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  • 1
    In: Frontiers in Oncology, Frontiers Media SA, Vol. 12 ( 2022-12-12)
    Abstract: Colorectal cancer (CRC) is the fifth most common cancer with rising prevalence in Vietnam. However, there is no data about the mutational landscape and actionable alterations in the Vietnamese patients. During post-operative surveillance, clinical tools are limited to stratify risk of recurrence and detect residual disease. Method In this prospective multi-center study, 103 CRC patients eligible for curative-intent surgery were recruited. Genomic DNA from tumor tissue and paired white blood cells were sequenced to profile all tumor-derived somatic mutations in 95 cancer-associated genes. Our bioinformatic algorithm identified top mutations unique for individual patient, which were then used to monitor the presence of circulating tumor DNA (ctDNA) in serial plasma samples. Results The top mutated genes in our cohort were APC , TP53 and KRAS . 41.7% of the patients harbored KRAS and NRAS mutations predictive of resistance to Cetuximab and Panitumumab respectively; 41.7% had mutations targeted by either approved or experimental drugs. Using a personalized subset of top ranked mutations, we detected ctDNA in 90.5% of the pre-operative plasma samples, whereas carcinoembryonic antigen (CEA) was elevated in only 41.3% of them. Interim analysis after 16-month follow-up revealed post-operative detection of ctDNA in two patients that had recurrence, with the lead time of 4-10.5 months ahead of clinical diagnosis. CEA failed to predict recurrence in both cases. Conclusion Our assay showed promising dual clinical utilities in residual cancer surveillance and actionable mutation profiling for targeted therapies in CRC patients. This could lay foundation to empower precision cancer medicine in Vietnam and other developing countries.
    Type of Medium: Online Resource
    ISSN: 2234-943X
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 2649216-7
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  • 2
    In: Tạp chí Y học Việt Nam, Vietnam Medical Journal, Vietnam Medical Association, Vol. 508, No. 2 ( 2022-01-08)
    Abstract: Đặt vấn đề: Nhân viên y tế là đối tượng tiếp xúc trực tiếp với cảm xúc tiêu cực ở mức độ cao dường như làm tăng nguy cơ dẫn đến hậu quả lâu dài như căng thẳng thứ phát, các triệu chứng trầm cảm hoặc kiệt sức nghề nghiệp với các kết quả bất lợi đến chất lượng chăm sóc sức khỏe. Mục tiêu: Đánh giá mức độ căng thẳng của nhân viên y tế và một số yếu tố liên quan tại một số bệnh viện điều trị bệnh nhân COVID-19 tại thành phố Hồ Chí Minh năm 2021. Phương pháp: Thiết kế nghiên cứu mô tả cắt ngang được thực hiện trên 244 nhân viên y tế tại 12 bệnh viện, cơ sở y tế tuyến đầu điều trị COVID-19 tại thành phố Hồ Chí Mình. Sử dụng cấu phần căng thẳng từ thang đo Trầm cảm – Lo âu – căng thẳng (DASS-21) để đánh giá mức độ căng thẳng của nhân viên y tế. Kết quả: Trong 244 nhân viên y tế tham gia nghiên cứu, tỷ lệ có tình trạng căng thẳng là 80,3%, trong đó tỷ lệ có căng thẳng ở mức độ rất nặng, nặng, vừa và nhẹ lần lượt là: 12,3%, 27,9%, 22,5% và 17,6%. Phân tích hồi quy logistic cho thấy có 2 yếu tố liên quan đến tình trạng căng thẳng ở nhân viên y tế bao gồm: trực tiếp tham gia điều trị bệnh nhân COVID-19 (OR=2,14, 95%CI: 1,01 - 4,53; p 〈 0,05) và thường xuyên chịu áp lực từ cấp trên trong công việc (OR= 7,05; 95%CI: 1,55 - 31,9; p 〈 0,05). Kết luận: Tỷ lệ nhân viên y tế có tình trạng căng thẳng rất cao. Cần giảm thời gian làm việc và tăng cường chính sách đảm bảo an toàn môi trường bệnh viện, đặc biệt quan tâm nhiều hơn cho nhân viên y tế tiếp xúc trực tiếp với bệnh nhân COVID-19 tron quá trình điều trị
    Type of Medium: Online Resource
    ISSN: 1859-1868
    Language: Unknown
    Publisher: Vietnam Medical Journal, Vietnam Medical Association
    Publication Date: 2022
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  • 3
    Online Resource
    Online Resource
    European Alliance for Innovation n.o. ; 2023
    In:  EAI Endorsed Transactions on Context-aware Systems and Applications Vol. 9, No. 1 ( 2023-08-14)
    In: EAI Endorsed Transactions on Context-aware Systems and Applications, European Alliance for Innovation n.o., Vol. 9, No. 1 ( 2023-08-14)
    Abstract: Biometric and identification patterns have gained extensive research and application, particularly in iris recognition. The iris harbors a wealth of individual-specific information, making it a vital element in biometric authentication. This article presents a comprehensive study encompassing iris segmentation and identification. We introduce the Weighted Adaptive Hough Ellipsopolar Transform Convolutional Neural Network (WAHET-CNN) as a novel approach for classifying pattern images. Our experimental outcomes demonstrate a commendable 90% accuracy achieved by the proposed WAHET-CNN on the CASIA dataset Version 4.
    Type of Medium: Online Resource
    ISSN: 2409-0026
    Language: Unknown
    Publisher: European Alliance for Innovation n.o.
    Publication Date: 2023
    detail.hit.zdb_id: 3003126-6
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  • 4
    In: Computer Assisted Language Learning, Informa UK Limited
    Type of Medium: Online Resource
    ISSN: 0958-8221 , 1744-3210
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2023
    detail.hit.zdb_id: 1495560-X
    SSG: 7,11
    SSG: 5,3
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  • 5
    Online Resource
    Online Resource
    John Benjamins Publishing Company ; 2021
    In:  Journal of Second Language Pronunciation Vol. 7, No. 1 ( 2021-5-18), p. 10-37
    In: Journal of Second Language Pronunciation, John Benjamins Publishing Company, Vol. 7, No. 1 ( 2021-5-18), p. 10-37
    Abstract: This study explored the potential impact of pronunciation instruction on L2 listening comprehension. Seventy-two intermediate Vietnamese EFL university learners formed two groups. The pronunciation group ( n  = 35) received seven weekly 45-minute pronunciation instruction sessions targeting segmental and suprasegmental features of English. The control group ( n  = 37) did not receive any pronunciation instruction. Weekly reflections, an exit questionnaire and focus group interviews were used to investigate learners’ perceptions of the impact of the pronunciation instruction. Results showed that the two groups’ immediate listening post-test scores did not differ significantly after the first two sessions on syllables and consonants/vowels. However, the pronunciation group outperformed the control group after three further pronunciation sessions on word stress, thought groups and sentence focus, but these differences disappeared on subsequent immediate and delayed post-tests. Self-report data indicated learners’ positive perceptions of the helpfulness of the pronunciation instruction and how the gained pronunciation knowledge helped improve their listening comprehension.
    Type of Medium: Online Resource
    ISSN: 2215-1931 , 2215-194X
    URL: Issue
    Language: English
    Publisher: John Benjamins Publishing Company
    Publication Date: 2021
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  • 6
    Online Resource
    Online Resource
    Informa UK Limited ; 2021
    In:  Computer Assisted Language Learning
    In: Computer Assisted Language Learning, Informa UK Limited
    Type of Medium: Online Resource
    ISSN: 0958-8221 , 1744-3210
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2021
    detail.hit.zdb_id: 1495560-X
    SSG: 7,11
    SSG: 5,3
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  • 7
    Online Resource
    Online Resource
    Wiley ; 2022
    In:  The Modern Language Journal Vol. 106, No. 3 ( 2022-09), p. 599-616
    In: The Modern Language Journal, Wiley, Vol. 106, No. 3 ( 2022-09), p. 599-616
    Abstract: This study investigates the impact of an inquiry‐based teacher education course in nurturing second language (L2) teachers’ research mindset, defined herein as their cognition and action toward research. One hundred and thirty pre‐ and in‐service L2 teachers of various nationalities participated in a teacher education course on instructed second language acquisition (ISLA) at an Australian university. The course was designed following an inquiry‐based approach, with course activities focused on promoting teacher learners’ curiosity about ISLA issues and their engagement both with and in research. Data were collected before, during, and after course participation, using a precourse survey, written reflections, and focus group interviews. Findings revealed that the inquiry‐based course activities enabled the teacher learners to adopt a stronger research mindset. They were able to articulate the importance of research for teaching practice and gained firsthand experience as well as increased confidence in conducting research. They also showed inclination toward research‐informed teaching and were keen to maintain their newly established favorable relationship with research, despite acknowledging concerns about their future actual research engagement, mostly due to time constraint and lack of institutional support. These findings suggest implications for nurturing language teachers’ research mindset within L2 teacher education courses.
    Type of Medium: Online Resource
    ISSN: 0026-7902 , 1540-4781
    URL: Issue
    RVK:
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 2016414-2
    SSG: 7,11
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  • 8
    Online Resource
    Online Resource
    Wiley ; 2021
    In:  The Modern Language Journal Vol. 105, No. 4 ( 2021-12), p. 767-791
    In: The Modern Language Journal, Wiley, Vol. 105, No. 4 ( 2021-12), p. 767-791
    Abstract: This study investigated the impact of synchronous computer‐mediated communication (SCMC) mode and familiarity with partners on learner engagement in second‐language task‐based interaction, and whether learner engagement is linked to subsequent joint‐written‐text quality. Ninety‐eight Vietnamese learners of English were assigned into (±) familiar groups and performed a picture‐sequencing tasks in 2 SCMC modes (i.e., video and text chat). Scores of 3 types of learner engagement (cognitive, social, and emotional) were compared across the conditions. Results showed that scores of all engagement types in the video chat were significantly higher than in the text chat. Familiar dyads also showed higher engagement than unfamiliar peers during the interaction. Learners reported different reasons for their preferences of video chat over text chat. Language‐related episodes, semantically engaged talk, and mutual help as measures of learner engagement were predictive of the subsequent text quality. The results contribute to the general understanding of the characteristics of video and text chat and their impact on learner engagement and text quality.
    Type of Medium: Online Resource
    ISSN: 0026-7902 , 1540-4781
    URL: Issue
    RVK:
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 2016414-2
    SSG: 7,11
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  • 9
    In: TESOL Journal, Wiley, Vol. 10, No. 4 ( 2019-12)
    Abstract: This study explores the professional identity development of five nonnative‐English‐speaking teacher learners from different backgrounds who were studying for a master’s degree in applied linguistics/TESOL at an Australian university, following the three‐dimensional space narrative inquiry framework (Clandinin & Connelly, 2000). The study aims to address how identity work could be utilized in teacher education to enrich teacher learners’ learning experience and prepare them for better developing their teacher selves. Participants attended two 1‐hour storytelling sessions aimed to elicit various aspects of their experience within the teacher education program such as native/nonnative issues, transition in time and space and changes in expectations, and the learning environment. Their stories, structured and analyzed following the three‐dimensional space narrative inquiry framework ( interaction , continuity , and situation ) revealed their growth, satisfaction, and tensions resulting from becoming part of the community of practice in the Australian teacher education program. This research highlights the role of conducting identity exploration interventions within the context of teacher education in assisting TESOL teachers to construct and reconstruct their professional identity. It also suggests classroom activities based on the three‐dimensional space narrative inquiry framework to make identity work a crucial part of teacher development within teacher education courses.
    Type of Medium: Online Resource
    ISSN: 1056-7941 , 1949-3533
    URL: Issue
    RVK:
    Language: English
    Publisher: Wiley
    Publication Date: 2019
    detail.hit.zdb_id: 2548108-3
    SSG: 5,3
    SSG: 7,24
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  • 10
    In: Asian Englishes, Informa UK Limited
    Type of Medium: Online Resource
    ISSN: 1348-8678 , 2331-2548
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2022
    detail.hit.zdb_id: 2681571-0
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