The Reality of Library Access by the Students at the Academy of Journalism and Communication
The survey with 300 students from second years to fourth years at the Academy of Journalism and Communication brought about key findings: time for reading books and documents under 1 hour/day; students have a preference for entertainment books such as short stories, novels, and comics, etc. to newspapers and magazines; there is a difference in the choice of reading space for study and entertainment and the majority of students come to the library to read the documents for their study and have the discussion and do group work; the percentage of students borrowing the books on the spot is higher than the percentage of those borrowing the books home. Although AJC has installed the electronic directory on the computer, students not using it account for 33.7 percent. The duration from 7.30 to 11.30 am has the most students at the library.
Source: Journal of Political Theory and Communications, no 9 (2019).
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An investigation into how Vietnamese university students in Hanoi experience cyberbullying on social media
Abstract: This dissertation presents a mixed-methods investigation into the nature, consequences, and coping strategies related to cyberbullying among Vietnamese university students in Hanoi. Addressing a significant gap in research, this study adopted a sequential explanatory design, utilizing a quantitative survey (N=226) to assess prevalence and trends, followed by in-depth qualitative interviews (N=8) to provide nuanced contextual understanding. The research was theoretically grounded in the Social-Ecological Model and General Strain Theory. The findings establish cyberbullying as a pervasive phenomenon, with the most common forms being verbal harassment (57.2%) and reputational harm (51.8%). Lived experiences were critically shaped by the digital context, with anonymity, public visibility, and power imbalances (rooted in social influence) significantly amplifying victims’ distress. The study reveals that the perceived consequences are severe and holistic, extending beyond psychological impacts (chronic anxiety, insomnia) to significant academic disruption (decline in performance, withdrawal from studies) and social isolation. In response, students primarily relied on informal social support and avoidance strategies. A key finding, however, is the perceived ineffectiveness of these coping mechanisms, which provided emotional relief but failed to secure tangible solutions or accountability. This highlights a critical deficit in formal institutional support. In conclusion, this research provides empirical evidence that cyberbullying acts as a serious systemic stressor in the Vietnamese higher education context. The findings underscore an urgent need for universities and policymakers to implement formal accountability measures, alongside culturally sensitive support and prevention programs, to safeguard the well-being and academic success of students.
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