By a descriptive study and a design-cross sectional study; author has conducted a study on a real situation of bacterial air pollution and related respiratory diseases in some regions in Thai Nguyen city, the results showed that: 1. The Quan Trieu ward where is bacterial polluted is 3 times higher than a control one. 2. In this ward, a number of bacteria in the afternoon is higher than those in the morning. 3. Bacterial air pollution is related to the prevalence rate of respiratory diseases in the studied regions. From above findings, author has given several recommendations as follows: - In ARI programme, environment factors should be paid more attention to. - Traffic system should be more upgraded. In order to control dust, watering cars should regularyly operate in the main streets of Thai Nguyen city.
Air pollution ; respiratory tract diseases

Although the need for social and emotional development has existed for decades, implementing Social-Emotional Learning (SEL) in schools continues to get considerable attention as newer generations enter the educational system. The demand for development is presently increasing daily. No one challenges the significance of social-emotional learning and the influence of organizations on adolescent development today. Social-emotional learning matches accurately with the priorities in modern schools. In Vietnam, quantitative research was conducted on 350 high school students. This research aimed to determine how students evaluate the implementation of the Social-emotional learning model in soft skills education. The results revealed students’ interest in implementing the social-emotional learning model into soft skills education. In addition, the results indicated the obstacles to implementing the social-emotional learning model in soft skills education. This study’s findings suggested that school leaders and background educators should implement the social-emotional learning model and support, monitor, and evaluate program efficacy to ensure program objectives are reached and students acquire social and emotional abilities. In addition, the study suggested that specific strategies are necessary to limit the factors that prevent the implementation of the social-emotional learning model in high schools.