Investigating the elements influencing the psychological issues of reform school students

Reformatory students are those whose deviant behaviors and habits prevent them from receiving education under normal educational conditions. These students frequently lead a careless, undisciplined lifestyle, being unwilling to work and learn eager to play and demanding. Therefore, when they are admitted to reformatories with severe study and lifestyle requirements, they have great psychological difficulty adjusting to their new environment. Students’ psychological issues in adapting to reformatory learning and living regimes are difficult and psychological deficits make it challenging for students to adapt to reformatory learning and living conditions. In Vietnam, 665 students from reformatory schools were polled to determine the causes of psychological issues. According to the findings, a variety of elements contribute to students’ psychological difficulties. Individual student conditions such as health, awareness, attitudes and actions as well as inappropriate habits, living without goals or aspirations, etc. are on the subjective side of the equation. On the objective side are the students’ conditions, family, education and psychological obstacles brought on by less-than-ideal circumstances which will make it more difficult for community students to adapt. Both the new school and society must pay more attention to reformatory students in order to establish the conditions necessary for successful integration into the new school and ultimate readmission into society for these students

ISOLATION AND SELECTION OF LIPASE-PRODUCING BACTERIA IN VIETNAM

Joint Research on Environmental Science and Technology for the Eart

How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy

As a generation of ‘digital natives,’ secondary students who were born from 2002 to 2010 have various approaches to acquiring digital knowledge. Digital literacy and resilience are crucial for them to navigate the digital world as much as the real world; however, these remain under-researched subjects, especially in developing countries. In Vietnam, the education system has put considerable effort into teaching students these skills to promote quality education as part of the United Nations-defined Sustainable Development Goal 4 (SDG4). This issue has proven especially salient amid the COVID−19 pandemic lockdowns, which had obliged most schools to switch to online forms of teaching. This study, which utilizes a dataset of 1061 Vietnamese students taken from the United Nations Educational, Scientific, and Cultural Organization (UNESCO)’s “Digital Kids Asia Pacific (DKAP)” project, employs Bayesian statistics to explore the relationship between the students’ background and their digital abilities. Results show that economic status and parents’ level of education are positively correlated with digital literacy. Students from urban schools have only a slightly higher level of digital literacy than their rural counterparts, suggesting that school location may not be a defining explanatory element in the variation of digital literacy and resilience among Vietnamese students. Students’ digital literacy and, especially resilience, also have associations with their gender. Moreover, as students are digitally literate, they are more likely to be digitally resilient. Following SDG4, i.e., Quality Education, it is advisable for schools, and especially parents, to seriously invest in creating a safe, educational environment to enhance digital literacy among students

The Status of Educational Sciences In Vietnam: A Bibliometric Analysis From Clarivate Web Of Science Database Between 1991 And 2018

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education – specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future

A Dataset of Vietnamese Junior High School Students’ Reading Preferences and Habits

Books are the invaluable, colossal storage of mankind’s immense scholarship and are still commonly perceived as a more reliable source of knowledge even in this age of digitized information. Extensive reading is often promoted as being vital to cognitive development, especially for students in primary and secondary education. While it could now be considered common knowledge that reading is highly beneficial, reading habits vary among individuals in the same culture and receiving the same public education. This could be due to demographic variations and differences in socioeconomic status, or other factors such as family background and education. Despite the ample literature on reading habits, there still exists a lack of holistic approach with empirical results concerning the reciprocal interactions of reading and its relevant affecting factors. This data article presents a dataset of 1676 responses to the survey “Studying reading habits and preferences„ of junior high school students in Vietnam. Result analysis facilitates evaluation of reading habits and their affecting factors, thus holding implications on education measures and policy. The dataset is available with the paper

“文化可加性”以及儒教，佛教和道教的价值观和规范如何共存，相互作用和影响越南社会: 用R和Stan对于长期民间故事进行贝叶斯逻辑回归 的分析

据报道，越南人每年焚烧大约5万吨香纸，不仅是纸币形式， 还有iPhone、汽车、衣服， 甚至是管家形，希望取悦死者。 这种做法被错误地归因于传统的佛教教义，但大多数越南人都不知道它的起源來自于中国。 在生活的其他方面，越南也有许多类似的例子， 他们乐于對自己的文化增添新的规范、价值和信仰，甚至相互矛盾的東西。 这种被称为“文化可加性”的现象促使我们研究越南民间故事所显示的三教（儒教、佛教和道教）的核心价值观和规范之间的共存、相互作用和影响。通过应用贝叶斯逻辑回归，我们评估了一个故事的关键信息是否受宗教（因变量）支配的可能性，還是受到三个教义有关的价值和反价值在表面的影响（自变量）。 我们的主要发现包括儒教和道教价值在文化上可加性的存在。更具体地说，实证结果表明，道教和儒教的价值观在民间故事中的相互作用或相加， 有助于预测故事的关键信息是否与儒教思想有关，β_{VT⋅VC} = 0.86。 同时，佛教却没有这样的统计趋势。 这些结果有一些重要意义。 首先，这表明了儒教思想的综治地位，因为儒教和道教的价值在一个故事中一起出现，导致了这个故事有儒学主导的关键信息。 因此，它表明了儒学支配地位的证据，并反对对三大宗教的共同根源，或是“三教同源” （“tam giáo đồng nguyên”） 概念的自由解释，认为宗教有统一性或唯一性。 其次，“文化可加性”概念有助于解释许多有趣的社会文化现象，就是越南社会没有不容忍和极端主义的宗教， 在教育里离谱诡辩的现象，科学技术的努力创造的效果低下， 商业中的误导品牌战略。我们知道我们的结果只是初步的， 并且必须进行更多的理论研究和实证研究， 以对 “文化可加性”有充分的解释

Activity Concentrations of Sr-90 and Cs-137 in Seawater and Sediment in the Gulf of Tonkin, Vietnam

In this study, we measured the activity concentrations of Cs-137 and Sr-90 in surface seawater and surface sediments at the Tra Co, Bach Long Vi, and Ky Anh locations in the Gulf of Tonkin, Vietnam, from December 2018 to October 2019. The average activity at the selected locations was 1.22, 1.43, and 1.33 Bq/m3 for Cs-137 and 0.88, 1.17, and 1.09 Bq/m3 for Sr-90 in surface seawater samples and 0.74, 1.01, and 0.81 Bq/kg dry for Cs-137 and 0.49, 0.49, and 0.43 Bq/kg dry for Sr-90 in sediment samples. The ratio of the average activity concentration (Cs-137/Sr-90) in the surface seawater was 1.42, 1.22, and 1.22 at the Tra Co, Bach Long Vi, and Ky Anh locations, respectively. These are somewhat low compared to the global ratios (1.6 and 1.8). Meanwhile, Cs-137/Sr-90 ratios in the sediment samples at the selected locations were 1.51, 2.06, and 1.88, respectively, which is equal to or greater than the corresponding value for global sedimentation according to the United Nations Scientific Committee on the Effects of Atomic Radiation (UNSCEAR). Correlations between Sr-90, Cs-137, and organic carbon content were detected in this study. The results showed that Cs-137 has a high correlation with the organic carbon content in sediment, while Sr-90 has a low correlation

A real-world cohort study of first-line afatinib in patients with EGFR-mutant advanced non-small cell lung cancer in Vietnam

Abstract Background This study aimed to evaluate the efficacy and side effects of first-line afatinib treatment in a real-world setting in Vietnam. Methods This retrospective study was conducted across nine hospitals in Vietnam. Advanced epidermal growth factor receptor (EGFR)-mutant non-small cell lung cancer (NSCLC) patients who received afatinib as first-line therapy between April 2018 and June 2022 were included, and patient medical records were reviewed. Key outcomes were overall response rate (ORR), time-to-treatment failure (TTF), and tolerability. Results A total of 343 patients on first-line afatinib were eligible for the study. EGFR exon 19 deletion (Del19) alone was detected in 46.9% of patients, L858R mutation alone in 26.3%, and other uncommon EGFR mutations, including compound mutations, in 26.8%. Patients with brain metastases at baseline were 25.4%. Patients who received 40 mg, 30 mg, and 20 mg as starting doses of afatinib were 58.6%, 39.9%, and 1.5%, respectively. The ORR was 78.1% in the overall population, 82.6% in the Del19 mutation subgroup, 73.3% in the L858R mutation subgroup, and 75.0% in the uncommon mutation subgroup (p > 0.05). The univariate and multivariate analyses indicate that the ORR increased when the starting dose was 40 mg compared to starting doses below 40 mg (83.9% vs. 74.3%, p = 0.034). The median TTF (mTTF) was 16.7 months (CI 95%: 14.8–18.5) in all patients, with a median follow-up time of 26.2 months. The mTTF was longer in patients in the common EGFR mutation subgroup (Del19/L858R) than in those in the uncommon mutation subgroup (17.5 vs. 13.8 months, p = 0.045) and in those without versus with brain metastases at baseline (17.5 vs. 15.1 months, p = 0.049). There were no significant differences in the mTTF between subgroups based on the starting dose of 40 mg and  0.05). The most common treatment-related adverse events (any grade/grade ≥ 3) were diarrhea (55.4%/3.5%), rash (51.9%/3.2%), paronychia (35.3%/5.0%), and stomatitis (22.2%/1.2%). Conclusions Afatinib demonstrated clinical effectiveness and good tolerability in Vietnamese EGFR-mutant NSCLC patients. In our real-world setting, administering a starting dose below 40 mg might result in a reduction in ORR; however, it might not have a significant impact on TTF