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Electrochemical plasma is formed by an electrochemical reaction with a high voltage direct current (DC) in a non-electrolyte solution such as distilled water to create a gaseous state on the electrodes. Under conditions of high voltage, strong electric field and suitable temperature rise due to the Joule-Lenz effect, an electrochemical plasma will appear and be noted by the glow on the electrode as well as the characteristic amperage of the reaction rate leading to a rapid increase in the electrochemical reaction. Plasma reactions produce substances with strong chemical reactivity such as H2, H2O2, or OH* free radicals, etc. in the aquatic environment. Electrochemical plasma formation can be controlled by technological parameters such as voltage, the distance between electrodes, conductivity, and the metallic nature of electrodes, etc. Using electrochemical plasma, it is possible to treat pollutants harmful to the aquatic environment such as 2,4-D; 2,4,5-T, and ammonia. In the process of treating polluted water by electrochemical plasma technology, chemicals and treatment materials are not used, so it is an environmentally friendly technology.

Herbicide compounds containing aromatic rings and chlorine atoms, such as 2,4,5-trichlorophenoxyacetic (2,4,5-T), cause serious environmental pollution. Furthermore, these compounds are very difficult to decompose by chemical, physical, and biological techniques. Fortunately, the high-voltage direct current electrochemical technique can be controlled to form a plasma on metallic electrodes. It creates active species, such as H2, O2, and H2O2, and free radicals, such as H•, O•, and OH•. Free radicals that have a high oxidation potential (e.g., OH•) are highly effective in oxidizing benzene-oring compounds. Iron electrodes are used in the study to combine the dissolving process of the iron anode electrode to create Fe2+ ions and the electrochemical Fenton reaction. In addition, the flocculation process by Fe(OH)2 also occurs and the plasma appears with a voltage of 5 kV on the iron electrode in a solution of 30 mg L-1 of 2,4,5-T. After a period of time of the reaction, the aromatic-oring compounds containing chlorine were effectively treated, and the electric conductivity of the solution increased due to the amount of Cl- ions released in the solution and the decrease in the pH value. The degradable products of 2,4,5-T were qualitatively characterized by gas chromatography-mass spectrometry (GC-MS), and it was determined that straight-chain carboxylic acids are formed in the solution. These compounds are easy to oxidize thoroughly under appropriate conditions in a solution via OH• free radicals. Moreover, 2,4,5-T was also quantitatively analyzed using a calibration curve from GC-MS and high-performance liquid chromatography (HPLC). Furthermore, this work also suggests that the performance of the treatment process can be optimized by controlling the technological factors, such as the input voltage, the distance between anodic and cathodic electrodes, the initial concentration of 2,4,5-T, and flowing air through the solution that represents an approximately 99.83% degradable efficiency. Finally, the work demonstrates a potential technology for treating the 2,4,5-T compound, particularly for environmental pollution treatments.

School experiences and children’s activities may be important determinants of mental health problems in middle childhood. At this age, children start to engage into diverse activities beyond family and spend most of their time at school. Therefore, understanding the school experiences, children’s activities and their association with mental health is important for schools and families to support children’s well-being. We gathered data on the school experiences, students ‘activities and mental health of 688 schoolchildren and their parent in three cities: Hanoi, Ho Chi Minh City and Danang. The questionnaires on children’s activities, school experiences and Strength and Difficulties Questionnaire were used. Results showed that more than half of the students had someone they could trust at school. The higher the age was, the fewer person at school they trusted and could rely on. Regarding children’s activities, the notable findings was that studying with someone in the family was the activity children spent time the least though talking with someone in the family was the one they spent the most. School experiences and children’s activities could predict 2.9% variations of mental health problems.

Applied Behaviour Analysis (ABA) is demonstrated as the most efficacious intervention for autism spectrum disorder (ASD) in many pieces of paper (Stahmer, 2011). However, ABA has been neither officially educated in Vietnam nor studied to examine the ability of intervention teachers. In order to enhance the quality of intervention teachers in specialized centers, a basic training program was conducted, including a two-week tutorial and a three-month supervised practicum. One hundred thirty-one intervention teachers in Vietnam participated in this training, which comprised general knowledge, fundamental skills, and on-site practicing. The finding indicated that the knowledge about ABA is limited; there are differences between staff with different specialties. The training has a positive impact on raising awareness of ABA even though it was a short-period program. These findings serve as the foundation for introducing evidence-based methods such as ABA into practice for ASD and other developmental disorders in Vietnam.

Teaching and scientific research are two main tasks that interact which help university lecturers improve their capacities and abilities in order to integrate with the scientific flow of the country, the region as well as the world. By approaching the data science, accurate assessments of the quantity, quality, and relationship between lecturers' scientific publications has been modeled based on published scientific data of the lecturers of University of Education in period 2010-2019. Techniques of data preparation, data analysis and data modeling were initially applied in the case of research as the system of published scientific data which has not been yet synchronized. These analytical results can be used as a basis for management levels, policy makers, and the process of developing scientific and technological capacity of officials and lecturers in the University

The purpose of the present study was to define the term “cyberbullying” from the perspective of middle- and high-school students in Vietnam, detailing its characteristics. The study used qualitative focus groups with Vietnamese students, teachers, parents, school psychologists, and psycho-educational experts in Hanoi, Vietnam. From the perspective of these informants, cyberbullying involves seven characteristics: (a) The indirect transmission of negative, untrue, hateful, and/ or secret, personal information through electronic devices and applications, (b) with the intention to hurt the victim, (c) which may or may not be part of a series of repetitive actions that nonetheless may have ongoing effects, (d) with the perpetrator an individual or a group, (e) in the context of a power imbalance relationship, (f) with the perpetrator(s) able to hide his or her identity, (g) and the bullying able to occur at all times in any place the victim has internet access. Keywords: Definition, characteristics, cyberbullying, students, Vietnam. References [1] Álvarez García, D., Núñez Pérez, J. C., Álvarez Pérez, L., Dobarro González, A., Rodríguez Pérez, C., & González Castro, M. P. (2011). Violencia a través de las tecnologías de la información y la comunicación en estudiantes de secundaria. Anales de psicología.[2] Aricak, T., Siyahhan, S., Uzunhasanoglu, A., Saribeyoglu, S., Ciplak, S., Yilmaz, N., & Memmedov, C. (2008). Cyberbullying among Turkish adolescents. Cyberpsychology & behavior, 11(3), 253-261.[3] Bauman, S. (2007), Cyberbullying: a Virtual Menace, Paper to be presented at the National Coalition Against Bullying National Conference, Melbourne, Australia.[4] Belsey, B. (2005), Cyberbullying. From: www.cyberbullying.ca.[5] Beran, T., Li, Q. (2007), The Relationship between Cyberbullying and School Bullying, Journal of Student Wellbeing, 1, 2, 15-33.[6] Berne, S., Frisén, A., Schultze-Krumbholz, A., Scheithauer, H., Naruskov, K., Luik, P., ... & Zukauskiene, R. (2013). Cyberbullying assessment instruments: A systematic review. Aggression and violent behavior, 18(2), 320-334.[7] Bottino, S. M. B., Bottino, C., Regina, C. G., Correia, A. V. L., & Ribeiro, W. S. (2015). Cyberbullying and adolescent mental health: systematic review. Cadernos de saude publica, 31, 463-475.[8] Buelga, S., Cava, M. J., & Musitu, G. (2010). Cyberbullying: victimización entre adolescentes a través del teléfono móvil y de Internet. Psicothema, 22(4), 784-789.[9] Cantone, E., Piras, A. P., Vellante, M., Preti, A., Daníelsdóttir, S., D’Aloja, E., ... & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: A systematic review. Clinical practice and epidemiology in mental health: CP & EMH, 11(Suppl 1 M4), 58.[10] Carpenter, S. (2018). Ten Steps in Scale Development and Reporting: A Guide for Researchers. Communication Methods and Measures, 12(1), 25-44.[11] Connell, N. M., Schell-Busey, N. M., Pearce, A. N., & Negro, P. (2014). Badgrlz? Exploring sex differences in cyberbullying behaviors. Youth Violence and Juvenile Justice, 12(3), 209-228.[12] Trần Văn Công, Nguyễn Phương Hồng Ngọc, Ngô Thùy Dương, Nguyễn Thị Thắm (2015), Xây dựng thang đo bắt nạt trực tuyến cho học sinh Việt Nam, Kỷ yếu hội thảo khoa học cán bộ trẻ các trường Đại học sư phạm toàn quốc lần thứ V, NXB Giáo dục.[13] Trần Văn Công, Nguyễn Phương Hồng Ngọc, Ngô Thùy Dương, Nguyễn Thị Thắm (2015), Chiến lược ứng phó của học sinh với bắt nạt trực tuyến. Tạp chí Nghiên cứu Giáo dục, Đại học Quốc gia Hà Nội, tập 31, số 3, tr. 11-24. [14] Gámez-Guadix, M., Orue, I., Smith, P. K., & Calvete, E. (2013). Longitudinal and reciprocal relations of cyberbullying with depression, substance use, and problematic internet use among adolescents. Journal of Adolescent Health, 53(4), 446-452.[15] Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: una revisión. International Journal of Psychology and Psychological Therapy, 11(2).[16] Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of suicide research, 14(3), 206-221.[17] Lê Thị Hải Hà, Nguyễn Thanh Hương, Trương Quang Tiến, Marilyn Campell, Michelle Gatton, Michael Dunne (2016), Giá trị và độ tin cậy của thang đo bị bắt nạt học đường và bắt nạt qua mạng: Kết quả nghiên cứu với học sinh đô thị Hà Nội và Hải Dương, Tạp chí Y tế Công cộng, số 40, tr. 199 - 204.[18] Nguyễn Thị Bích Hạnh, Trần Văn Công, (2017), Thực trạng bắt nạt trực tuyến ở học sinh trung học phổ thông trên địa bàn thành phố Đà Nẵng, Kỷ yếu Hội thảo quốc tế Tâm lý học Khu vực Đông Nam Á lần thứ nhất “Hạnh phúc con người và phát triển bền vững”, RCP 2017, Quyển 2, tr. 355-363. [19] Huang, Y., Chou, C. (2010), An analysis of multiple factors of cyberbullying among junior high school students in Taiwan, Computers in Human Behavior, 26, 1581–1590. From: http://www.elsevier.com/locate/comphumbeh.[20] Juvonen, J., & Gross, E. F. (2008). Extending the school grounds?—Bullying experiences in cyberspace. Journal of School health, 78(9), 496-505.[21] Li, Q. (2008). A cross-cultural comparison of adolescents' experience related to cyberbullying. Educational Research, 50(3), 223-234.[22] Lucas-Molina, B., Pérez-Albéniz, A., & Giménez-Dasí, M. (2016). The assessment of cyberbullying: The present situation and future challenge. Papeles Del Psicólogo, 37(1), 27-35.[23] Mark, L., & Ratliffe, K. T. (2011). Cyber worlds: New playgrounds for bullying. Computers in the Schools, 28(2), 92-116.[24] Menesini, E., Nocentini, A., Palladino, B. E., Frisén, A., Berne, S., Ortega-Ruiz, R., ... & Naruskov, K. (2012). Cyberbullying definition among adolescents: A comparison across six European countries. Cyberpsychology, Behavior, and Social Networking, 15(9), 455-463.[25] Mishna, F., Khoury-Kassabri, M., Gadalla, T., Daciuk, J. (2012), Risk factors for involvement in cyber bullying: Victims, bullies and bully–victims, Children and Youth Services Review, 34, 63–70. From: www.elsevier.com/locate/childyouth.[26] Naruskov, K., Luik, P., Nocentini, A., & Menesini, E. (2012). Estonian students'perception and definition of cyberbullying. Trames: A Journal of the Humanities & Social Sciences, 16(4).[27] Nguyễn Phương Hồng Ngọc, Trần Văn Công (2016), Hậu quả của bắt nạt trực tuyến ở học sinh trung học phổ thông, Kỷ yếu hội thảo quốc tế: Sang chấn tâm lý và các hoạt động trợ giúp, NXB Đại học Quốc gia Hà Nội, tr.51-63.[28] Olweus, D. (2010). Understanding and researching bullying: some critical issues (pp. 9-33). In. S. Jimerson; S. Swearer & D. Espelage (Eds.). Handbook of bullying in schools: an international perspective.[29] Olweus, D. (2013). School bullying: Development and some important challenges. Annual review of clinical psychology, 9, 751-780.[30] Padgett, S., & Notar, C. E. (2013). Bystanders Are the Key to Stopping Bullying. Universal Journal of Educational Research, 1(2), 33-41.[31] Patchin J., Hinduja, S. (2014), Words Wound: Delete Cyberbullying and Make Kindness Go Viral, Free Spirit Publishing.[32] Peterson, J.M. (2013), How to Beat Cyberbullying, First Edition, The Rosen Publishing Group, Inc.[33] Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying?. Scandinavian journal of psychology, 49(2), 147-154.[34] Slonje, R., Smith, P. K., & FriséN, A. (2013). The nature of cyberbullying, and strategies for prevention. Computers in human behavior, 29(1), 26-32.[35] Smith, P. K. (2012). Cyberbullying and cyber aggression. In Handbook of school violence and school safety (pp. 111-121). Routledge.[36] Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of child psychology and psychiatry, 49(4), 376-385.[37] Smith, P., Mahdavi, J., Carvalho, M., Tippett, N. (2006), An investigation into cyberbullying, its forms, awareness and impact, and the relationship between age and gender in cyberbullying, A Report to the Anti-Bullying Alliance, Goldsmiths College, University of London. [38] Stewart, R. W., Drescher, C. F., Maack, D. J., Ebesutani, C., & Young, J. (2014). The development and psychometric investigation of the Cyberbullying Scale. Journal of interpersonal violence, 29(12), 2218-2238.[39] Rogers, V. (2010), Cyberbullying: Activities to Help Children and Teens to Stay Safe in a texting, twittering, social networking world, Jessica Kingsley Publishers. [40] Thornberg, R., Tenenbaum, L., Varjas, K., Meyers, J., Jungert, T., & Vanegas, G. (2012). Bystander motivation in bullying incidents: To intervene or not to intervene?. Western Journal of Emergency Medicine, 13(3), 247.[41] Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in human behavior, 26(3), 277-287.[42] Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in human behavior, 26(3), 277-287.[43] Vismara, M. F. M., Toaff, J., Pulvirenti, G., Settanni, C., Colao, E., Lavano, S. M., ... & Montera, R. (2017). Internet use and access, behavior, cyberbullying, and grooming: results of an investigative whole city survey of adolescents. Interactive journal of medical research, 6(2).[44] Wade, A., Beran, T. (2011), Cyberbullying: The new era of bullying, Canadian Journal of School Psychology, 26, 1, 44 - 61. [45] Willard, N, E. (2007), The authority and responsibility of school officials in responding to cyberbullying, Journal of Adolescent Health, 41, S64-S65.

The stress of surrounding rock at roadway intersection is complex. U-shaped steel support has been used at the roadway intersection of Yanghui Mine in Vietnam, but there are many problems, such as blocked ventilation and limited passing capacity. In this paper, FLAC3D numerical simulation software is used to simulate the support effect of U-shaped steel and bolt based on the field data of Yanghui Mine. The deformation of roof, floor and two sides are compared. The results show that the bolt support can be applied to the intersection of roadways in the mine to improve the support of the mine.

L’objectif de cette étude est de définir la notion de solitude à travers les discours de Marguerite Duras et Virginia Woolf. Plus précisément, il s’agit de déterminer en quoi, dans les textes Écrire (1993) de Duras et Une chambre à soi (1929) de Woolf, la solitude est présentée comme un élément fondamental de la pratique littéraire de ces deux auteures et de leur positionnement en tant que femmes-écrivaines au XXe siècle. Les deux textes ici retenus se prêtent en effet à la comparaison en ce qu’ils sont, l’un et l’autre, des discours que les écrivaines tiennent sur l’écriture, sur les modalités et les possibilités de la création littéraire. D’une part, Une chambre à soi se base sur plusieurs conférences données par Virginia Woolf en 1928, dans deux collèges de l’Université de Cambridge, Newnham College et Girton College. D’autre part, Écrire trouve son origine dans les échanges que Marguerite Duras a avec son assistant Benoit Jacquot sur son rapport à l’écriture. Master [120] en langues et lettres françaises et romanes, orientation français langue étrangère, Université catholique de Louvain, 2017