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31.
By the twentieth century, Black intellectuals envisioned Japan as a beacon of their own possibilities. Japanese perceptions of this bond are typically implicitly assumed in most research on the subject. In this essay we argue that Japan saw Black America as a symbol of strategic not substantive solidarity. With its entrance onto the international scene in the nineteenth century, Japan encountered an international racial hierarchy, and struggled in formulating an emergent self-identity that would allow it to rationalize its rightful place alongside White Western powers. On the eve of the Second World War, Japan's national/racial identity is a complex set of influences: a merging of its own indigenous perceptions of race, an importation of outside racial ideology, and contextual needs linked to still trying to insert itself as an equal to Western powers. 相似文献
32.
In Mongolian, two different alphabets are used, Cyrillic and Mongolian. In this paper, we focus solely on the Mongolian language using the Cyrillic alphabet, in which a content word can be inflected when concatenated with one or more suffixes. Identifying the original form of content words is crucial for natural language processing and information retrieval. We propose a lemmatization method for Mongolian. The advantage of our lemmatization method is that it does not rely on noun dictionaries, enabling us to lemmatize out-of-dictionary words. We also apply our method to indexing for information retrieval. We use newspaper articles and technical abstracts in experiments that show the effectiveness of our method. Our research is the first significant exploration of the effectiveness of lemmatization for information retrieval in Mongolian. 相似文献
33.
This paper aims to discuss the challenges in the process of building a learning community in Vietnamese primary schools. Five lessons emerge from the cases. First, changing teachers’ beliefs is time-consuming. Second, because of the reluctance of teachers to change, large-scale delivery of the educational project should be critically revisited with regard to its effectiveness. Third, learning community requires the building of trust among actors, including external resource persons. Fourth, external resource persons should continue learning sincerely to gain teachers’ trust. Fifth, the concept of sustainability should be revisited as something that is never-ending and that cannot reach perfection. 相似文献