Taiwan Movies Online

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Allscreenings and Q&A sessions will be free of charge. Each film screening will require registration in advance in order to acquire a URL link containing a promotion code. Please make sure to submit your registration by midnight the previous day as some movies will have limited capacity. Only those currently located in the United States will be able to watch the films. There are no geographic restrictions for the Q&A sessions with film directors.

The film festival will be accessible via Vimeo On Demand, a video sharing and streaming platform, starting on Friday, October 21, 2022. Each day, one film will be accessible for 24 hours (please see the schedule below). Participants will need to create a Vimeo On Demand account and register in order to access and watch individual films. For any questions pertaining to online registration, please first refer to the instructions and FAQs below. If you have any further questions, please contact us at gti...@globaltaiwan.org.

This film screening will be accompanied by a conversation with the director of Jang-Gae: The Foreigner, Chang Chih-wei. This discussion will be available to viewers worldwide on Youtube on October 22, 2022 at 12 PM EST.

What sparked your interest in going to teach English abroad?

My interest in teaching abroad was sparked by mentoring in the past and looking for ways to travel, have a lighter work schedule, immerse myself in other cultures, and give back.

What did your friends and family think about you moving and teaching abroad?

My family and friends did not believe that I would leave the country, especially alone, and for a year or more. I spent a year preparing everyone and constantly reminding them that I would be leaving. After a few months, they understood that I was serious about leaving, and they were supportive

Why did you decide to get TEFL certified and choose International TEFL Academy?

I chose international TEFL Academy because of the amazing reviews and benefits that were provided such as an advisor, a professor that would respond quickly, communication with classmates, and most importantly having an alumni network even after finishing the course.

Which city and country did you decide to teach English in and why?

I decided to teach English in Taiwan in Hsinchu City. A friend recommended this school to me. Although under different owners, this is an amazing company to work for.

Please explain the visa process that you went through.

My school managers took care of the visa process and paperwork for me. They took care of all of my paperwork. I entered Taiwan with a tourist visa. You will need the original FBI background check (the laws have changed), TEFL certificate, diploma, and passport size photos.

How did you find somewhere to live and what is it like? Do you have roommates?

My school managers help me with anything whenever I need help. When new teachers arrive, they are paired with one or two managers, and they help us look for housing, furniture, communicate with the landlord, shop for house hold items, set up a bank account, etc.

In your opinion, how much does someone need to earn in order to live comfortably?

$1000 USD is more than enough for someone who enjoys a lot of shopping, Western food eating, going to the movies, and drinking.

Prisca's interest in teaching abroad was sparked by past mentoring, looking for ways to travel, have a lighter work schedule, immerse herself in other cultures, and give back. After taking ITA's 11-Week Online TEFL Course, Priscilla decided to teach English in Hsinchu City, Taiwan with Neurolink English Academy.

Request a free brochure or call 773-634-9900 to speak with an expert advisor about all aspects of TEFL certification and teaching English abroad or online, including the hiring process, salaries, visas, TEFL class options, job placement assistance and more.

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Objective: The aims of this cross-sectional study were to examine the associations of suicidal ideation and attempt with Internet addiction and Internet activities in a large representative Taiwanese adolescent population.

Methods: 9510 adolescent students aged 12-18 years were selected using a stratified random sampling strategy in southern Taiwan and completed the questionnaires. The five questions from the Kiddie Schedule for Affective Disorders and Schizophrenia were used to inquire as to the participants' suicidal ideation and attempt in the past one month. The Chen Internet Addiction Scale was used to assess participants' Internet addiction. The kinds of Internet activities that the adolescents participated in were also recorded. The associations of suicidal ideation and attempt with Internet addiction and Internet activities were examined using logistic regression analysis to control for the effects of demographic characteristics, depression, family support and self-esteem.

Results: After controlling for the effects of demographic characteristics, depression, family support and self-esteem, Internet addiction was significantly associated with suicidal ideation and suicidal attempt. Online gaming, MSN, online searching for information, and online studying were associated with an increased risk of suicidal ideation. While online gaming, chatting, watching movies, shopping, and gambling were associated with an increased risk of suicidal attempt, watching online news was associated with a reduced risk of suicidal attempt.

Conclusions: The results of this study indicated that adolescents with Internet addiction have higher risks of suicidal ideation and attempt than those without. Meanwhile, different kinds of Internet activities have various associations with the risks of suicidal ideation and attempt.

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