Microalgae is a relatively new, sustainable source of protein supplements. Among various microalgae strains, Spirulina platensis has shown an effective protein potential source compared with others. A high-performance protein recovery technology is required for this prospect. When the cellulase enzyme supported the recovery process, the condition to get the highest protein recovery efficiency (40.13±2.87%) were 50 UI/g dry algae for enzyme activity, 1:20 for the ratio of dry algae: solvent, 7.0 for pH value with a process temperature of 50oC for 90 minutes. This study succeeded in using cellulase enzymes to support protein extraction with high recovery efficiency from Spirulina platensis grown in Vietnam, opening up an additional source of protein in the trend of plant-based meat production.

Background: HIV/AIDS is still a dangerous infection in Vietnam and in the world. Studying of HIV infection and related factors in high risk groups, including female massage therapists is therefore very important. Aims: 1. To study the HIV infection in female massage therapists in Quang Ngai province. 2. To fine some related factors to HIV infection. Patients and methods: Female massage therapists working in Quang Ngai province. Cross-sectional, descriptive study. Results: The rate of HIV infection was 0.99%. Group older than 22 years old had higher rate of infection than group under 22 years old (1.80% vs 0.69%). The girls from urban areas or not using condom had higher rate of infection than group from rural or not using condom (1.57% vs 0.47% and 7.32% vs. 0.57%). Most of HIV infected belong to single or divorce groups. Conclusions: The rate of HIV infection in female massage therapists in Quang Ngai province was 0.99%. The HIV infection related factor was not using condom in sexual contact. Keywords: HIV, female massage therapists, Quang Ngai

Bài báo này trình bày các kiểu liên kết logic ngữ nghĩa giữa ngôn ngữ-hỉnh ảnh trong dòng trạng thái trên Facebook của hai nhóm đối tượng nghiên cứu Việt và Mỹ. Bên cạnh kiểu liên kết phóng chiếu, các kiểu bành trướng khác nhau đều được tìm thấy trong các dòng trạng thái được nghiên cứu. Tuy nhiên, người Mỹ có xu hướng hay sử dụng liên kết triển khai chi tiết, trong khi người Việt lại thường mở rộng ý tưởng sang một ý liên quan mới bằng nhiều biện pháp phong phú. Sự khác nhau giữa hai nhóm đối tượng nghiên cứu trong liên kết ngữ nghĩa có ý nghĩa thông báo và định hướng cho vấn đề văn bản đa phương thức trong dạy học ngoại ngữ.

Intercultural English-as-a-Foreign-Language (EFL) education requires a suitable theoretical framework for the teaching of intercultural competence (IC). On the one hand, existing conceptualizations of IC in the intercultural communication literature are not always helpful for language teachers; on the other, the language teaching literature addresses the inclusion of IC to a limited extent (Baker, 2015;Porto, 2013). By its interdisciplinary nature, intercultural EFL education requires a combination of compatible theoretical approaches, and existing theories of IC should be adapted and combined based on their complementarity. Accordingly, a study on IC in EFL contexts might need the integration of a developmental model (Bennett, 1993) and a component theory of IC (Byram, 1997); moreover, it should foreground language elements by referring to linguistic theories to understand the role of language in IC development.In the light of this argument, the present project adapted both Byram (1997) and Bennett With regard to theorizing intercultural communication, the study shows that the students' IC development was a process of languaging to create changes in cognition, affect and skills. Specifically, they used their linguistic and multimodal resources to articulate, formulate, exchange and create knowledge in chats with the guests and with peers, and in ii their written reflections. Via these processes they developed their skills of discovery and interaction, and of interpreting and relating cultural phenomena. Languaging was also a process of expressing feelings and negotiating stances. Additionally, the process of change involved balancing cognitions and shifting feelings associated with those cognitions. It was influenced by situational factors and personal traits. Accordingly, the students' trajectories of IC development shifted dynamically through different states of ethnocentrism to a state of relativizing values underlying cultural difference.In pedagogical terms, the students' changes in knowledge, feelings and skills suggest that the proposed learning design contributed to their IC development. The constructivist pedagogy underlying the design and the mediation of Web 2.0 facilitated the students' reflective thinking. Specifically, Facebook-mediated chats with guests gave the students intercultural experiences, made previously invisible cultural differences more visible, and thus triggered the students' awareness of them. The students' changes in IC were attributed to their critical reflection which was scaffolded by teacher preparation, guidance and feedback, by peers cooperation, and by empowerment from the guests. However, the findings disclose several constraints of Web 2.0 and weaknesses of the learning design.The most salient are time management, and provision of feedback. Moreover, there might be a mismatch between Vietnamese students' educational expectations and values, and Western constructivist pedagogy involved in the learning design.Theoretically, the study offers insights into less-invest...