Academic literature on the topic 'University of California, Berkeley. Dept. of Education and Economics'

Using data from the University of California and results from previously published research on the returns to higher education, this article presents a preliminary evaluation of the impact of ending affirmative action in admissions at a large, publicly funded university. At the undergraduate level, eliminating race as a factor in the admissions process will redistribute African Americans, Mexican Americans, and Native Americans away from the most competitive campuses (UC-Berkeley, UCLA, UC-San Diego) towards the less competitive campuses in the California State University system. This redistribution will lower the returns to schooling for those affected groups and could have a negative impact on the educational environment for all students. Affirmative action will, in the short run, reduce the number of African American, Mexican American, and Native American students admitted and, in the long run, will have an adverse effect on the delivery of legal and health care services to those racial and ethnic groups.

We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Research and Education Center of McMaster University; at the European Accounting Association meeting in Stuttgart, Germany; at workshops at Wharton School University of Pennsylvania; University of California at Berkeley; Northwestern University; French Finance Association Meeting.

J. M. MacKenzie. The Partition of Africa, 1880-1900. London and New York: Methuen, 1983. Pp. x, 48. Paper, $2.95. Review by Leslie C. Duly of Bemidji State University. C. Joseph Pusateri. A History of American Business. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. Pp. xii, 347. Cloth, $25.95; Paper, $15.95. Review by Paul H. Tedesco of Northeastern University. Russell F. Weigley. History of the United States Army. Enlarged edition. Bloomington: Indiana University Press, 1984. Pp. vi, 730. Paper, $10.95. Review by Calvin L. Christman of Cedar Valley College. Jonathan H. Turner, Royce Singleton, Jr., and David Musick. Oppression: A Socio-History of Black-White Relations in America. Chicago: Nelson-Hall, 1984. Cloth, $24.95; Paper, $11.95. Review by Thomas F. Armstrong of Georgia College. H. Warren Button and Eugene F. Provenzo, Jr. History of Education and Culture in America. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1983. Pp. xvii, 370. Cloth, $20.95. Review by Peter J. Harder. Vice President, Applied Economics, Junior Achievement Inc. David Stick. Roanoke Island: The Beginnings of English America. Chapel Hill and London: University of North Carolina Press, 1983. Pp. xiv, 266. Cloth, $14.95; Paper, $5.95. Review by Mary E. Quinlivan of the University of Texas of the Permian Basin. John B. Boles. Black Southerners 1619-1869. Lexington: The University Press of Kentucky, 1983. Pp. ix, 244. Cloth, $24.00; Paper, $9.00. Review by Kay King of Mountain View College. Elaine Tyler May. Great Expectations: Marriage and Divorce in Post-Victorian America. Chicago: University of Chicago Press, 1980. Pp. viii, 200. Cloth, $15.00; Paper, $6.95. Review by Barbara J. Steinson of DePauw University. Derek McKay and H. M. Scott. The Rise of the Great Powers, 1648-1815. London: Longman, 1983. Pp. 368. Paper, $13.95. Review by Linda Frey of the University of Montana. Jack S. Levy. War in the Modern Great Power System, 1495-1975. Lexington: The University Press of Kentucky, 1983. Pp. xiv, 215. Cloth, $24.00. Review by Bullitt Lowry of North Texas State University. Lionel Kochan and Richard Abraham. The Making of Modern Russia. Second Edition. New York: Penguin Books, 1983. Pp. 544. Paper, $7.95. Review by Pasquale E. Micciche of Fitchburg State College. D. C. B. Lieven. Russia and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. 213. Cloth, $25.00. Review by Joseph M. McCarthy of Suffolk University. John F. V. Kieger. France and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. vii, 201. Cloth, $25.00. Review by Robert B. Luehrs of Fort Hays State University. E. Bradford Burns. The Poverty of Progress: Latin Amerca in the Nineteenth Century. Berkeley: University of California Press, 1980. Pp. 185. Paper, $6.95. Review by Robert Fischer of the Southern Technical Institute. Anthony Seldon and Joanna Pappworth. By Word of Mouth: Elite Oral History. London and New York: Methuen, 1983. Pp. xi, 258. Cloth, $25.00; Paper, $12.95. Review by Jacob L. Susskind of the Pennsylvania State University, The Capitol Campus.

Robert Moffitt of Johns Hopkins University reviews “Secrets of Economics Editors”, by Michael Szenberg and Lall Ramrattan. The Econlit abstract of this book begins: “Twenty-four papers, some originally published in the American Economist, present reflections on the practices and experiences of past and present editors of economics journals. Papers focus on economic theory and finance; the history of economics; microeconomics and industrial organization; microeconomics; the methodology of economics; managerial economics; money and banking; urban economics; the economics of public choice; the economics of sports; economic development; the economics of education; general economics; and the journal editorial cycle and practices. Szenberg is Distinguished Professor of Economics in the Lubin School of Business at Pace University. Ramrattan is Instructor of Economics at the University of California, Berkeley.”

Helen F. Ladd of Duke University reviews “The Money Myth: School Resources, Outcomes, and Equity” by W. Norton Grubb,. The EconLit Abstract of the reviewed work begins “Examines how inequalities in resources other than money, such as leadership, instruction, and tracking policies, contribute to the deepening divide in the quality and success of American education. Discusses moving beyond money--the variety of educational resources; multiple resources, multiple outcomes--testing the improved school finance with the National Educational Longitudinal Survey of the Class of 1988; when money does matter--explaining the weak effects of school funding; families as resources--the effects of family background and demographic effects; students as resources--the effects of connectedness to schooling; equity and inequality--from static to dynamic conceptions; dynamic inequality--schooling outcomes over time; correcting dynamic inequality in practice--exploring what schools do for low-performing students; making resources matter--implications for school-level practice; supporting the improved school finance--district, state, and federal roles; the implications for litigation of the improved school finance; and the implications for reform--conceptions of schooling and the role of the welfare state. Grubb is Professor and David Gardner Chair in Higher Education at the School of Education, University of California, Berkeley, and Faculty Coordinator of the Principal Leadership Institute. Index.”

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research (London, UK), 7, 1 (2003), 35—63.03—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.

In recent years, electric two-wheeled vehicles (E2Ws) including electric bicycles and electric motorcycles have been used widely in Vietnam. Currently, the total number of E2Ws used is 3 million and with an average growth rate of 13.33% an estimated 6 million E2Ws will be used in 2024. E2Ws have been used widely among Vietnam’s youth. Based on the Theory of Planned Behavior (TPB) of Ajzen (2005, 2016) [1, 2], the main purpose of this research is to identify factors affecting the attitude to and intention of high school students in Hanoi city towards E2W usage and their affected level. The analytical results show that the attitude towards E2W usage is influenced respectively in descending order by (i) perceptions of economic benefit, (ii) usage convenience, (iii) friendly environmental awareness, (iv) stylish design. Usage intention towards E2Ws is determined respectively in descending order by (i) subjective norm, (ii) attitude toward E2W usage, (iii) the attraction of motorcycles. Based on the research results, some proposals for producers, authorities and policy-makers have been recommended. Keywords Electric two-wheeled vehicle, intention, attitude toward E2W usage, perception, emission, battery References [1] I. Ajzen, Attitude, personality and behavior, 2nd Edition, England: Berkshire, 2005.[2] I. Ajzen, The Theory of Planned Behavior. https://people.umass.edu/ aizen/pdf.html/, 2016..[3] R.C. Christopher, Electric Two-Wheelers in China: Analysis of Environmental, Safety, and Mobility Impacts, PhD Dissertation, University of California, Berkeley, Spring 2007.[4] Chu Tien Dat, “Consumer behavior and marketing - mix strategy of mobile communication businesses in Vietnam”, Doctorate Dissertation, National Economic University, 2014.[5] Dang Thi Ngoc Dung, “Factors Affect Intention Usage Toward Metro System in Ho Chi Minh City” Master Thesis, Ho Chi Minh Economics University, 2012.[6] Government website, http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban. [7] Hanoi Department of Transport, “Scheme on strengthening management of road transport means to reduce traffic congestion and environmental pollution in Hanoi city, period 2017-2020, a vision to 2030”, General report, Hanoi People’s Committee, 2017. [8] Hoang Trong, Chu Nguyen Mong Ngoc, Data Analysis with SPSS, Hong Duc Publishing House, Ho Chi Minh City, 2008.[9] Ho Chi Minh Department of Transport, General Report: “Scheme on strengthening management of road transport means to reduce traffic congestion and environmental pollution in Hanoi city, period 2017-2020, a vision to 2030”, General report, Hochiminh People’s Committee, Department of Transportation, 2017.[10] D.W. Hoyer et al., Consumer Behaviour, 6th Edition, South Western Cengage Learning, 2013.[11] D. Jennifer, R. Geoffrey, “Electric Bikes and Transportation Policy: Insights from Early Adopters”, Transportation Research Record: Journal of the Transportation Research Board, No. 2314, Transportation Research Board of the National Academies, Washington, D.C., 2012, pp. 1-6. [12] Jica, Data Collection Survey on Railway in Main Urbans of Vietnam, final report, Part 2, Hanoi area, November, 2015.[13] X.W. Jonathan, The Rise of Electric Two-wheelers in China: Factors for their Success and Implications for the Future, Doctor of Philosophy In Transportation Technology and Policy, University of California, 2007.[14] P. Kotler, G. Amstrong, Principles of Marketing, 15th Edition, Pearson Prentice Hall, 2014.[15] Le Quan Hoang, Toshiyuki Okamura, “Influences of Motorcycle Use on Travel Intentions in Developing Countries: A case of Ho Chi Minh City, Vietnam”, Journal of Eastern Asia Society of Transportation Studies. 11 (2015) Số trang.[16] R. Luke et al, “The effect of incentives and technology on the adoption of electric motorcycles: A stated choice experiment in Vietnam”, Transportation Research Part A 57, 2013.[17] National Traffic Safety Committee, “The study on the traffic safety of highschool students in Hanoi and some proposed solutions”, Final Report, Vietnam Association of Motorcycle Manufacturers VAMM, 2017. [18] Nguyen Minh Tam, “Planning Orientation of Hanoi’s Urban Railway System to 2030 and Vision to 2050”, International workshop report, Hanoi Planning and Architecture Department, 2017.[19] Nguyen Ngoc Quang, “Qualitative Methods in Research on Consumer’s Behavior Toward Motorcycle in Vietnam”, Doctorate Dissertation, Hanoi National Economic University, 2008.[20] W. Ning, L. Yafei, “Key factors influencing consumers’ willingness to purchase electric vehicles in China”, School of Automotive Studies, Tongji University. Volume II, November (2015) 911-955.[21] R. Pranav, B. Yuvraj, S. Razia, “Assessment of consumer buying behavior toward electric scooters in Punjab”, International Journal of Research in Commerce and Management. 4 (2013) 7-15.[22] K. Rattanaporn, S. Wichuda, J. Sittha, S. Thaned, “Psychological factors influencing intentions to use Bus Rapid Transit (BRT) in Khon Kaen, Thailand”, Proceedings of the Eastern Asia Society for Transportation Studies. 10 (2015) số trang đầu và cuối.[23] M. Ronald, T. Debasis, “A Study on consumer buying behavior toward two wheeler bikes in context to Indian market”, International Journal of Advanced Research in Management (IJARM). 4 (2013) 65-số trang cuối. [24] S. Sheetal, S. Abhishek, “Consumer Behavior towards Two-Wheeler Bikes - A Comparative Study of Rural and Urban Consumers of Jodhpur District of Rajasthan, India”, Research Paper, Global Research Analysis. 1 (2012) 91-92.[25] M.R. Solomon, Behaviour - Buying, Having, Being, 10th Edition, Pearson Education, Inc., 2013.[26] Statistic Office of Hanoi. http://thongkehanoi.gov.vn/, 2018.[27] Tran Thuy, “Located fuel motorcycles, remote controls, and accident notices: a mother buys to supervise her child”. https://vietnamnet.vn/vn/kinh-doanh/dau-tu/xe-may-dien-ban-ra-nua-trieu-chiec-dai-gia-them-muon-475551.html/, 2018.[28] Trinh Thu Thuy, “Factors affects consumer’s behavior towards two-wheeled vehicles in Hanoi city”, Doctorate Dissertation, Hanoi University of Science and Technology, 2018.[29] S. William et al., “The influence of financial incentives and other socio-economic factors on electric vehicle adoption”, Journal of Energy Policy. 68 (2014) 183-194. Ch. Yi-Chang, T. Gwo-Hshiung, “The market acceptance of electric motorcycles in Taiwan experience through a stated preference analysis”, Transportation Research, Pergamon, Part D 4, January 9, 1999, pp. 127-146 (Published by Elsevier Science Ltd).