The Research Results of the Thesis Are Consistent with the Stated Scientific Hypothesis, and the Tasks of the Topic Have Been Solved.

1.5. The research results of the thesis are consistent with the stated scientific hypothesis, and the tasks of the topic have been solved.

2. Recommendations

2.1. With the People's Committee of Bac Kan province

- Increase budget investment for high schools to equip them with more modern equipment and materials to better serve educational innovation.

- There is a policy to support funding for teachers to study to improve their professional qualifications and skills.

- Invest budget for managers and teachers to visit advanced high school education models in domestic provinces.

2.2. With the Department of Education and Training of Bac Kan province

- Innovate the management system by perfecting legal documents related to the activities of high schools.

- The Department of Education and Training of Bac Kan province organizes a preliminary review and draws experience after each year of implementing the Integrated Theme Teaching Competition organized by the Ministry of Education and Training and the use of integrated teaching competencies in the field of Natural Sciences in excellent teacher competitions organized by the Department of Education and Training to make timely and appropriate adjustments.

- Increase training courses for teachers and managers during the summer.

- There should be more reasonable incentive policies to attract talented people to work in the province and teach at high schools in Bac Kan province.

- Re-evaluate the current status of the management staff and teachers to have a plan to train and re-train the team to meet the capacity of integrated teaching in preparation for the implementation of the general education program after 2015.

2.3. For high schools in Bac Kan province

- Actively implement policies and measures once approved with a proactive spirit, based on the actual needs and capacity of school staff and teachers.

- Strengthen propaganda to create support and consensus among teachers inside and outside the school, and local authorities in teacher training work.

- Schools must especially encourage, create all favorable conditions, and encourage teachers to self-study and self-improve their professional qualifications to meet the increasing demands of education and training in the current period.

- Innovate emulation and reward work, launch emulation movements of "good teaching, good learning", creative writing competitions... Regularly summarize emulation movements, promptly encourage and reward teachers.

- Proactively propose measures suitable to the specific characteristics of each unit.

- Strengthening facilities to ensure teachers' learning and research practice.

- The school has a plan to regularly check and publicly evaluate teachers' self-study and training results, with timely comments, classifications, and rewards.

2.4. For teachers of natural sciences at high schools in Bac Kan province

- Actively participate in specialized training courses and above-standard training.

- Self-motivated to improve professional qualifications and pedagogical skills in all forms, anytime, anywhere possible.

- Actively participate in excellent teacher competitions, observe colleagues' classes to share and learn experiences.

- Actively participate in professional seminars and study tours.

LIST OF REFERENCES

1. Central Party Secretariat, Directive No. 40-CT/TW dated June 15, 2004 on building a team of teachers and educational managers, Hanoi.

2. Report of Bac Kan Provincial Party Committee, Bac Kan Province 2015 , Documents of the Congress of Delegates of Bac Kan Provincial Party Committee.

3. Dang Quoc Bao (1995), Management - Educational management approaches from models,

Central School of Education and Training Management 1.

4. Dang Quoc Bao, Nguyen Dac Hung (2004), Vietnamese Education Towards the Future - Problems and Solutions , National Political Publishing House - Hanoi.

5. Dang Quoc Bao (2009), Handbook for improving the capacity and quality of teaching staff , Political Theory Publishing House, Hanoi.

6. Ministry of Education and Training of Malaysia, (1997), The Primary School Program in Malaysia is called: "The integrated curriculum for Primary school".

7. Ministry of Education and Training (2011), Circular No. 12/2011/TT-BGD&DT on promulgating the Charter of junior high schools, high schools and multi-level general schools .

8. Pham Khac Chuong (2004), General theory of educational management , Hanoi Pedagogical Publishing House.

9. Nguyen Huu Dung (1996), "Issues of innovation in teacher training and development" , Journal of Educational Research.

10. Communist Party of Vietnam (2001), Documents of the 9th National Congress of Delegates,

National Political Publishing House, Hanoi.

11. Communist Party of Vietnam (2006), Documents of the 10th National Congress of Delegates , National Political Publishing House, Hanoi.

12. Nguyen Van Duong (2002), "Integration in teaching Literature at secondary school level",

Education Magazine No. 46 .

13. Pham Minh Hac (2002), World education enters the 21st century , National Political Publishing House, Hanoi.

14. Pham Thi Minh Hanh (2007), Research on the system of assessing professional competence of high school teachers in the French Republic and its application in Vietnam, Doctoral thesis in Education, Hanoi National University of Education.

15. Ho Chi Minh National Academy of Politics - Faculty of Economic Management, Management Science Textbook.

16. Ho Chi Minh National Academy of Politics (2004), Management Science Textbook , National Political Publishing House, Hanoi.

17. Ha Si Ho (1985), Lectures on school management , Education Publishing House, Hanoi.

18. Tran Kiem (2008), Basic issues of educational management science, University of Education Publishing House, Hanoi.

19. Pham Van Lap (2007), Lecture on teaching methods of biology in high schools , Hanoi National University Publishing House.

20. Le Ba Lien (editor-in-chief) (2014), Innovation in teaching and learning methods and testing and evaluation towards integrating Literature and History (Training and fostering materials for high school teachers in Bac Kan province) - Publishing House of Bac Kan Newspaper Printing and Trading Joint Stock Company.

21. Nguyen Thi My Loc (Editor-in-Chief) (2012), Educational Management: Some theoretical and practical issues, Hanoi National University Publishing House.

22. Marx - Engels - Complete Works Vietnamese edition (2002), National Political Publishing House, Hanoi.

23. MIKôndakov, Theoretical basis of educational management science , School of Educational Management and Institute of Educational Sciences.

24. Pham Thanh Nghi (1993), Research on training university lecturers and vocational teachers, Hanoi National University Publishing House .

25. Resolution No. 29-NQ/TW dated November 4, 2013, the 8th Conference of the Party Central Committee (11th tenure) on fundamental and comprehensive innovation of education and training.

26. Ha The Ngu, Dang Vu Hoat (1987), Pedagogy - Some theoretical and practical issues , Hanoi Education Publishing House.

27. Effective school leadership and management methods (2004), National Political Publishing House.

28. Nguyen Ngoc Quang (1998) Basic concepts of educational theory and management , Central Management Cadre School 1, Hanoi.

29. Department of Education and Training of Bac Kan province (2015), Summary report of school years 2014-2015, 2015-2026.

30. Do Huong Tra (editor) (2015), Integrated teaching to develop students' capacity , Hanoi National University of Education Publishing House.

31. Nguyen Quang Uan (2001), General Psychology , Hanoi National University Publishing House.

32. Nguyen Nhu Y (1999), Vietnamese Dictionary , Culture and Information Publishing House, Hanoi.

APPENDIX

Appendix 1

REQUEST FORM

(For high school teachers)

To contribute to improving the quality of training in natural science teaching capacity for high school teachers, please give your opinion on the following issues by marking X in the columns/rows or blank boxes that you think are appropriate for your opinion.

1. Please give your opinion on the importance of activities to foster teaching capacity in the field of natural sciences for high school teachers :

TT

Content	Rating level (%)
	Very important weight	Important	No matter weight
1	Help teachers understand the Party's innovation viewpoint and apply it into teaching practice.
2	Help teachers understand their roles, functions and tasks. of his in education.
3	Help teachers have good teaching capacity in the field of Natural Sciences, meeting meet the requirements of educational innovation.
4	Help teachers have the ability to train students to develop their abilities problem solving, creativity and other necessary skills.

Maybe you are interested!

• Mobile Phone Usage in Hanoi Inner City Area zt2i3t4l5ee zt2a3gsconsumer,consumption,consumer behavior,marketing,mobile marketing zt2a3ge zc2o3n4t5e6n7ts - Test the relationship between demographic variables and consumer behavior for Mobile Marketing activities The analysis method used is the Chi-square test (χ2), with statistical hypotheses H0 and H1 and significance level α = 0.05. In case the P index (p-value) or Sig. index in SPSS has a value less than or equal to the significance level α, the hypothesis H0 is rejected and vice versa. With this testing procedure, the study can evaluate the difference in behavioral trends between demographic groups. CHAPTER 4 RESEARCH RESULTS During two months, 1,100 survey questionnaires were distributed to mobile phone users in the inner city of Hanoi using various methods such as direct interviews, sending via email or using questionnaires designed on the Internet. At the end of the survey, after checking and eliminating erroneous questionnaires, the study collected 858 complete questionnaires, equivalent to a rate of about 78%. In addition, the research subjects of the thesis are only people who are using mobile phones, so people who do not use mobile phones are not within the scope of the thesis, therefore, the questionnaires with the option of not using mobile phones were excluded from the scope of analysis. The number of suitable survey questionnaires included in the statistical analysis was 835. 4.1 Demographic characteristics of the sample The structure of the survey sample is divided and statistically analyzed according to criteria such as gender, age, occupation, education level and personal income. (Detailed statistical table in Appendix 6) - Gender structure: Of the 835 completed questionnaires, 49.8% of respondents were male, equivalent to 416 people, and 50.2% were female, equivalent to 419 people. The survey results of the study are completely consistent with the gender ratio in the population structure of Vietnam in general and Hanoi in particular (Male/Female: 49/51). - Age structure: 36.6% of respondents are <23 years old, equivalent to 306 people. People from 23-34 years old accounting for the highest proportion: 44.8% equivalent to 374 people, people aged 35-45 and >45 are 70 and 85 people equivalent to 8.4% and 10.2% respectively. Looking at the results of this survey, we can see that the young people - youth account for a large proportion of the total number of people participating in the survey. Meanwhile, the middle-aged people including two age groups of 35 - 45 and >45 have a low rate of participation in the survey. This is completely consistent with the reality when Mobile Marketing is identified as a Marketing service aimed at young people (people under 35 years old). - Structure by educational level: among 835 valid responses, 541 respondents had university degrees, accounting for the highest proportion of ~ 75%, 102 had secondary school degrees, ~ 13.1%, and 93 had post-graduate degrees, ~ 11.9%. - Occupational structure: office workers and civil servants are the group with the highest rate of participation with 39.4%, followed by students with 36.6%. Self-employed people account for 12%, retired housewives are 7.8% and other occupational groups account for 4.2%. The survey results show that the student group has the same rate as the group aged <23 at 36.6%. This shows the accuracy of the survey data. In addition, the survey results distributed by occupational criteria have a rate almost similar to the sample division rate in chapter 3. Therefore, it can be concluded that the survey data is suitable for use in analysis activities. - Income structure: the group with income from 3 to 5 million has the highest rate with 39% of the total number of respondents. This is consistent with the income structure of Hanoi people and corresponds to the average income of the group of civil servants and office workers. Those People with no income account for 23%, income under 3 million VND accounts for 13% and income over 5 million VND accounts for 25%. 4.2 Mobile phone usage in Hanoi inner city area According to the survey results, most respondents said they had used the phone for more than 1 year, specifically: 68.4% used mobile phones from 4 to 10 years, 23.2% used from 1 to 3 years, 7.8% used for more than 10 years. Those who used mobile phones for less than 1 year accounted for only a very small proportion of ~ 0.6%. (Table 4.1) Table 4.1: Time spent using mobile phones Frequency Ratio (%) Valid Percentage Cumulative Percentage Alid <1 year 5 .6 .6 .6 1-3 years 194 23.2 23.2 23.8 4-10 years 571 68.4 68.4 92.2 >10 years 65 7.8 7.8 100.0 Total 835 100.0 100.0 The survey indexes on the time of using mobile phones of consumers in the inner city of Hanoi are very impressive for a developing country like Vietnam and also prove that Vietnamese consumers have a lot of experience using this high-tech device. Moreover, with the majority of consumers surveyed having a relatively long time of use (4-10 years), it partly proves that mobile phones have become an important and essential item in people's daily lives. When asked about the mobile phone network they are using, 31% of respondents said they are using the network of Vietel company, 29% use the network of of Mobifone company, 27% use Vinaphone company's network and 13% use networks of other providers such as E-VN telecom, S-fone, Beeline, Vietnammobile. (Figure 4.1). Figure 4.1: Mobile phone network in use Compared with the announced market share of mobile telecommunications service providers in Vietnam (Vietel: 36%, Mobifone: 29%, Vinaphone: 28%, the remaining networks: 7%), we see that the survey results do not have many differences. However, the statistics show that there is a difference in the market share of other networks because the Hanoi market is one of the two main markets of small networks, so their market share in this area will certainly be higher than that of the whole country. According to a report by NielsenMobile (2009) [8], the number of prepaid mobile phone subscribers in Hanoi accounts for 95% of the total number of subscribers, however, the results of this survey show that the percentage of prepaid subscribers has decreased by more than 20%, only at 70.8%. On the contrary, the number of postpaid subscribers tends to increase from 5% in 2009 to 19.2%. Those who are simultaneously using both types of subscriptions account for 10%. (Table 4.2). Table 4.2: Types of mobile phone subscribers Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid Prepay 591 70.8 70.8 70.8 Pay later 160 19.2 19.2 89.9 Both of the above 84 10.1 10.1 100.0 Total 835 100.0 100.0 The above figures show the change in the psychology and consumption habits of Vietnamese consumers towards mobile telecommunications services, when the use of prepaid subscriptions and junk SIMs is replaced by the use of two types of subscriptions for different purposes and needs or switching to postpaid subscriptions to enjoy better customer care services. In addition, the majority of respondents have an average spending level for mobile phone services from 100 to 300 thousand VND (406 ~ 48.6% of total respondents). The high spending level (> 500 thousand VND) is the spending level with the lowest number of people with only 8.4%, on the contrary, the low spending level (under 100 thousand VND) accounts for the second highest proportion among the groups of respondents with 25.4%. People with low spending levels mainly fall into the group of students and retirees/housewives - those who have little need to use or mainly use promotional SIM cards. (Table 4.3). Table 4.3: Spending on mobile phone charges Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <100,000 212 25.4 25.4 25.4 100-300,000 406 48.6 48.6 74.0 300,000-500,000 147 17.6 17.6 91.6 >500,000 70 8.4 8.4 100.0 Total 835 100.0 100.0 The statistics in Table 4.3 are similar to the percentages in the NielsenMobile survey results (2009) with 73% of mobile phone users having medium spending levels and only 13% having high spending levels. The survey results also showed that up to 31% ~ nearly one-third of respondents said they sent more than 10 SMS messages/day, meaning that on average they sent 1 SMS message for every working hour. Those with an average SMS message volume (from 3 to 10 messages/day) accounted for 51.1% and those with a low SMS message volume (less than 3 messages/day) accounted for 17%. (Table 4.4) Table 4.4: Number of SMS messages sent per day Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <3 news 142 17.0 17.0 17.0 3-10 news 427 51.1 51.1 68.1 >10 news 266 31.9 31.9 100.0 Total 835 100.0 100.0 Similar to sending messages, those with an average message receiving rate (from 3-10 messages/day) accounted for the highest percentage of ~ 55%, followed by those with a high number of messages (over 10 messages/day) ~ 24% and those with a low number of messages received daily (under 3 messages/day) remained at the bottom with 21%. (Table 4.5) Table 4.5: Number of SMS messages received per day Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <3 news 175 21.0 21.0 21.0 3-10 news 436 55.0 55.0 76.0 >10 news 197 24.0 24.0 100.0 Total 835 100.0 100.0 When comparing the data of the two result tables 4.4 and 4.5, we can see the reasonableness between the ratio of the number of messages sent and the number of messages received daily by the interview participants. 4.3 Current status of SMS advertising and Mobile Marketing According to the interview results, in the 3 months from the time of the survey and before, 94% of respondents, equivalent to 785 people, said they received advertising messages, while only a very small percentage of 6% (only 50 people) did not receive advertising messages (Table 4.6). Table 4.6: Percentage of people receiving advertising messages in the last 3 months Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid Have 785 94.0 94.0 94.0 Are not 50 6.0 6.0 100.0 Total 835 100.0 100.0 The results of Table 4.6 show that consumers in the inner city of Hanoi are very familiar with advertising messages. This result is also the basis for assessing the knowledge, experience and understanding of the respondents in the interview. This is also one of the important factors determining the accuracy of the survey results. In addition, most respondents said they had received promotional messages, but only 24% of them had ever taken the action of registering to receive promotional messages, while 76% of the remaining respondents did not register to receive promotional messages but still received promotional messages every day. This is the first sign indicating the weaknesses and shortcomings of lax management of this activity in Vietnam. 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• New Points in the Research Results of the Thesis
• Solutions for tourism development in Tien Lang - 10 zt2i3t4l5ee zt2a3gstourism, tourism development zt2a3ge zc2o3n4t5e6n7ts - District People's Committees and authorities of communes with tourist attractions should support, promote, and provide necessary information to people, helping them improve their knowledge about tourism. Raise tourism awareness for local people. * * * Due to limited knowledge and research time, the thesis inevitably has shortcomings. Therefore, I look forward to receiving guidance from teachers, experts as well as your comments to make the thesis more complete. Chapter III Conclusion Through the issues presented in Chapter II, we can come to some conclusions: Based on the strengths of available tourism resources, the types of tourism in Tien Lang that need to be promoted in the coming time are sightseeing and resort tourism, discovery tourism, weekend tourism. To improve the quality and diversify tourism products, Tien Lang district needs to combine with local cultural tourism resources, at the same time combine with surrounding areas, build rich tourism products. The strengths of Tien Lang tourism are eco-tourism and cultural tourism, so developing Tien Lang tourism must always go hand in hand with restoring and preserving types of cultural tourism resources. Some necessary measures to support and improve the efficiency of exploiting tourism resources in Tien Lang are: strengthening the construction of technical facilities and labor force serving tourism, actively promoting and advertising tourism, and expanding forms of capital mobilization for tourism development. CONCLUDE I Conclusion 1. Based on the results achieved within the framework of the thesis's needs, some basic conclusions can be drawn as follows: Tien Lang is a locality with great potential for tourism development. The relatively abundant cultural tourism resources and ecological tourism resources have great appeal to tourists. Based on this potential, Tien Lang can build a unique tourism industry that is competitive enough with other localities within Hai Phong city and neighboring areas. In recent years, the exploitation of the advantages of resources to develop tourism and build tourist routes in Tien Lang has not been commensurate with the available potential. In terms of quantity, many resource objects have not been brought into the purpose of tourism development. In terms of time, the regular service time has not been extended to attract more visitors. Infrastructure and technical facilities are still weak. The labor force is still thin and weak in terms of expertise. Tourism programs and routes have not been organized properly, the exploitation content is still monotonous, so it has not attracted many visitors. Although resources have not been mobilized much for tourism development, they are facing the risk of destruction and degradation. 2. Based on the results of investigation, analysis, synthesis, evaluation and selective absorption of research results of related topics, the thesis has proposed a number of necessary solutions to improve the efficiency of exploiting tourism resources in Tien Lang such as: promoting the restoration and conservation of tourism resources, focusing on investment and key exploitation of ecotourism resources, strengthening the construction of infrastructure and tourism workforce. Expanding forms of capital mobilization. In addition, the thesis has built a number of tourist routes of Hai Phong in which Tien Lang tourism resources play an important role. Exploiting Tien Lang tourism resources for tourism development is currently facing many difficulties. The above measures, if applied synchronously, will likely bring new prospects for the local tourism industry, contributing to making Tien Lang tourism an important economic sector in the district's economic structure. REFERENCES 1. Nhuan Ha, Trinh Minh Hien, Tran Phuong, Hai Phong - Historical and cultural relics, Hai Phong Publishing House, 1993 2. Hai Phong City History Council, Hai Phong Gazetteer, Hai Phong Publishing House, 1990. 3. Hai Phong City History Council, History of Tien Lang District Party Committee, Hai Phong Publishing House, 1990. 4. Hai Phong City History Council, University of Social Sciences and Humanities, VNU, Hai Phong Place Names Encyclopedia, Hai Phong Publishing House. 2001. 5. Law on Cultural Heritage and documents guiding its implementation, National Political Publishing House, Hanoi, 2003. 6. Tran Duc Thanh, Lecture on Tourism Geography, Faculty of Tourism, University of Social Sciences and Humanities, VNU, 2006 7. Hai Phong Center for Social Sciences and Humanities, Some typical cultural heritages of Hai Phong, Hai Phong Publishing House, 2001 8. Nguyen Ngoc Thao (editor-in-chief, Tourism Geography, Hai Phong Publishing House, two volumes (2001-2002) 9. Nguyen Minh Tue and group of authors, Hai Phong Tourism Geography, Ho Chi Minh City Publishing House, 1997. 10. Nguyen Thanh Son, Hai Phong Tourism Territory Organization, Associate Doctoral Thesis in Geological Geography, Hanoi, 1996. 11. Decision No. 2033/QD – UB on detailed planning of Tien Lang town, Hai Phong city until 2020. 12. Department of Culture, Information, Hai Phong Museum, Hai Phong relics - National ranked scenic spot, Hai Phong Publishing House, 2005. 13. Tien Lang District People's Committee, Economic Development Planning - Culture - Society of Tien Lang district to 2010. 14.Website www.HaiPhong.gov.vn APPENDIX 1 List of national ranked monuments STT Name of the monument Number, year of decisiondetermine Location 1 Gam Temple 938 VH/QĐ04/08/1992 Cam Khe Village- Toan Thang commune 2 Doc Hau Temple 9381 VH/QĐ04/08/1992 Doc Hau Village –Toan Thang commune 3 Cuu Doi Communal House 3207 VH/QĐDecember 30, 1991 Zone II of townTien Lang 4 Ha Dai Temple 938 VH/QĐ04/08/1992 Ha Dai Village –Tien Thanh commune APPENDIX II STT Name of the monument Number, year of decision Location 1 Phu Ke Pagoda Temple 178/QD-UBJanuary 28, 2005 Zone 1 - townTien Lang 2 Trung Lang Temple 178/QD-UBJanuary 28, 2005 Zone 4 – townTien Lang 3 Bao Khanh Pagoda 1900/QD-UBAugust 24, 2006 Nam Tu Village -Kien Thiet commune 4 Bach Da Pagoda 1792/QD-UB11/11/2002 Hung Thang Commune 5 Ngoc Dong Temple 177/QD-UBNovember 27, 2005 Tien Thanh Commune 6 Tomb of Minister TSNhu Van Lan 2848/QD-UBSeptember 19, 2003 Nam Tu Village -Kien Thiet commune 7 Canh Son Stone Temple 2160/QD-UBSeptember 19, 2003 Van Doi Commune –Doan Lap 8 Meiji Temple 2259/QD-UBSeptember 19, 2002 Toan Thang Commune 9 Tien Doi Noi Temple 477/QD-UBSeptember 19, 2005 Doan Lap Commune 10 Tu Doi Temple 177/QD-UBJanuary 28, 2005 Doan Lap Commune 11 Duyen Lao Temple 177/QD-UBJanuary 28, 2005 Tien Minh Commune 12 Dinh Xuan Uc Pagoda 177/QD-UBJanuary 28, 2005 Bac Hung Commune 13 Chu Khe Pagoda 177/QD-UBJanuary 28, 2005 Hung Thang Commune 14 Dong Dinh 2848/QD-UBNovember 21, 2002 Vinh Quang Commune 15 President's Memorial HouseTon Duc Thang 177/QD-UBJanuary 28, 2005 NT Quy Cao Ha Dai Temple Ben Vua Temple Tien Lang hot spring div.maincontent .p { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; margin:0pt; } div.maincontent p { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; margin:0pt; } div.maincontent .s1 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; font-size: 16pt; } div.maincontent .s2 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: bold; text-decoration: none; font-size: 14pt; } div.maincontent .s3 { color: black; font-family:"Times New Roman", serif; font-style: italic; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s4 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; font-size: 14pt; } div.maincontent .s5 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: bold; font-size: 14pt; } div.maincontent .s6 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 14pt; } div.maincontent .s7 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 14pt; } div.maincontent .s8 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 9pt; vertical-align: 6pt; } div.maincontent .s9 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 12pt; } div.maincontent .s11 { color: black; font-family:"Times New Roman", serif; font-style: normal; font-weight: normal; tex
• Evaluation of Research Situation and Issues Raised for the Thesis
• Some Research Results in the World and in the Country on Xanthomonas Axonopodis Pv. Citri Bacteria and Ulcer Disease Caused by Xanthomonas Axonopodis Pv. Citri Bacteria on

2. Please give your opinion on the content of training the capacity of teaching natural sciences for high school teachers in recent years:

TT

Content	Implementation level (%)
	Often through	Sometimes	Are not perform
1	General knowledge of integrated teaching capacity Science and Technology
2	In-depth knowledge of each specific subject: Math, Physics, Chemistry, Biology, Technical Economics.
3	Integrated teaching skills according to subject specifics.
4	Skills in organizing creative experiential activities and scientific research.

3. Please give your opinion on the forms of training in teaching capacity in the field of natural sciences for high school teachers in recent years:

TT

Form	Rating level (%)
	Very Fit	Phew fit	Are not Fit
1	Integration in long-term and short-term training in the province in the form of centralized, in-service...
2	Provide full materials for teachers to study on their own, specific instructions and testing and evaluation
3	Integrated in training to improve standards GV degree
4	Integrated in thematic training cluster, school…
5	Integrated in regular training cyclical and innovative general education program.

4. Please give your opinion on the results of training activities to foster teaching capacity in the field of natural sciences for high school teachers in recent years:

TT

Content	Rating level (%)
	Good	Obtain	Not achieved
1	Build integrated topics/content Science and Technology
2	Designing integrated teaching plans field of science and technology
3	Choosing integrated teaching methods field of science and technology
4	Choosing teaching methods and tools integrated study of natural sciences
5	Check and evaluate student learning outcomes in the field of natural sciences

5. Please give your opinion on the planning of management of capacity building activities in the field of natural sciences for high school principals.

TT

Content	Implementation level (%)
	Very suitable fit	Fit	Are not Fit
1	Build a training plan based on requirements General requirements of the Ministry of Education and Training and actual conditions of the school.
2	Survey on the need for capacity building for DHTH field of science and technology
3	Identify the goal of fostering DHTH capacity field of science and technology
4	Classification of subjects for training DHTH capacity field of science and technology
5	Determine the content of DHTH capacity building field of science and technology
6	Determine the form of DHTH capacity development field of science and technology
7	Selecting a team of teachers to participate in training DHTH capacity in the field of natural sciences

6. Please give your opinion on the measures taken by the Principal to organize, implement and direct activities to foster the capacity of teaching natural sciences for high school teachers in recent years.

TT

Content	Implementation level (%)
	Often through	Sometimes	Are not perform
1	Organize training on awareness and skills of DHTH in the field Thematic Science and Technology with a focused format
2	Organize training on awareness and skills of DHTH in the field field of natural sciences during the school year.
3	Organize for teachers to participate in teaching competitions Integrated topics for high school teachers.
4	Directing professional groups in school groups Organize a conference to foster teaching skills in the field of natural sciences for teachers.
5	Instruct teachers to self-improve teaching skills in the field Science and technology by researching training materials and then writing reports or applying them to teaching.

7. Please give your opinion on the measures to test and evaluate the results of training integrated teaching capacity for teachers of high school principals.

TT

Content	Implementation level (%)
	Often through	Sometimes	Are not perform
1	Develop standards, criteria, and requirements specific to the assessment.
2	Check the implementation of the program foster
3	Check the implementation of requirements and regulations for training activities.
4	Check the level of teacher's positivity in activities training and self-training
5	Evaluate training results by designing and implementing a topic-based DHTH in the field of Natural Sciences. some topic or content.

8. Please give your opinion on the implementation of management functions of training activities for teachers in the field of natural sciences by high school principals.

TT

Content	Implementation level (%)			Results achieved (%)
	Frequent	Sometimes	Are not perform	Good	Obtain	Not achieved
1	Build a training plan capacity of DHTH in the field of natural sciences.
2	Organize and implement the plan to foster DHTH capacity field of science and technology
3	Directing training activities capacity of DHTH in the field of natural sciences.
4	Check and evaluate compensation results Capacity building for teachers in the field of natural sciences.