This empirical study proposed a comprehensive model testing the direct and indirect impacts of entrepreneurship extracurricular activities and entrepreneurship inspiration on students’ entrepreneurial intention. With the sample consisting of 640 students from 11 universities in Vietnam, the study used structural equation modeling analysis approach. The results revealed that entrepreneurship extracurricular activities and entrepreneurship inspiration are significantly related to students’ entrepreneurial intention, and entrepreneurship self-efficacy partially mediates these relations. The impact of entrepreneurship education on entrepreneurial intention differs across the field of study. Technical students generally get more benefits from entrepreneurship educational activities than business and economics students do. The research findings recommended some implications for fostering graduates’ entrepreneurship in emerging countries.
Streptococcus mutans (S. mutans) is widely regarded as the main cause of human dental caries via three main virulence factors: adhesion, acidogenicity, and aciduricity. Citric acid is one of the antibiotic agents that can inhibit the virulence capabilities of S. mutans. A full understanding of the acidic resistance mechanisms (ARMs) causing bacteria to thrive in citrate transport is still elusive. We propose atomic force microscopy (AFM) equipped with a fluid cell to study the S. mutans ARMs via surface nanomechanical properties at citric acid pH 3.3, 2.3, and 1.8. Among these treatments, at pH 1.8, the effect of the citric acid shock in cells is demonstrated through a significantly low number of high adhesion zones, and a noticeable reduction in adhesion forces. Consequently, this study paves the way to understand that S. mutans ARMs are associated with the variation of the number of adhesion zones on the cell surface, which is influenced by citrate and proton transport. The results are expected to be useful in developing antibiotics or drugs involving citric acid for dental plaque treatment.
Teamwork is arguably a major aspect of university teaching as it gives students opportunities to apply their expertise to problem-solving skills, and to sharpen their skills for future jobs; to improve study outcomes, motivation, and attitudes toward learning. In addition, Emotion Intelligence (EI) and knowledge-sharing are said to have an impact on group work results. The goal of this study is to investigate the relationship between EI, knowledge-sharing, and group work results of university students. The research team conducted a survey that involved 372 students from universities majoring in economics in Hanoi, Vietnam. Research results confirm that EI has a positive effect on students' knowledge-sharing skills and group work results, and knowledge-sharing is the mediator in the relationship between EI and the performance of the group.
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