Doing Business in South Korea H T U O S
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My Visit to a Korean Fortune Teller STORY and PHOTOS by CHIHON KIM, Health, Family, Marital and Career Matters
VOLUME 9 NO. 17 DECEMBER 24, 2020 – JANUARY 6, 2021 FREE SUBMIT STORIES TO: [email protected] STRIPESKOREA.COM FACEBOOK.COM/STRIPESPACIFIC SUBMIT A PHOTO FOR THE COVER OF Daegu mall stacked full of fun PAGES 12-14 GotGot a greatgreat shshotot ofof mainland Japan, Okinawa, Korea or Guam? If so, submit it and maybe it’ll end up on the front page of :HOFRPHWRWKH3DFLÀF Photo deadline: Jan. 15 Facebook.com/StripesPacific INSIDEstripeskorea.com INFO TRAIN TRAVEL MADE EASY WITH USEFUL APP PAGE 2 My visit to a Korean fortune teller STORY AND PHOTOS BY CHIHON KIM, health, family, marital and career matters. And STRIPES KOREA Health let’s face it, some just want to know when all this COVID-19 madness is going to end. et’s admit it, everyone is curious about what According to recent statistics from joins.com, four out their future holds. In Korea, many of us Job of 10 South Korean adults have gone to a fortune teller. Lrely on fortune tellers or Mudang (sha- Korea’s fortune-telling industry generates an estimated mans) to look into our futures. Of course, we go $3.7 billion annually, the Korea Economic Daily re- to the ones who are known to be accurate. With a ported. The Korean Association of the Gyeongsin new year upon us, Koreans are flocking to these Family knowers of the future to ask them about business, SEE FORTUNE ON PAGE 6 2 STRIPES KOREA A STARS AND STRIPESPEES COMMUNITYCCO PUBLICATION 75 YEARS IN THE PACIFIC DECEMBER 24, 2020 − JANUARY 6, 2021 Max D. -
[Joongang Ilbo – Home&] a University Campus? No, It's an International School to Debut in Incheon
[JoongAng Ilbo – home&] A university campus? No, it’s an international school to debut in Incheon Tip: How does an international school differ from a foreign school? Chadwick International, which will open this fall, is an international school. To be more precise, it is a foreign educational institution, which differs from a foreign school. Unlike an international school, which will debut for the first time in the nation, there are some 20 foreign schools in Seoul alone. As for admission, an international school can accept local students up to 30% of its quota while a foreign school can only admit locals who have lived overseas for over three years. Also, a local school corporation is eligible to set up a foreign school while an international school is only established by a foreign education school corporation. A reporter visited Chadwick International, with a couple of experts specializing school architecture. A prestigious foreign private institution has finally arrived in Korea. And that is Chadwick International in Songdo International City that has been established, in accordance with “The Special Laws on Establishment and Operations of Foreign Educational Institution.” Its annual tuition fees reach more than KRW 30 million, and its unique building structure and design seems to be a grand preview of what to be offered. “The school has been designed to facilitate our primary education goal through the state-of-art facility features and carefully- customized classrooms for kids,” R. Warmington, President and CEO of Chadwick International, said. Most prestigious private education institutions stress that education starts from the very stage, at which a school building is designed, not from the school curriculum. -
Choosing the Right Location Page 1 of 4 Choosing the Right Location
Choosing The Right Location Page 1 of 4 Choosing The Right Location Geography The Korean Peninsula lies in the north-eastern part of the Asian continent. It is bordered to the north by Russia and China, to the east by the East Sea and Japan, and to the west by the Yellow Sea. In addition to the mainland, South Korea comprises around 3,200 islands. At 99,313 sq km, the country is slightly larger than Austria. It has one of the highest population densities in the world, after Bangladesh and Taiwan, with more than 50% of its population living in the country’s six largest cities. Korea has a history spanning 5,000 years and you will find evidence of its rich and varied heritage in the many temples, palaces and city gates. These sit alongside contemporary architecture that reflects the growing economic importance of South Korea as an industrialised nation. In 1948, Korea divided into North Korea and South Korea. North Korea was allied to the, then, USSR and South Korea to the USA. The divide between the two countries at Panmunjom is one of the world’s most heavily fortified frontiers. Copyright © 2013 IMA Ltd. All Rights Reserved. Generated from http://www.southkorea.doingbusinessguide.co.uk/the-guide/choosing-the-right- location/ Tuesday, September 28, 2021 Choosing The Right Location Page 2 of 4 Surrounded on three sides by the ocean, it is easy to see how South Korea became a world leader in shipbuilding. Climate South Korea has a temperate climate, with four distinct seasons. Spring, from late March to May, is warm, while summer, from June to early September is hot and humid. -
The True School
Avenuel, December 2011 The True School “Be a good person, not just a good student.” This is a phrase that was found written in a classroom of Chadwick International in Songdo, Incheon. After spending a day at Chadwick International, I realized once again how education can play an important part in shaping one‟s life. After driving on the 3rd Gyeongin Highway from Gangnam for about 40 minutes, you will arrive at Chadwick International, established in Songdo International City. As the largest foreign education facility in Korea, Chadwick International is a global educational institution with its main campus in California, United States. As I stepped onto the campus, I remembered the saying, „the starting point of education that prestigious private schools believe in begins from the design of its building.‟ While looking at the school‟s clean and beautiful facilities built on a 14,000 pyeong land, I could also see that the school put in a considerable amount of effort to accommodate the students. The building with facilities such as gymnasiums, swimming pools, and auditoriums is located between the elementary school building and the middle and high school building to minimize the movement of students. In spaces between these buildings, there are gardens and places to rest. What impressed me is that they used glass plates for walls and roofs to let sunlight pass through classes, aisles, and stairs inside the buildings. Rays of warm sunlight in late fall fell onto the students who were circled around a teacher during a class. Such sight can warm anyone‟s heart. -
Living in Korea
A Guide for International Scientists at the Institute for Basic Science Living in Korea A Guide for International Scientists at the Institute for Basic Science Contents ⅠOverview Chapter 1: IBS 1. The Institute for Basic Science 12 2. Centers and Affiliated Organizations 13 2.1 HQ Centers 13 2.1.1 Pioneer Research Centers 13 2.2 Campus Centers 13 2.3 Extramural Centers 13 2.4 Rare Isotope Science Project 13 2.5 National Institute for Mathematical Sciences 13 2.6 Location of IBS Centers 14 3. Career Path 15 4. Recruitment Procedure 16 Chapter 2: Visas and Immigration 1. Overview of Immigration 18 2. Visa Types 18 3. Applying for a Visa Outside of Korea 22 4. Alien Registration Card 23 5. Immigration Offices 27 5.1 Immigration Locations 27 Chapter 3: Korean Language 1. Historical Perspective 28 2. Hangul 28 2.1 Plain Consonants 29 2.2 Tense Consonants 30 2.3 Aspirated Consonants 30 2.4 Simple Vowels 30 2.5 Plus Y Vowels 30 2.6 Vowel Combinations 31 3. Romanizations 31 3.1 Vowels 32 3.2 Consonants 32 3.2.1 Special Phonetic Changes 33 3.3 Name Standards 34 4. Hanja 34 5. Konglish 35 6. Korean Language Classes 38 6.1 University Programs 38 6.2 Korean Immigration and Integration Program 39 6.3 Self-study 39 7. Certification 40 ⅡLiving in Korea Chapter 1: Housing 1. Measurement Standards 44 2. Types of Accommodations 45 2.1 Apartments/Flats 45 2.2 Officetels 46 2.3 Villas 46 2.4 Studio Apartments 46 2.5 Dormitories 47 2.6 Rooftop Room 47 3. -
06 Session5.Pdf
The 1st World Humanities Forum Proceedings Session 5 Organizers’ Parallel Session A. UNESCO: Towards a New Humanism B. MEST/NRF: Renaissance of Humanities in Korea C. Busan Metropolitan City: Humanities for Locality The 1st World Humanities Forum Proceedings Organizers’ Parallel Session A. UNESCO: Towards a New Humanism 1. Age of Abundance / Alphonso Lingis (Pennsylvania State University) 2. Subjectivity and Solidarity – a Rebirth of Humanism / In Suk Cha (Seoul National University) 3. Reconstructing Humanism / John Crowley (UNESCO) 4. Transversality, Ecopiety, and the Future of Humanity / Hwa Yol Jung (Moravian College) Session 5 Session The Age of Abundance Alphonso Lingis Pennsylvania State University What immense and growing abundance of commodities we see about us, the result of extraordinary technological advances in industry driven by information and communications technologies! Manufacture has acquired new and advanced materials, and daily contrives new inventions and devises new products. Biotechnology is increasing food production with genetically altered plants and animals, and soon, meat not taken from butchered animals but grown from stem cells. Production is no longer bounded by the limitations of human labor; electrical and nuclear energy power the machines and robots shape materials and assemble cars, jet airplanes, computers, and soon everything. Nanotechnology is beginning to assemble molecules atom by atom, on the way to manufacture computer circuitry out of sand, gold out of lead, even living cells out of atoms. We see ourselves beginning an essentially new kind of human existence, acquiring a new nature— postevolutionary, transhuman. We are awed, fascinated, but also bewildered by the prospect with an abundance beyond all our needs and desires; how shall we deal with it? We are watching extraordinary advances in biotechnology, which promise not only to cure and prevent diseases and correct defects, but, with pharmaceuticals, gene therapy and nanotechnology, to endow our bodies and our minds with greater and also new capacities. -
The 2051 Project Report
Addressing the Dual Challenge Why CAIS Schools Must Ensure Academic Innovation + Build Sustainable Business Plans October 14, 2015 CAIS The 2051 Project Report Dear Colleagues, CAIS depends on volunteers and staff who share their passion for our mission, vision and values. The 2051 Project is fortunate to work with education and business leaders challenging us to think in new ways about the future of independent education. Advisors to The 2051 Project: Jeff Chisholm, Past Chair, St Andrew’s College Rob Cruikshank, CAIS Board Chair David Hadden, CAIS Strategic Advisor Patricia McDermott, CAIS Board Member Jennifer Riel, Associate Director, Rotman School of Management, U of T Meena Roberts, Chair, Ashbury College Dan Sheehan, Vice-Chair, SMUS Presenters at the July 2015 Victoria Meeting: Jennifer Riel – “Design Thinking Sprint!” Rob Cruickshank – “We Need to Change” Anne-Marie Kee – “The ‘WHY’ of Project 2051” Dan Pontefract, Chief Envisioner, TELUS – “What Corporate Canada Needs From K-12” Chris Dede, Timothy E. Wirth Professor in Learning Technologies at Harvard's Graduate School of Education – “Emerging Technologies, Policy, and Leadership” David Hadden – “Innovating at the Board Level” Dan Sheehan – “Innovating for the Win-Win” Thank you to our facilitators – Justin Medved, Director of Learning, Innovation and Technology at The York School; and Garth Nichols, Director of Teaching and Learning at Bayview Glen School – who kept us on track and pushed us to think critically, collaboratively and creatively. Their commitment to The 2051 Project encouraged participants to think differently, engage in thought-provoking research, and begin building a toolkit of innovative ideas for all CAIS schools. And thank you to Fiona Parke, Coordinator of The 2051 Project. -
Playing on Gender in Korea's 21St Century Traditional Performing Arts
ISSN: 2635-6619 (Online) Journal homepage: https://culturenempathy.org/ SsingSsing DanceDance: Playing on Gender in Korea’s 21st Century Traditional Performing Arts Jocelyn Clark, Pai Chai University To cite this article: Jocelyn Clark. 2019. “SsingSsing DanceDance: Playing on Gender in Korea’s 21st Century Traditional Performing Arts.” Culture and Empathy 2(2): 116-130. DOI: 10.32860/26356619/2019/2.2.0005 To link to this article: https://doi.org/10.32860/26356619/2019/2.2.0005. Published online: 30 Jun 2019. Submit your article to this journal Full Terms & Conditions of access and use can be found at https://culturenempathy.org/terms-and-conditions CULTURE AND EMPATHY Vol. 2, No. 2, pp. 116-130 https://doi.org/10.32860/26356619/2019/2.2.0005 SsingSsing DanceDance: Playing on Gender in Korea’s 21st Century Traditional Performing Arts Jocelyn Clark, Pai Chai University Abstract Gender identity would seem to be more settled in the world of traditional Korean music and dance than in any other corner of the world of performing arts. Classical gagok songs are divided into ARTICLE HISTORY female and male repertoires, and women and men both dress in the Received March 23, 2019 gendered costumes of the Joseon Dynasty (hanbok) as they perform Revised May 18, 2019 Accepted May 25, 2019 ultimate expressions of Korean moral rectitude—the story of the faithful wife, the filial daughter, the benevolent brother, the loyal minister. But a closer look reveals that gender roles in the old forms are not quite so fixed. This is particularly true, and increasingly so, KEYWORDS in Korea’s traditional folk genres. -
2019-2020 HHS Fall Athletics Schedule
2019-2020 HHS Fall Athletics Schedule Oct 14 at 10am FALL FOOTBALL/CHEER (8) VOLLEYBALL (20) TENNIS (20) X-COUNTRY (8) Aug 31 (Sat) -------------------------------- Scrimmage at HHS -------------------------------HHS jv, Samsung 12pm? Sep 4 (Wed) --------------------------- @ TCIS 3:30pm (F) -----------------------------@ USAG Humphreys 4pm Sep 6 (Fri) ---------------------------- HHS jv @ Osan 6pm ------------------------------- Sep 5 @ KIS 3:30pm (F) Sep 7 (Sat) ------------------------------ Samsung @ HHS 6pm ------------------------------------- Volleyball reschedule to Sep 25 Sep 11 (Wed) ---------------------------------------------------------- ****CHUSEOK WEEK NO KAIAC GAMES***** Sep 14 (Sat) --------------@ Kadena Sep 18 (Wed) -----------------------------@ YISS 3:30pm vb-vg --------------------------- @ Chadwick 3:30 pm Sep 20 (Fri) ---------------------------------------Black & Gold Scrimmage Game at 5pm ----------------------GSIS 3:30 pm Sep 21(Sat) ----------Bye ----------------------------------------- jvg jamboree @ Chadwick 9am, 11am ------------------------------- @ USAG Humphreys 10am Sep 25 (Wed) -------------------------------- @ DMHS 3:30pm vb-vg -----------------------@ GSIS 3:30 pm Sep 27 (Fri) ----------------------Kubasaki 6pm --------------------------------------@ SFS 3:30pm vg-vb main gym -----------------------------OMHS- 3:30--- pm ---------- Sep 28 (Sat) ------------------------------------------------- Sept 27@SFS UAC gym jvg, Dulwich, jvb 3:30pm ---------------------@ OMHS 10am 5pm Oct 2 (Wed) --------------------------------- -
Chadwick International Contents 02 03
CHADWICK INTERNATIONAL CONTENTS 02 03 >> Here in this Country School both boys and girls may find excellent instruction, Contents plenty of outdoor life, and good companions. – MARGARET LEE CHADWICK, School Founder (from the original hornbook posted on the school gates) 04 History of Chadwick 05 Founding principles 06 Mission statement 08 A community of mutual respect and trust 10 A talented, dedicated faculty 12 Superior educational facilities 14 The Village School (Pre-Kindergarten, Kindergarten~Grade 5) 16 The Middle School (Grades 6~8) 18 The Upper School (Grades 9~12) 20 Athletics and physical education 22 Visual and performing arts 24 Outdoor education 26 Service and action 28 Preparation for college 30 Applying to Chadwick International HISTORY OF CHADWICK 04 05 FOUNDING PRINCIPLES History of Chadwick Founding Principles 1935 Margaret Lee Chadwick founds Chadwick Open-Air School in her San Pedro home with four students, two of them her own children. 1938 The Palos Verdes campus of Chadwick Seaside School opens thanks to generous MARGARET LEE CHADWICK donations of land from the Vanderlip family School Founder and buildings from the Roessler family. Seventy-five day and boarding students attend. 1935, Margaret Lee Chadwick established a school at her home in San Pedro with just four 1940 Chadwick graduates its first class In consisting of 6 boys and 5 girls. students. She dedicated Chadwick School to the development of the whole child — character, well-being 1963 Commander and Margaret Lee Chadwick and intellect. She also wanted girls and boys of all races, retire after 28 years of service to the school. -
Hallyu at a Crossroads: the Clash of Korea's Soft Power Success and China's Hard Power Threat in Light of Terminal High
Asian International Studies Review Vol. 18 No.1 (June 2017): 153-169 153 Received March 15, 2017 Revised May 10, 2017 Accepted May 20, 2017 Hallyu at a Crossroads: The Clash of Korea’s Soft Power Success and China’s Hard Power Threat in Light of Terminal High Altitude Area Defense (THAAD) System Deployment HANNAH JUN* The past two decades have witnessed the remarkable success of Hallyu, or the Korean Wave, with Korea welcoming a large influx of foreign visitors and benefiting from massive consumption of products ranging from Korean television and film, K-pop and lifestyle products. A more recent announcement by CJ E&M points to an even more aggressive plan for regional ubiquity, as encapsulated by Hallyu 4.0. Simultaneously, we have already felt some of the effect of policy changes in China – a core Hallyu market – as a response to Korea’s plan to deploy a Terminal High Altitude Area Defense (THAAD) system. In this sense, we see the stirrings of a clash between Korean soft power and Chinese hard power, and are uncertain who will emerge on top. This paper examines the broad success of Hallyu from key theoretical perspectives, while addressing linkages between Korean corporations and cultural power/influence that have led to an announcement such as Hallyu 4.0. This paper also highlights the recent tensions between Korea and China, specifically with respect to THAAD deployment, and outlines potential implications for businesses and policymakers through preliminary scenarios. Keywords: Nuclear Taboo, Nuclear Arms, Deterrence, Norms, Proliferation, Just War * Assistant Professor, Ewha Womans University, Seoul, South Korea; E-mail: [email protected]; DOI: 10.16934/isr.18.1.201706.153 Downloaded from Brill.com09/28/2021 03:33:20PM via free access 154 Hallyu at a Crossroads I. -
DMHS Connections
DMHS Connections Dear Students, Parents, and our Area IV Community. As the Principal of Daegu Middle High School, I could not be prouder to serve the Area IV Military Community!This year will be full of firsts as we move into our new 21st Century building and add the middle school to our new campus. It is also a year when our teachers fully implement DoDEA's College and Career Ready Language Arts and Mathematics Standards. We are also looking forward to new standards in social studies,fine arts and science. Our teachers have engaged in continuous staff development training that will position them to deliver the highest quality instruction to all students. This year, we will continue our school goal of improving our writing skills, but will be looking at our data to see if our school improvement focus needs to change as we integrate the middle school. Our new building is getting its final cleaning as we await the delivery of our new technology and furniture. The building is designed to support 21st education and learning. Our students need to be curious, agile, and adaptable. Many of the jobs or careers they will choose may not currently exist. They must master critical thinking and problem solving skills and be able to effectively communicate orally and in writing. They must be able to work collaboratively and access and analyze information. We fully understand the benefits when students can read, write, and comprehend, think critically, collaborate, and create. These skills, part of 21st Century skills, focus on the needed critical competencies for college and career success now and in the next century.