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題名 英文與情緒商數(EQ)學程
An English and EQ Program for Students
作者 胡淑惠
Hu, Su-Whey
貢獻者 何小台
Ho, Chester
胡淑惠
Hu, Su-Whey
關鍵詞 情緒負擔
高中生
情緒商數
合併
emotional burdens
junior high school students
Emotional Intelligence
incorporate
日期 2020
上傳時間 3-Aug-2020 17:45:34 (UTC+8)
摘要 LingoEQ, is a company born from one of our founder’s profoundly emotional experiences while teaching her junior high school students. One student’s essay about suicide made her see that her students were struggling with a lot of stress and emotional issues, and most of them did not have the proper tools to deal with the stresses they faced. She wanted to do anything in her power to help her students in Taiwan deal with their emotional burdens in a healthy manner.

Thus the start of LingoEQ, a company that teaches junior high school students ways to manage their Emotional Intelligence (EQ) so that they can better deal with their own emotions as well as that of others. Using the medium of English, students can learn about EQ tools in a fun and interesting way. And they can use these skills that they learn in the classes throughout their lives.

Although not much is said about EQ within Taiwan, there is a growing community of educators around the world focusing on incorporating EQ into education. That is why LingoEQ would like to be a bridge to bring EQ learning around the world to the students of Taiwan. And initially some skepticism from parents of the benefits of EQ may occur. That is why LingoEQ will be doing many different things to help educate their consumers about the benefits of EQ. Including Demo days, workshops, and seminars for teachers and parents to showcase how EQ can help benefit their kids’ lives.

LingoEQ’s Mission is to help students learn how to improve their own EQ skills, so that they not only survive but thrive in life. Because they believe EQ skills can and should be taught in schools in order to give students the tools they need to live better and more fulfilling lives.
參考文獻 1. I-chia, Lee. “Suicide Rate Falling as Teen Attempts Rise.” Taipei Times, 8 Sept. 2019, www.taipeitimes.com/News/taiwan/archives/2019/09/09/2003721971.
2. Yi-chun, Chiu, et al. “Suicide Rate among Teens Cause for Concern: Center.” Taipei Times, 27 June 2014, www.taipeitimes.com/News/taiwan/archives/2014/06/28/ 2003593868.
3. Gill, Michele. “Middle School Tips: Social and Emotional Development - Developmentally Appropriate Practices for PK-12 Teachers.” Google Sites, https://sites.google.com/site/dapforteachers/home/middle-school-tips-social-and-emotional-development.
4. Low, ZiQing. “Taiwanese Startup Promotes Local Issues Through `Blind` Travel.” The News Lens International Edition, 2 Sept. 2016, https://international.thenewslens.com/ article/48257.
5. Salim, Saima. “Social Media Alert: Teenage Girls at a Higher Risk of Depression from Excessive Use.” Digital Information World, 7 Jan. 2019, www.digitalinformationworld.com/2019/01/social-media-depression-girls-study.html.
6. “Explaining EQ & SEL.” BIG EQ, 8 Dec. 2019, https://bigeqcampaign.org/explaining-eq-sel/.
7. Kfoneil. “New Year SEL Research Roundup!” AISD Social and Emotional Learning, 9 Jan. 2015, http://austinisdselblog.com/2015/01/09/1050/.
8. “Social and Emotional Learning: A Short History.” Edutopia, George Lucas Educational Foundation, 7 Oct. 2011, www.edutopia.org/social-emotional-learning-history.
9. “SEL Impact.” CASEL, http://casel.org/impact/.
10. “Putting Students` and Educators` Wellbeing First.” EQ Schools, https://eqschools.com/.
11. “What Is SEL?” CASEL, https://casel.org/what-is-sel/.
12. “Yale Center for Emotional Intelligence.” Yale Center for Emotional Intelligence, www.ycei.org/.
13. “Social-Emotional Learning Curriculum.” Committee for Children, 23 Apr. 2020, www.cfchildren.org/programs/social-emotional-learning/.
14. “Cody`s.” Codys, www.codyz.com/.
15. “Empathy Starter.” Empathy Starter, 20 May 2019, https://hundred.org/en/innovations/empathy-starter.
16. “Social and Emotional Learning.” The Alliance Cultural Foundation, https://english.thealliance.org.tw/social-and-emotional-learning.html.
17. Kmw. “Teaching in Taiwan: The Season Arts School.” Know My World, 15 Feb. 2018, https://knowmyworld.org/teaching-taiwan-season-arts-school/.
描述 碩士
國立政治大學
國際經營管理英語碩士學位學程(IMBA)
104933013
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104933013
資料類型 thesis
dc.contributor.advisor 何小台zh_TW
dc.contributor.advisor Ho, Chesteren_US
dc.contributor.author (Authors) 胡淑惠zh_TW
dc.contributor.author (Authors) Hu, Su-Wheyen_US
dc.creator (作者) 胡淑惠zh_TW
dc.creator (作者) Hu, Su-Wheyen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 17:45:34 (UTC+8)-
dc.date.available 3-Aug-2020 17:45:34 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 17:45:34 (UTC+8)-
dc.identifier (Other Identifiers) G0104933013en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131035-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 國際經營管理英語碩士學位學程(IMBA)zh_TW
dc.description (描述) 104933013zh_TW
dc.description.abstract (摘要) LingoEQ, is a company born from one of our founder’s profoundly emotional experiences while teaching her junior high school students. One student’s essay about suicide made her see that her students were struggling with a lot of stress and emotional issues, and most of them did not have the proper tools to deal with the stresses they faced. She wanted to do anything in her power to help her students in Taiwan deal with their emotional burdens in a healthy manner.

Thus the start of LingoEQ, a company that teaches junior high school students ways to manage their Emotional Intelligence (EQ) so that they can better deal with their own emotions as well as that of others. Using the medium of English, students can learn about EQ tools in a fun and interesting way. And they can use these skills that they learn in the classes throughout their lives.

Although not much is said about EQ within Taiwan, there is a growing community of educators around the world focusing on incorporating EQ into education. That is why LingoEQ would like to be a bridge to bring EQ learning around the world to the students of Taiwan. And initially some skepticism from parents of the benefits of EQ may occur. That is why LingoEQ will be doing many different things to help educate their consumers about the benefits of EQ. Including Demo days, workshops, and seminars for teachers and parents to showcase how EQ can help benefit their kids’ lives.

LingoEQ’s Mission is to help students learn how to improve their own EQ skills, so that they not only survive but thrive in life. Because they believe EQ skills can and should be taught in schools in order to give students the tools they need to live better and more fulfilling lives.		en_US
dc.description.tableofcontents 1. Company Introduction 1
1.1. Problem 1
1.2. Solution 2
1.2.1. Definitions 3
1.3. Mission 4
1.4. Vision 4
1.5. Key Success Factors: 5
2. Business Environment 6
2.1. Industry Overview 6
2.1.1. A Brief History 6
2.1.2. The Impact of SEL 7
2.2. PESTEL Analysis 7
2.2.1. Political 7
2.2.2. Economic 8
2.2.3. Social 8
2.2.4. Technological 9
2.2.5. Environmental 9
2.2.6. Legal 9
2.3. Porter’s Five Forces Analysis 10
2.3.1. Threat of New Entrants 10
2.3.2. Threat of Substitutes 10
2.3.3. Bargaining Power of Buyers 11
2.3.4. Bargaining Power of Suppliers 11
2.3.5. Competitive Rivalry 11
2.4. Competitor Analysis 12
2.5. SWOT Analysis 13
2.5.1. Strengths 14
2.5.2. Weaknesses 14
2.5.3. Opportunities 14
2.5.4. Threats 15
3. Products and Services 16
3.1. Services Features 16
3.1.1. English and EQ Curriculum 16
3.1.2. Seminars and Workshops 17
3.2. Pricing Strategy 17
3.3. Promotion Strategy 17
4. Business Model Canvas 19
4.1. Value Proposition 20
4.2. Customer Segment 20
4.3. Customer Relationships 21
4.4. Channels 21
4.5. Key Activities 22
4.6. Key Resources 22
4.7. Key Partners 23
4.8. Cost structure 23
4.9. Revenue Streams 23
5. Operative Plan 25
5.1. Phase 1: Pre-launching Phase 25
5.2. Phase 2: Soft-launch 25
5.3. Phase 3: Launch Phase 25
5.4. Phase 4: Expansion into Offering New Services 26
6. Financial Plan 27
6.1. First Year Financial Forecast 27
6.2. Second and Third Year Financial Forecast 27
6.3. Fourth and Fifth Year Financial Forecast 29
6.4. A Five Year Forecast 30
7. Conclusion 31
8. References: 32		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104933013en_US
dc.subject (關鍵詞) 情緒負擔zh_TW
dc.subject (關鍵詞) 高中生zh_TW
dc.subject (關鍵詞) 情緒商數zh_TW
dc.subject (關鍵詞) 合併zh_TW
dc.subject (關鍵詞) emotional burdensen_US
dc.subject (關鍵詞) junior high school studentsen_US
dc.subject (關鍵詞) Emotional Intelligenceen_US
dc.subject (關鍵詞) incorporateen_US
dc.title (題名) 英文與情緒商數(EQ)學程zh_TW
dc.title (題名) An English and EQ Program for Studentsen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 1. I-chia, Lee. “Suicide Rate Falling as Teen Attempts Rise.” Taipei Times, 8 Sept. 2019, www.taipeitimes.com/News/taiwan/archives/2019/09/09/2003721971.
2. Yi-chun, Chiu, et al. “Suicide Rate among Teens Cause for Concern: Center.” Taipei Times, 27 June 2014, www.taipeitimes.com/News/taiwan/archives/2014/06/28/ 2003593868.
3. Gill, Michele. “Middle School Tips: Social and Emotional Development - Developmentally Appropriate Practices for PK-12 Teachers.” Google Sites, https://sites.google.com/site/dapforteachers/home/middle-school-tips-social-and-emotional-development.
4. Low, ZiQing. “Taiwanese Startup Promotes Local Issues Through `Blind` Travel.” The News Lens International Edition, 2 Sept. 2016, https://international.thenewslens.com/ article/48257.
5. Salim, Saima. “Social Media Alert: Teenage Girls at a Higher Risk of Depression from Excessive Use.” Digital Information World, 7 Jan. 2019, www.digitalinformationworld.com/2019/01/social-media-depression-girls-study.html.
6. “Explaining EQ & SEL.” BIG EQ, 8 Dec. 2019, https://bigeqcampaign.org/explaining-eq-sel/.
7. Kfoneil. “New Year SEL Research Roundup!” AISD Social and Emotional Learning, 9 Jan. 2015, http://austinisdselblog.com/2015/01/09/1050/.
8. “Social and Emotional Learning: A Short History.” Edutopia, George Lucas Educational Foundation, 7 Oct. 2011, www.edutopia.org/social-emotional-learning-history.
9. “SEL Impact.” CASEL, http://casel.org/impact/.
10. “Putting Students` and Educators` Wellbeing First.” EQ Schools, https://eqschools.com/.
11. “What Is SEL?” CASEL, https://casel.org/what-is-sel/.
12. “Yale Center for Emotional Intelligence.” Yale Center for Emotional Intelligence, www.ycei.org/.
13. “Social-Emotional Learning Curriculum.” Committee for Children, 23 Apr. 2020, www.cfchildren.org/programs/social-emotional-learning/.
14. “Cody`s.” Codys, www.codyz.com/.
15. “Empathy Starter.” Empathy Starter, 20 May 2019, https://hundred.org/en/innovations/empathy-starter.
16. “Social and Emotional Learning.” The Alliance Cultural Foundation, https://english.thealliance.org.tw/social-and-emotional-learning.html.
17. Kmw. “Teaching in Taiwan: The Season Arts School.” Know My World, 15 Feb. 2018, https://knowmyworld.org/teaching-taiwan-season-arts-school/.		zh_TW
dc.identifier.doi (DOI) 10.6814/NCCU202001131en_US