In this study, three clones of the duckweed genus Lemna, collected from three different regions of Vietnam Binh Thuan Bac Giang and Ben Tre were used to evaluate the growth and development in a culture medium containing different concentrations of As3+, Cd2+, or Pb2+. During 14 days of incubation, the growth rate was determined daily by measuring the surface area of all plants of each sample. Experimental results show that the three Lemna clones could grow in nutrient medium contaminated by heavy metal at a concentration of 0.3-0.5 mg/L for As3+, 0.15-0.3 mg/L for Cd2+, and 0.15 mg/L for Pb2+. At these concentrations, the division rate of the treated clones was several times higher than that of the controls. The highest increase in the surface area was recorded for Lemna BTN (68.47 times higher when cultured in medium supplemented in 0.3 mg/L Pb2+ than under control conditions). The surface area of Lemna BTR cultured in a medium supplemented with 0.3 mg/L As3+ was 54.65 times higher than in medium without arsenic. The obtained results showed that Lemna BGG and Lemna BTR can tolerate arsenic and cadmium pollution while Lemna BTN tolerates lead pollution.

The COVID-19 pandemic has required identification of pharmaceutical learning content and teaching methods which can support attainment of learning outcomes through online delivery. In silico, or computer based, process simulations are ideal tools for incorporation into online programme elements, however the scaffolding of learning with in silico tools requires a structured approach. A previously developed face-to-face workshop, which used in vitro and in silico dissolution testing, was pivoted to an online learning element using an in-house dissolution simulation programme. The learning element was developed through trial and evaluation of experiences of novice, competent and expert user(s). The delivery of the learning element was planned to address three stages of simulation learning according to the Belton model, with accompanying tools developed to aid scaffolding and assessment of competency milestones. The proposed delivery and assessment is suitable for both synchronous and asynchronous learning, and is suitable for incorporation into an Advanced Pharmaceutics module.

The development of the real estate market always goes hand in hand with the fluctuation of the economy. In recent years, this market has experienced many recessions and «freezes» associated with the appearance of a real estate bubble. To approach this issue, this paper studies and gives an overview of the real estate bubble and the impact of monetary policies on the real estate bubble in Vietnam. This paper’s purpose is to identify and measure the influence of monetary policies, including interest rates, credit and money supply, on the real estate bubble in Ha Noi. The vector autoregression model (VAR) is used to test the interaction of the variables in the model. Dickey-Fuller test (DF) is applied to determine the stationarity of the variables, while the Akaike information criterion (AIC), Likelihood Ratio (LR), Final prediction error (FPE), Hannan-Quinn information criterion (HQ) and Schwarz criterion (SC) are used to find optimal lag of the model; then Granger causality test is utilized to determine the two-way correlation between variables. The results showed that the real estate bubble reacted quickly to shocks from macroeconomic factors representing the monetary policy, consisting of interbank interest rates, credit growth, and money supply growth. Thus, it is concluded that monetary policy is not only the cause of formation, but also one of the effective solutions to deflate the real estate bubble. AcknowledgmentThis research is funded by Vietnam Ministry of Education and Training (MOET) under grant number [B2022-NTH-03].