Reading practices play an important role in the learning process of students. Especially in a fast-changing world where knowledge about nature and society is in a constant state of flux, book reading helps students foster skills such as thinking, valuing, adaptability and creativity for sustainable development. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students’ academic achievement and its association with their reading passion, family socio economic condition, parental education and occupational aspiration. The empirical results show that higher grades in STEM-related subjects are predicted by reading interest (βReadbook = 0.425, p < 0.0001), with students who love reading books achieve higher score than those who take no interest in books. Remarkably, the education level of the mother strongly enhances academic performance, with β = 0.721 (p < 0.0001) in cases of mother having a university diploma or higher. Students coming from wealthy families are more likely to buy books whereas borrowing from the library is the main source of books for students who grow up in not-rich families. However, even among wealthy families, investment into buying books still rely more on personal interest, despite the aforementioned educational benefits of book reading, as evidenced by an over 7 percentage point disparity between the likelihood of purchasing books among wealthy-family students who took an interest in reading (45%) versus students of the same background who did not like to read (38.7%). The results present implications for education policy making with a vision towards United Nations’ Sustainable Development Goal 4: Quality Education.

Book reading is an important factor contributing to children's cognitive development and education for sustainable development. However, in a developing country like Vietnam, statistics have reported a low figure in book reading: only 1.2 books a year. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students' reading behavior and its association with demographic factors, and the family's reading culture. Data analysis suggests the older the student gets, the less inclined they are to read, and being female and having hobbies of low sensory stimulation are linked to higher preference for reading. Regarding scholarly culture at home, students who read more varied types of books and spend more time on books are correlated with higher reading interest. Reading habits are also positively reinforced by the capacity to access books and parental book reading.

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The pandemic has caused several health issues and deaths and numerous severe devastations to the global economy. Due to the extreme impacts of the epidemics, it is crucial to investigate the pandemics and their pessimistically hidden influences to devise proper strategies. However, although this topic gains enormous recognition from scholars and researchers, there is still an inadequacy of a comprehensive literature review on the issues, and in-depth research on individual aspects of the world economy. Accordingly, the objective of this paper is to contribute a literature review that synthesises and evaluates prior research, to examine the current state of the pandemic impacts on the global economy, as well as become the requisite foundation for the practitioners to perceive how to respond to a pandemic in the future. A literature review is conducted, with 254 most relevant articles are analysed and classified based on the proposed framework. Thus, the findings of this study contribute diverse theoretical and practical insights concerning pandemics and the global economy. The results of this paper indicate the current status of the literature review and discover future research directions. Additionally, this paper proposes an integrated framework of the most influenced industries, followed by some emerging solutions to the most suffering sectors. Future research directions are further suggested based on the identified research gaps and the analysis results.

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The current world is in a period of remarkably rapid development of the world economy, which requires timely educational thinking innovation or else will quickly fall behind. Currently, education is a matter of deep concern, not only for experts in the industry but also for students who are directly studying at the university. Additionally, education has recently changed into a service business and adapted to private universities. However, since private universities are not granted much funding from the state, unlike their public counterparts, there are several pressing obstacles that the private institutions have to face, such as advancing the quality of services and achieving students' satisfaction to attract more customers and investors. This tendency has led to significant demands for a structural, comprehensive, and specific approach to measuring the standard of service delivery. Therefore, this study is released to offer an advanced and more specific approach to assess the quality of university training through the Service-Product Bundle model, along with providing the integrated model to calculate the level of student satisfaction with education quality and identifying the essential factors that affect the student satisfaction. Besides, since there are not many assessments that have been done in private universities, this study proposes to investigate the state of private education quality. The research results reveal that there are five components affecting student satisfaction, namely tuition, lecturers, serviceability, education program, infrastructure respectively. Accordingly, by detecting weaknesses, inadequacies in the learning process, the authors then contribute a basis for proposing implications and recommendations to managers of private universities in general, and FPT University Da Nang in detail, to address problems and outline the timely strategies, yet amend student satisfaction with the quality of education.

Aim/Purpose: The purpose of this study is to assess the factors that have significant influences on students’ adoption of e-learning systems and to what extent these factors affect them. Background: E-learning has become an essential tool and makes it an inevitable option for education in the future. E-learning has received considerable attention in recent times as a global spread of the COVID-19 pandemic. Nevertheless, developing countries, including Vietnam, are facing many difficulties when adopting e-learning systems. Therefore, it is essential to comprehensively evaluate the factors that influence the intention of students to use e-learning to enhance the implementation process and also improve educational quality. Methodology: Initially, the authors synthesized a literature review from 112 related studies to complete the proposed research model including the combination of C-TAM-TPB model and external variables impacting students’ adoption of e-learning systems. After that, a sample of 172 students at FPT University Vietnam was collected to test the proposed model and explain students’ intentions. The dataset was investigated and analyzed with PLS-SEM using the SmartPLS 3.3.3 tool. Contribution: The study has made a significant contribution to the current literature by pro-posing an extended model between C-TAM-TPB and three external variables to provide a better understanding on students' behavioral intention to use e-learning. Furthermore, the research findings also provide useful guidelines for innovating and improving an effective e-learning system to advance student learning motivation in the educational environment. Findings: The findings demonstrate that Computer Self-efficacy and Perceived Accessibility have an important influence on Perceived Ease of Use by learners of an e-learning system. Furthermore, Perceived Enjoyment affects the Perceived Usefulness of e-learning systems. For the TAM, Perceived Usefulness and Perceived Ease of Use both have a positive impact on Attitude toward Use, and Attitude has a positive relationship with the Behavioral Intention of students. In addition, the factors from the TPB model (i.e., Perceived Behavioral Control and Subjective Norm) were identified as having a significant positive effect on Behavioral Intention to use e-learning. Recommendations for Practitioners: Firstly, educational institutions should help along with the culture of using e-learning among students and lecturers. A supportive team should be accessible to help students use e-learning by providing instructions and addressing their questions. Secondly, system developers should concentrate on system-related aspects that have a significant influence on learners’ attitudes and intentions to utilize, as well as build the most appropriate e-learning system for students. Recommendation for Researchers: Firstly, the study fulfills a significant literature gap on evaluating e-learning effectiveness for learners in private institutions as they are focusing on developing quality education to gain competitive advantages. Secondly, based on research findings, the researchers may be able to advance studies to improve and innovate a quality system for ensuring the long-term usage of e-learning. Finally, this paper contributes to the theoretical foundation and development of an extended model for future studies to assess the intention when employing new technologies in education and other fields. Impact on Society: E-learning will become a necessary tool and an unavoidable possibility in the next period of education. Therefore, this study presents an overview of the factors that have a notable influence on students’ intention to adopt e-learning systems. This study then proposes to develop an optimal system for the teaching and learning process, as well as to adapt to future demands. Future Research: Firstly, there are just three external variables that are considered to have an impact on learners’ intention via TAM. However, other external factors could be exploited in future research. Secondly, the participants in this study are only students. If the lecturers could take part in this survey, the comparisons between faculty and students may have more usefulness for assessment. Thirdly, this model just interprets the results at a certain time, which is the COVID-19 outbreak and e-learning is an urgent response to maintain the process of teaching and learning. The perception, attitude, and performance of students may change over time. Therefore, as other researchers have recommended, longitudinal surveys should be considered here. Finally, the differences between majors may appear. Future studies can divide groups of learners according to their majors for a more significant test.

Đặt vấn đề: U máu là loại u lành tính phổ biến nhất của gan. Không phải tất cả các u máu gan đều có triệu chứng đặc trưng hoặc điển hình trên chẩn đoán hình ảnh. Mục tiêu: Mô tả đặc điểm lâm sàng, cận lâm sàng và hình ảnh chụp cắt lớp vi tính của bệnh nhân u máu gan. Phương pháp: Mô tả trên 49 bệnh nhân u máu gan được chẩn đoán dựa theo hướng dẫn của Hiệp hội Nghiên cứu về Gan của Châu Âu năm 2016. Trên hình ảnh CT có tiêm thuốc cản quang, khối u gan có hình ảnh ngấm thuốc ngoại vi pha động mạch, tăng cường hướng tâm trong pha chậm; chẩn đoán bằng mô bệnh học khi u không ngấm thuốc điển hình trên CT. Kết quả: Tuổi trung bình của bệnh nhân là 54,7 ± 17,1. Nữ chiếm tỉ lệ 55,1%. Đau bụng có tỉ lệ 46,9%. 100% bệnh nhân có AFP bình thường. Viêm gan virus B gặp ở 4,1%, viêm gan virus C gặp ở 2,0% số bệnh nhân. Tỉ lệ u gan phải 67,3%. Số lượng u đơn độc 73,5%. U > 4 cm có tỉ lệ 67,3%. Kích thước u dao động từ 1,9 – 10,2, kích thước trung vị là 5,9 cm. Trên CT, u ranh giới rõ có tỉ lệ 97,9%. 93,9% u tăng sinh mạch điển hình. 2,1% bệnh nhân có chảy máu trong u. Tình trạng vôi hóa trong u gặp ở 2,1% số bệnh nhân. Kết luận: Bệnh nhân u máu gan đa phần không có triệu chứng bất thường về lâm sàng và xét nghiệm. Chẩn đoán chủ yếu dựa vào hình ảnh điển hình trên hình ảnh CT, sinh thiết gan nên cân nhắc khi hình ảnh CT không điển hình.