\u3ci\u3eBody Counts: The Vietnam War and Militarized Refugees\u3c/i\u3e Book Review

In this book review of Body Counts: The Vietnam War and Militarized Refugees, the author reviews the concept of “militarized refugee,” explores “memory” as a research framework, and attempts to connect the author’s memory to the memory of the author of the book. The paper is inspired by her own curiosity about the lives of her father and uncles who were directly involved in the Vietnam War, as well as her experience with the lack of relevancy in the history curriculum throughout her K-12 education

The institutional context influencing rural-urban migration choices and strategies for young married women and men in Vietnam

This report draws together secondary data and informed opinion relating to the wider context in which young married rural-urban migrants must craft strategies for managing their reproductive and family lives. In contrast to long standing patterns of male migration, the increasing numbers of migrants and the emergence of new forms of migration mean that young married women are increasingly moving for work too. The report outlines the wider situation in which these dynamics are occurring: the growing inequalities in the context of doi moi, the declining barrier that household registration poses to mobility, and the changing opportunities for work in the city. It also reviews changing gender relations in Vietnam with particular attention to changes in marriage and marital relations, in sexuality and fertility and in parenting. Finally it explores how changes in social entitlements in Vietnam may affect these migrants with special attention to maternal health, child health and children’s education. The report concludes that migrants with young families and new marriages face a plethora of barriers and opportunities that they must negotiate and that the strategies they formulate are dynamic and involve complex trade-offs

On simultaneous diagonalization via congruence of real symmetric matrices

Simultaneous diagonalization via congruence (SDC) for more than two symmetric matrices has been a long standing problem. So far, the best attempt either relies on the existence of a semidefinite matrix pencil or casts on the complex field. The problem now is resolved without any assumption. We first propose necessary and sufficient conditions for SDC in case that at least one of the matrices is nonsingular. Otherwise, we show that the singular matrices can be decomposed into diagonal blocks such that the SDC of given matrices becomes equivalently the SDC of the sub-matrices. Most importantly, the sub-matrices now contain at least one nonsingular matrix. Applications to simplify some difficult optimization problems with the presence of SDC are mentioned

Anatomy: The Relationship Between Internal and External Visualizations

This dissertation explored the relationship between internal and external visualizations and the implications of this relationship for comprehending visuospatial anatomical information. External visualizations comprised different computer representations of anatomical structures, including: static, animated, non-interactive, interactive, non-stereoscopic, and stereoscopic visualizations. Internal visualizations involved examining participants’ ability to apprehend, encode, and manipulate mental representations (i.e., spatial visualization ability or Vz). Comprehension was measured with a novel spatial anatomy task that involved mental manipulation of anatomical structures in three-dimensions and two-dimensional cross-sections. It was hypothesized that performance on the spatial anatomy task would involve a trade-off between internal and external visualizations available to the learner. Results from experiments 1, 2, and 3 demonstrated that in the absence of computer visualizations, spatial visualization ability (Vz) was the main contributor to variation in spatial anatomy task performance. Subjects with high Vz scored higher, spent less time, and were more accurate than those with low Vz. In the presence of external computer visualizations, variation in task performance was attributed to both Vz and visuospatial characteristics of the computer visualization. While static representations improved performance of high- and low-Vz subjects equally, animations particularly benefited high Vz subjects, as their mean score on the SAT was significantly higher than the mean score of low Vz subjects. The addition of interactivity and stereopsis to the displays offered no additional advantages over non-interactive and non-stereoscopic visualizations. Interactive, non-interactive, stereoscopic and non-stereoscopic visualizations improved the performance of high- and low-Vz subjects equally. It was concluded that comprehension of visuospatial anatomical information involved a trade-off between the perception of external visualizations and the ability to maintain and manipulate internal visualizations. There is an inherent belief that increasing the educational effectiveness of computer visualizations is a mere question of making them dynamic, interactive, and/or realistic. However, experiments 1, 2, and 3 clearly demonstrate that this is not the case, and that the benefits of computer visualizations vary according to learner characteristics, particularly spatial visualization ability

EFL STUDENTS’ DIFFICULTIES IN UNDERSTANDING BUSINESS ENGLISH TEXTS

Students who learn business or economics subjects might read different business texts related to their majors. However, many English as a Foreign language (EFL) students are still struggling with their reading comprehension abilities The objectives of the study are to identify students’ perceptions of common difficulties when reading Business English texts and to explore their attitude towards a number of solutions. The participants were ninety-six Business English students who enrolled in a Business English Reading course at a public economics university in Ho Chi Minh City. A five-Likert questionnaire and a semi-structured interview were employed to collect the data for the study. The results show that EFL students often encountered difficulties in reading Business texts. The most prominent factors influencing Business English reading comprehension generally are Vocabulary, Timing, and Background Knowledge. To address those issues, Business English students proposed six solutions regarding lexical and grammatical knowledge enhancement, regular practice, metacognitive strategies, participation in business courses, and online dictionary use. These recommendations collectively aimed to empower students in mastering the skills of Business English reading comprehension.  Article visualizations

Factors Influencing Language-Learning Strategy Use of English Learners in an ESL Context

This study employed the Strategy Inventory for Language Learning (SILL), version 7.0 (ESL/EFL) developed by Oxford (1990) to examine differences in language-learning strategy use. It focused on how learner factors such as gender, age, nationality, and proficiency level influence the choice of language-learning strategies. The participants were 75 international students at Ohio University. The results showed that participants used social and metacognitive strategies at a high frequency level; meanwhile, affective and memory strategies were selected the least. Statistic significance was found in the choice of several strategies across the factors examined. Pedagogical implications were also discussed