鹽酥達人創業計畫 / Abstract Business Plan of Krispy Master By Shirley Liu “Krispy Master”, unlike a typical restaurant, will provide a unique combination of Taiwanese popcorn chicken, refreshments, ice & drinks at value pricing with a fun and entertaining atmosphere. Krispy Master is the answer to an increasing demand. The public are seeking different experience from fast-food in terms of service and quality, but a better price point than casual dining restaurants. In today's highly competitive environment, it is becoming increasingly more difficult to differentiate one restaurant concept from another. Krispy Master will achieve this by offering new and unique snack meal in the area by clear market positioning of a fashionable, fun, and fast-casual style food outlet. This plan is prepared for the initial launch of this concept. The initial capital from the owners will allow Kripy Master’s direct stores through year one. If business runs successfully, Krispy Master’s first and second store will obtain sufficient cash flow to be independent from year one, and 2nd stage financing from value-added creditors will start for store number expansion and franchise system establishment.

愛幼幼創業計畫

A Business Plan for a Beauty Cosmetic Company

商業計畫─歐洲文化有限公司 / Under the name ecc – european culture company Ltd., Ilka and Markus Wild started to build up a business in summer 2009. This company shall to focus on consulting in three fields : Public- and Media Relations, Language & Intercultural issues and giving presentations. These fields tend to be connected to each other. Since one of the founders, Ms. Ilka Wild, is an experienced linguist the language division shall be first of all the core of ecc. Hence ecc want to offer language courses and tutorials for young professionals and companies which are dealing with European countries or with business partners from the European environment respectively. Moreover the management wants to relate the language part with intercultural trainings. They believe that it is very useful for any kind of communication if you have an understanding of the cultural roots of your counterpart, especially if you have to negotiate or closing a deal. The second division shall be presentation training in this ecc wants to develop a partnership with another company, Affinity Asia Consulting Ltd. and their owner, Mr. Richard deVries. He is an experienced trainer for presentation seminars. Together both companies want to offer first of all tailor made seminars for presentation trainings which focuses on the expectations of the potential European target audience. The third field ecc wants to establish is Public and Media Relation consulting. The founders think that there are many small and medium sized companies in Taiwan, which already have business or customer in Germany but they are facing a lack of profile or awareness in their target region Europe. Since the other founder, Mr. Markus Wild is an experienced PR professional who worked 5 years as a spokesman for a 5bn-Euro energy company the founders believe that ecc can offer PR-advisory in the near future.

顧問服務公司創業計畫

Orange 手機維修公司之經營計畫

本研究旨在運用「整合導向評估模式」，評斷「教育部輔導工作六年計畫」之優劣成敗。首先以文件分析法探討計畫評估模式之發展、整合導向評估模式主要內涵、教育計畫理論及學校輔導工作原理，作為理論分析之基礎；並概要介紹「教育部輔導工作六年計畫」之計畫綱要、執行紀要、成果摘要及績效提要，作為比對分析之素材。其次以德懷術研究法，確立具體評估指標，並據以編製調查問卷及訪談題網，作為主要研究工具。最後依據問卷調查及訪談結果，比對理論實務，進行評估分析。經由上述研究，獲致以下結論： 一、 整合導向評估模式具有目標模式、CIPP模式及理論導向評估模式之優點，能有效客觀評估中長程行政計畫之優劣。 二、 依據整合導向評估模式，總評「教育部輔導工作六年計畫」認同百分率為72.1，依五大層面優劣排序為： (一)計畫內容層面（77.2）， (二)規劃作業層面（76.8）， (三)計畫策略層面（76.6）， (四)執行過程層面（70.3）， (五)執行績效層面（59.7）。執行績效認同百分率未達60，主要原因在輔導工作六年計畫經費縮編，實際執行量僅計畫預估執行量三分之一強。 三、 依據整合導向評估模式二十個向度得分排比，輔導工作六年計畫之「規劃作業程序」、「方案架構」、「方法策略」及「目標策略」四個評估向度上具有中長程計畫之優點與特色，在「量的績效」、「成果績效」、「質的績效」及「專業支援」四個向度上，則呈現了不足與缺失。 四、 各類不同人員對於輔導工作六年計畫之評價不一，以性別而言，男性認同度高於女性；以職務而言，輔導室主任、校長認同度較高；以服務單位而言，國中、國小人員認同度極顯著高於大專校院人員；以服務年資而言，呈現服務年資愈長認同度愈高之明顯趨勢；以輔導專業背景而言，計畫直接受益者（修畢二十學分或十學分者，知能研習36小時以上者）認同度較高。 五、 教育部輔導工作六年計畫總目標達成度約四成，第一階段目標達成度約六成，第二階段目標達成度約五成，第三階段目標達成度約僅三成。 六、 教育部輔導工作六年計畫重點工作中，由計畫性輔導工作轉化為學校經常性輔導工作，多數需三至五年，建立輔導專業人員証照制度則需六至十年。 本研究從三方面提出建議： 一、 在計畫評估方面：推廣整合導向評估模式之運用。 二、 在輔導工作方面：包括(1)設置青少年問題與輔導研究中心、(2)建立青少年文化與心理態度指標、(3)推展學校本位教師進修（輔導知能）制度、(4)發行教師輔導知能護照、(5)系統規劃教師輔導學生職責、(6)建置階層式輔導網絡系統、(7)全面推動認輔制度及生涯輔導、(8)規劃問題家庭扶助支援系統、(9)推動學校訓輔整合，規劃教學、訓導、輔導人員最佳互動模式與內涵、(10)推展選替性（另類）教育方案、及(11)建立輔導專業人員証照制度等。 三、 在教育計畫作為方面：包括(1)全面推動嚴謹之中長程施政計畫、(2)策訂滾進式中長程計畫、(3)加強培育教育計畫人才、(4)建立教育計畫執行機制、(5)推動統合式年度校務計畫等。 / This study is to use an integration-oriented assessment method to evaluate the implementation results of the "Six-Year School Guidance Program of the Ministry of Education" in Taiwan.　To give a theoretical basis of this study, a literature review is first applied as part of the methodology to analyze the program's assessment methods and the implications of the integration-oriented assessment method in this program.　To this end, it also analyzes education planning theories and student counseling services at schools.　The study also provides a brief introduction to the Ministry of Education's "Six-Year School Guidance Program," and the program's implementation process, achievements and performance efficiency.　The Delphi method is later applied to ensure the study's assessment indicators based on which a questionnaire and a number of questions for interview are designed.　The results of the survey and interview, in comparison with those of the theoretical analysis in the literature review, are finally studied. Results: 1. The integration-oriented assessment method was found to boast of the benefits of the target-oriented, CIPP and theory-oriented assessment methods, so it is a method that can be used to analyze mid-term and long-term administrative projects more efficiently and objectively. 2. Following the integration-oriented assessment method, the Ministry of Education's "Six-year School Guidance Program" gained an average score of 72.1, with the five studied aspects being scored as follows: a. Program Contents: 72.2 b. Planning: 76.8 c. Program Strategy: 76.6 d. Implementation process: 70.3 e. Efficiency: 59.7 The performance efficiency failed to score more than 60 because the budget set aside for this program has been slashed while only a bit more than one third of the expected works have been completed. 3. According to the analysis results acquired through the integrated-oriented assessment method, the Six-year School Guidance Program's "planning process," "framework," "methodology strategy" and "target strategy" were found to own the benefits and characteristics of a mid-term and long-term program.　In terms of efficiency in "quantity," "achievement," "quality" and "professional support," the program has instead shown deficiency and incompleteness. 4. Different groups of respondents in the questionnaire and interview have also shown a significant variety of opinions over the guidance program.　In terms of gender, the program was considered more acceptable to males than females.　In terms of occupation, school principals and directors of guidance offices found themselves more satisfied with the program than other colleagues.In terms of school, those who work at primary or junior high schools found the program more acceptable than those who work at colleges or universities.　In terms of service years, it has apparently shown a tendency that the program is more satisfactory to senior personnel.　As for professional background, those who can benefit directly from the program found it more helpful. 5. The Ministry of Education has managed to complete about 40 percent of the school guidance program's overall goals.　In the first stage, the ministry managed to achieve about 60 percent of its goals.　In the second stage, it completed about 50 percent, while only 30 percent were fulfilled in the third stage. 6. Judging from the target works of the guidance program, it was found that it would take three to five years for most of the planned projects to become routine guidance works at school. It was also found that it would take six to ten years to set up a qualification system for professional student counseling workers. Suggestions: 1. In terms of program assessment, it is highly recommended to promote such a method as integration-oriented assessment. 2. In terms of guidance services, it is suggested to establish a research center on juvenile problems and student guidance affairs, to build evaluation indicators on youth culture and mentality, to push forward a school-based teacher in-service training program on school guidance and to issue aptitude passports for qualified guidance teachers. It is also suggested to systematically regulate teachers' duties in student guidance, to build a multi-level guidance networking system, to comprehensively enforce a guidance adoption system for career planning and to design an aid package for problematic families.　Moreover, it is suggested to integrate the disciplinary and guidance works for better interaction between school disciplinary and guidance personnel, to promote alternative education programs, and to set up a qualification system for professional counseling workers. 3. In terms of education planning, it is suggested to extensively push forward well-designed mid-term and long-term administrative work plans, to formulate progressive mid-term and long-term policies, to strengthen the training of education talents, to establish an education program implementation mechanism, and to enforce comprehensive annual school plans.

鑒於都市之建設發展為一國文明進步的表徵，都市計畫對於一國之經濟發展有著相輔相成之功，因此都市計畫法規亦日顯重要。都市計畫在我國向未受重視，都市計畫法規更有欠完備。新近，都市計畫法剛修正不久，對我國都市計畫法從立法的歷史淵源到現行都市計畫法的幾個重要課題作一系列的研討，當可有助於今後我都市建設發展之推行。本論文共分為五章，茲將各章要要點敘述於後： 一、第一章「緒論」，主要闡明本文的研究動機、方法及範圍。再論及都市計畫法在時間空間上的需要，以及法規所持的基本政策——平均地權與地畫其利。 二、第二章「市計畫之立法」，是從都市計畫法令之發展歷史以求了解都市計畫思想的演進及時代的適應性。都市計畫科學最先起於歐美國家，其立法亦較為完備，故本章第一節就各國都市計畫立法概況作一要述。英國為都市計畫立法較早亦較發達之國家，尤其英國的市鄉計畫法與新鎮法更是著稱於世，頗值我國參考。至於國為近代都市計畫推行最力也較具成效的國家，尤以都市更新為著。日本之都市計畫立法亦早在明治維新後就訂立了，其為我亞洲近鄰，文物典章與我國頗相近，故其都市計畫法令可借鏡處甚多。其餘之歐洲國家特舉德、法、瑞典、荷蘭四國，彼等都市計畫政策都各具特點。 三、第二章第二節茲就我國都市計畫法與相關法規的立法情形以及相關法規與都市計畫法的關連性作一敘述。我國都市計畫法從立法至今歷卅五年，可分為二個時期。一為抗日戰爭前後之初期立法概況；二為政府遷台後於民國五十三年及六十二年的二次修訂經過。臺灣在日據時期曾有日人頒訂的臺灣都市計畫令及其施行細則，為臺灣早期都市建設的依據，甚至對現今臺灣都市計畫的實施仍有影響，故對此一時期之都市計畫立法亦予一併說明。再從區域計畫法、土地法、建築法等相關法令與都市計畫法之關連性，可了解都市計畫立法的整個體系。 四、第二章第三節對我國都市計畫法所具公法、特別法、及強行法等法律性質，以及其在法律體系中日益重要的地位作一要述。 五、第三章分為三節，依序探究二次全修正都市計畫法之社會與經濟背景，修正重點與改進處。第三節就三次都市計畫法相關條文列表比較分析。 六、第四章從四方面來研計現行都市計畫法規定之良窳，並參酌各國都市計畫法令作一比較印證。 七、都市計畫不論在實施前後都須採行某種管制手段，以免妨害都市整體性之規劃，消極阻止不當發展，積極則引導最有效利用。我國都市計畫法是採用土地使用分區管制興建築管理二方式。其中有關土地使用分區管制的規定太過簡略，又無單行規則可循，以致執行困難。至於建築管理又有發給建築許可與限建管制二法。 八、都市計畫實施的方式可循向外發展的新市區建設以及內在的都市更新二途徑進行。除了把新市區建設與舊市區更新之擬訂計畫、處理方式等，就法條規定與外國法令學理作一說明外，並就新市區土地取得以區段徵收或土地重劃方法為優，作一比較。都市計畫法對於新市區建設與舊市區更新之規定皆嫌粗陋，不足為實施之依據。 九、公共設施的配制乃構成都市的要件，為都市生活中不可或缺的因素。但公共設施的配置常須徵收私有土地，涉及人民的權益，故常引人爭論。第四章第三節即就公共設施用地之設置及公共設施保留地之期限、取得、補償、限制使用等規定之適當與否作一討論。現行法將保留期限由以前最長保留十年改為最多得保留十五年；對於保留地之補償亦由以往的市價標準改為依當期之公告現值為準，此皆為較重大的修改，亦為較適當的修正。 十、凡計畫實施非財莫辦，都市計畫的諸項工作更是需要鉅額的經費，因此都市計畫建設資金的籌措乃是一重要課題。依都市計畫法的規定，計有九項籌措資金途徑，特就九種方式一一研討其可行性與財源的固定性。 十一、第五章為結論。我國都市計畫法確在逐次進步中，尤其現行都市計畫法更作了極大的修正，但仍嫌規定簡略，應速行頒訂其施行細則以及都市計畫法中規定應另訂的各種子法。最後再就現行都市計畫法條文規定作四點檢討。

NY Deli 營運計畫 / None

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