Basil plant is a common source for linalool and estragole. However, it has been showed that the chemical composition of basil varies considerably depending on many factors including method of extraction, cultivar of the plant or geographical location. In this study, we attempted to extract essential oil from Vietnamese basil and analyze the chemical composition of the obtained oil using gas chromatography–mass spectrometry (GC-MS). The extraction method of choice was microwave-assisted hydro-distillation (MAHD) and the process was optimized with Response Surface Methodology (RSM) with regard to four experimental parameters including raw material size, raw material to water ratio, extraction time and microwave power. The results showed that ground basil leaves, when extracted with optimal conditions of water-to-material ratio of 3.2:1, extraction time of 97 (min) and microwave power of 430 (W), gave the actual essential oil yield of 0.6%. Regarding ANOVA results of the quadratic model, high determination coefficient (R² = 0.9077), significant F-value of 10.92 and the p-value of less than 0.05 indicate that this model is significant between experimental and predicted variables, and should be fixed. In addition, GC-MS analysis revealed that major components of Vietnamese Basil were Estragole (87.869%), α-Bergamotene (2.922%), τ-Cadinol (2.770%), and Linalool (1.347%).

Integrating the relational approach and social exchange theory, the authors conceptualize the quality of leader‒member and team member exchanges as mediators for understanding the role of transformational leadership in employee proactive behaviors (e.g., voice, taking charge, and innovative behaviors). The results based on data collected from 352 full-time employees working in pharmaceutical companies in Vietnam largely support the proposed theoretical framework and shed light on the mechanism through which leadership style influences employee proactivity in a manufacturing context. Using the results, the authors discuss research limitation and, managerial implications, and suggest future research directions for the relationship between leadership style and employee proactive behavior.

Along with the shutdown of schools, the coronavirus outbreak caused problems for implementing face-to-face classroom instruction. During this period, digital technologies offered a helpful substitute. This study investigated how students at Nguyen Tat Thanh University used digital technology following the coronavirus outbreak. The Technology Acceptance Model (TAM) and Constructivist Learning Theory were used to explain the findings. Thirty students were interviewed as part of the qualitative research design employed in the study. The results showed that, following the outbreak, students primarily used laptops and mobile phones to support their education. Additionally, it was discovered that these devices had the necessary software loaded, enabling communication between course instructors and students via Moodle, Zoom, WhatsApp, and YouTube. This study found that these tools were beneficial in helping students refine their typing, research, and information-seeking skills. However, drawbacks to using these devices included hardware failures, costly data bundles, and a lack of expertise with software operating protocols. When addressing these issues, the students used a variety of coping techniques. The study highlights several practical implications based on these conclusions.

The study aims to evaluate the ESP textbook entitled "AVIATION ENGLISH FOR ICAO COMPLIANCE" currently in use at Vietnam Aviation Academy for air traffic controllers. The evaluation is based on teachers' perspectives. To achieve this goal, an evaluation scale has been built to determine the standards of a good quality ESP textbook based on Bardi's scale (2013). The research sample included 15 lecturers from the Department of Foreign Languages at Vietnam Aviation Academy. A questionnaire of 32 closed-ended and 01 open-ended items was used, and descriptive statistics were performed for the data analysis. The questionnaire covers eight main areas: i) Student’s needs; ii) The learning process; iii) The communication skills and strategies; iv) Grammar; v) Tasks and activities; vi) The authenticity of the texts; vii) The authenticity of tasks; and viii) Learning strategies. The results show that lecturers have a positive evaluation of the textbook in giving it a good rating