnam KW - Geometrieunterricht KW - Sekundarstufe I KW - Realistic Mathematics Education KW - Vietnam KW - middle school KW - geometry Y1 - 2006 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-13480 ER -