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This paper theorizes and historicizes the ideas of modern language and translation and challenges the imperialist and nationalistic mode of worlding with the notion of 'untranslatability' that is embedded in the linguistic and cultural practices of colonial Taiwan and Korea. I redefine the notion of translation as a bordering system – the knowledge-production of boundaries, discrimination, and classification – that simultaneously creates the translatable and the untranslatable (i.e. the equivalence and incommensurability) in asymmetrical power relations. With this, I discuss how this ambivalence is embodied in the experiences of colonial writers Wu Yung-fu and Pak T'aewŏn and their novellas 'Head and Body' (1933) and 'A Day in the life of Kubo the Novelist' (1934). I illustrate two characteristics of the ambivalent untranslatability embedded in their novellas: the linguistic untranslatability and the experience of 'unhomeness'. The linguistic untranslatability and unhomeness, I argue, result in the colonized's dislocation in homogeneous time-space relationships, resulting to the incompletion of the modernization project through colonialism. At the same time untranslatability offers a site to explore the transnational space that crosses linguistic boundaries, and to caution against the legacy of colonialism.

Es ist ein interessantes Phänomen, dass Deutschland und Taiwan, trotz der kulturellen und gesellschaftlichen Unterschiede, ähnliche Reformen im Bildungsbereich durchführen: die Einführung der nationalen Bildungsstandards, des Kompetenzmodells, der standardisierten Leistungstests und der schulischen Evaluation. Als ,,Allheilmittel" möge diese Reform zur Stärkung der wirtschaftlichen Leistungsfähigkeit des Landes führen. Bislang lässt sich die Kluft zwischen Anspruch und Wirklichkeit der Reform auf Taiwan deutlich erkennen: Diese auf Modernisierung zielende Reform und die Versprechungen, eine ,,neue Leistungskultur" zu schaffen, wurden bisher noch nicht erfüllt. Aus unterschiedlichen Perspektiven wurden Erklärungen für die defizitäre Lage der Schulreform abgegeben. Die Ursachenbegründungen basieren vor allem auf der Annahme, dass die in die Reform gesetzten Hoffnungen letztendlich erfüllt werden könnten, wenn Probleme beseitigt würden. Die Grundannahmen der Reform an sich wurden kaum in Frage gestellt. Man glaubt immer daran, dass die Einführung der Basiskompetenzen zum Abbau von Leistungsdisparitäten zwischen den Schülern und somit zur Chancengleichheit im Bildungswesen beitragen könnte, und dass die standardisierten Leistungstests das Leistungsniveau des Schulsystems sichern könnten, dass die Schulevaluation die Schulautonomie verstärken und die Wettbewerbsfähigkeit des Schulsystems auf dem globalen Bildungsmarkt erhöhen könnten. Schließlich erhofft man sich davon eine erfolgreiche Wirtschaftsentwicklung Taiwans. Als Wahrheit werden meist diese Kausalitätsannahmen betrachtet, denn eine kritische Auseinandersetzung damit findet sich selten. Reform, durch welche Maßnahmen auch immer, wird weiterhin als einzige Lösung der während der Reform aufgetauchten Probleme angesehen. Es stellt sich die Frage, inwiefern die Schulreform gerechtfertigt ist: Könnte es sein, dass die Reform trotz der Begleitmaßnahmen immer noch erfolglos bleiben musste? Wäre es möglich, dass die nach der Schulreform fortdauernden Probleme wie z.B. die Chancenungleichheit im Bildungswesen und der enorme Leistungsdruck auf die Schüler nicht so sehr in der Mentalität der Taiwaner oder gar in der asiatischen Kultur liegen, sondern eher als ein globales Problem anzusehen sind? Könnte es sein, dass die den vorhandenen quantitativen Studien zugrunde liegenden wissenschaftlichen Theorien an sich problematisch sind, weswegen sie keine Lösung für das Reformchaos liefern könnten? Kurz: Wäre es möglich, dass genau die Realisierung dieser theoretischen Ansätze dieses Chaos bewirkt hat? Es finden sich kaum Beiträge in der wissenschaftlichen Literatur, in denen die Ansprüche an die Schulreform gründlich analysiert werden. Hierbei fragt man sich, ob die Ziele der Reform vielleicht immanent widersprüchlich oder gar nicht erreichbar sind. So müssten z.B. einerseits die Individualität der Schüler gefördert und andererseits deren Lerninhalte standardisiert werden. Ferner fordern die Bildungspolitiker die Verringerung des Leistungsdruckes auf die Schüler und zugleich deren Wettbewerbsfähigkeit. Einerseits verspricht man mehr Schulautonomie, dennoch werden mehr Kontrollmaßnahmen in der Schule ergriffen. Darüber hinaus fordert man einerseits die so genannten ganzheitliche Entwicklung und Selbstverwirklichung der Menschen doch andererseits gelten die Heranwachsenden letztlich nur als Humankapital. Besteht zwischen diesen Ansprüchen bzw. Zielsetzungen ein Zusammenhang? Wenn ja, wie hängen sie zusammen? Sind diese Reformziele wirklich einander widersprüchlich, oder erscheinen diese Ziele zwar unterschiedlich, folgen aber dennoch derselben Logik? Ist diese Logik überhaupt pädagogisch legitim? Könnte es sein, dass diese Ansprüche und Ziele der Reform eher zu einer Überforderung der Anstaltsschule führen? Mit diesen Fragen wird sich die folgende Arbeit beschäftigen. Deren Ziel besteht also nicht darin, die Probleme der Reform auf Taiwan in den letzten Jahren zu lösen, sondern darin, sie darzustellen und kritisch zu analysieren. ; My thesis is to examine the effectiveness of the educational reform in Taiwan since its launch for more than a decade ago. For a long time, the traditional educational system has been criticized among the people in Taiwan. Student pressure caused by heavy testing is one of the major criticisms. However, it was until a major demonstration in April 1994, the government had no choice but to take action on initiating a complete educational reform to respond to the demand. A National Advisory Commission was established to supervise the transformation to address the long existing educational flaws. The main goal of the reform is to protect student rights in equality learning, advance teacher training, and enhance school autonomy. Accordingly, the reform agenda was set to include the following principles: modernization of education, reduced class size, reduced student testing pressure, and establishing a comprehensive educational regulation to protect parents and students' rights. The success of the reform is deemed to be measured by the improvement in these areas: the educational right of all children, parents' right to choose a better education for their child, the specialization and autonomy of teachers, and the school system's modernization. In 1996, the Commission advised in one of its reports that the first step to enhance the modernization of the school system was to reevaluate the core curriculum, teacher's lesson plans, and the overall pedagogical approaches. To do so, we have to take a close look at one major criticism of the system – student testing. The conventional methods of evaluation have been notoriously known for causing tremendous stress among students. Worst of all, they are unable to fairly assess those students who have different learning styles and abilities. Therefore, a big part of the reform is focused on the development of different measurement tools to assess student performance. Since 1998, a series of new instruments have been practiced by schools to evaluate student achievement: - Increase alternative pathways for a higher entry rate for students attending high schools, instead of the annual entrance exam, to reduce their pressure. - Enhance evaluation methods that accommodate all learning styles and needs. - Implement instrumental measures to ensure student's mastery in core knowledge. However, after 14 years into the educational reform, it seems that old problems are not resolved as hoped. Instead, new flaws have emerged during this time. Looking back at the process of the reform, I notice that some critical decisions were made quickly and policies were immaturely implemented in quite a few occasions. As a result, new challenges occur, such as unhealthy competition between schools, tremendous pressure on teachers because of the imbalanced grading power, and students' increasing stress on achievement. To figure out what went wrong, I believe that we should start by looking at the original objectives of the reform: student rights to quality learning, the advancement of teacher training, and school autonomy. Have we reached the goals? Or, could the plans set 10 years ago be the causes of the failure of the reform? To further investigate this possibility, I have focused my study on the following guiding questions: - What are the results of the alternative instruments of student performance? Do they solve the issue of testing pressure as it should have been, or have they actually caused new problems? - What causes the unexpected failing outcome of the educational reform in Taiwan? To answer these questions, I will closely examine the instruments used to assess student performance in the past 10 years. Furthermore, I would like to explain its impact on the school culture and educational system as a whole. To accomplish this, I propose to gather data from elementary and middle schools. I would like to find out how the new pathways and assessment methods for entering high school trickle down to affect students in the lower grades. Also, I will concentrate my research on the policies implemented since 1994 until today.

A study of elderly Chinese-American residents in the Chinatown area of Los Angeles reveals hidden poverty, loneliness, language barriers, physical isolation, a sense of familial dislocation, and a lack of concern for the future. Work is needed to develop programs and services to meet the needs of this population.

After exposing stereotypes and myths about Chinese Americans, seven steps are proposed as part of a long-term effort to help solve their problems

Accelerating the deep integration of agriculture and the logistics industry is a key pathway to achieving comprehensive rural revitalization, the strategy of becoming a strong agricultural nation, and high-quality development. However, the mechanisms and impact effects of new quality productive forces in this integration process are not yet clear. To address this, based on panel data from 30 provinces in China, this paper constructs a coupling coordination model and an econometric model to systematically analyze the impact of new quality productive forces on the integrated development of agriculture and the logistics industry. The research findings show that the integration level of agriculture and the logistics industry in most provinces across the country generally exhibits a trend of coordinated development, but with significant regional differences. At the same time, new quality productive forces have a significant promotional effect on their integrated development, and for every additional unit of new quality productive forces, the integration level can be increased by 0.153 units. The research results provide important theoretical support and empirical evidence for accelerating the formation of new quality productive forces in agriculture, achieving regional agricultural modernization pathways, and policy formulation.

Encryption is a widely used solution to prevent privacy leakage and illegal spread when sensitive images are uploaded to cloud storage. Hiding technology also allows confidential data to be embedded into encrypted images for secret communication. As image accuracy without distortion is essential within certain fields (such as medicine and the military), sensitive images must be completely decrypted back into the original images. However, an encrypted image is a noise-like pattern that is meaningless to a user; thus, it is difficult for a user to find the accurate image they desire. Take keywords as search indexes and embed them in encrypted images for encrypted image retrieval as an example. This idea has been extended by Chen and Line's scheme to achieve higher capacity with reversibility. The proposed scheme adjusts the coding results according to smooth and complex images to increase its hiding capacity. In addition, two thresholds are designed to adjust the predicted pixel value to be close to the original one. Experiments show that compared with the other schemes, the proposed method achieves superior results. In addition, a hidden encrypted image can be extracted from the cover image. Afterward, the hidden secrets can be completely extracted, and sensitive images can also be perfectly restored.

Hepatitis B virus (HBV) infection and its related liver diseases are important health problems worldwide, particularly in the Asia-Pacific region. For the past 4–5 decades, Taiwan's government and scientists have cooperated together to control this virus infection and its related liver diseases. These efforts and achievements have made progress toward the elimination of HBV. Taiwan's government initiated the Viral Hepatitis Control Program (VHCP) in the1970s, and then launched the national vaccination program in 1984. This universal vaccination program effectively decreased the rate of hepatitis B carriage and the development of hepatocellular carcinoma (HCC) in the younger generation. Since 2003, approved anti-HBV treatments were reimbursed nationwide. This reimbursement program resulted in a higher uptake of anti-HBV treatments, which contributed to a decrease in liver-related disease progression and subsequently reduced attributable mortality in Taiwan. This experience can be shared by countries in other parts of the world regarding the control of chronic viral hepatitis B.

Purpose– Drawing upon the theory of conservation of resources to argue the importance of job stress as an important variable that mediates the person-organization (P-O) fit-job satisfaction relationship, and supervisor support as an important moderating variable that moderates the relationship between P-O fit and job stress, the purpose of this paper is to test a moderated mediation model.Design/methodology/approach– Data were collected from 225 employees in 12 catering service organizations in Beijing. An integrated mediation and moderation model was evaluated.Findings– The study illustrates both some new mechanisms and the boundary conditions between P-O fit and job satisfaction. Job stress mediates the relationships between P-O fit and job satisfaction; supervisor support moderates the linkage of P-O fit, job stress, and job satisfaction. The corresponding moderated mediation model was supported.Research limitations/implications– The question of causality cannot be determined because of the cross-sectional research design; self-report is a necessary strategy for the assessment of subjects' appraisals. However, it requires some caution in interpreting the results.Practical implications– The findings offer a better understanding of the way P-O fit is able to affect job satisfaction. Actions designed to promote P-O fit may be useful in reducing employees' stress and result in higher job satisfaction. To enhance the relationships between P-O fit and employees' job satisfaction through supervisor support, supervisors should develop a positive form of reciprocation by helping employees to solve the real problem they are facing.Originality/value– No previous studies have investigated influencing factors of employees' satisfaction from the perspective of individual and organizational interfaces.