In this research, structural, magnetic properties and photocatalytic activity of cobalt ferrite spinel (CoFe2O4) nanoparticles were studied. The samples were characterized by X-ray powder diffraction (XRD), energy dispersive X-ray (EDX), scanning electron microscopy (SEM), transmission electronic microscopy (TEM), Brunauer–Emmett–Teller (BET), Fourier transform infrared spectroscopy (FTIR), and UV-visible diffused reflectance spectroscopy (DRS) analysis. The XRD analysis revealed the formation of the single-phase CoFe2O4 with a cubic structure that is annealed at 500–700 °C in 3 h. The optical band gap energy for CoFe2O4 was determined to be in the range of 1.57–2.03 eV. The effect on the magnetic properties of cobalt ferrites was analyzed by using a vibrating sample magnetometer (VSM). The particle size and the saturation magnetization of cobalt ferrite nanoparticles increased with increasing annealing temperature. The photocatalytic activity of CoFe2O4 nanoparticles was investigated by using rhodamine B dye under visible light. The decomposition of rhodamine B reached 90.6% after 270 min lighting with the presence of H2O2 and CF500 sample.

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Highlights MALDITOF MS provided more rapid identification of invasive bacterial and fungal pathogens than conventional microbiology. MALDITOF MS did not increase the proportion of patients on optimal therapy at 24 or 48 hours after positive culture. MALDITOF MS did not increase the proportion of patients receiving adequate therapy at 24 hours after positive culture. The most common reason for therapy being sub-optimal was use of overly broad spectrum or unnecessary multiple antibiotics.

STEM education has been emphasized in many countries around the world because of its benefits for students in the new century. In response to STEM education, Next Generation Science Standard (NGSS) has released for a new vision of science education in which learning disciplinary content and crosscutting concepts is through engaging science and engineering practices. Educational reforms lead to a need for science teacher education programs and professional development. To prepare better for pre-service teachers, it is necessary to know their perception about these science and engineering practices. Therefore, this study aims to investigate the perception of pre-service teachers and in-service teachers’ implementation of instructional practices that align with NGSS as well as school principals’ views of science teaching. To get the goal, a convergent parallel mixed-method research design was employed in which quantitative data is a survey of science instructional practices from 187 pre-service teachers and 100 in-service teachers and qualitative data is interviews of 10 school principals in Can Tho city, Vietnam. The finding indicated that pre-service teachers highly evaluated science and engineering practices in teaching science while in-service teachers’ implementation of these practices was lower. In-service teachers tend to use more traditional instruction and incorporate students’ prior knowledge in their teaching. Although school principals revealed their appreciation toward teaching science through practices, they admitted that currently, implementation of these practices has been still limited.

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