ebs  jugis   Ã?Ã?ªÃ?±Ã¢Â½ÂÂ?outer=  ebs ºóÃ?Â?outer=  eb s  eb   Áê±â½º  
̵ϱ
 
 
(234)
 (234)
 (0)
 (0)
 Ž(0)
 Ž/ѱ(0)
(154)
 б/(1)
 б(149)
 б(4)
 ʵб(0)
(0)
 (0)
 (0)
(2)
 ۹(0)
 (1)
 (0)
 (0)
 (1)
 (0)
(0)
 (0)
 (0)
Ž/ѱ(0)
 ȸȭ(0)
 (0)
 Ȱ(0)
 ͻ(0)
 ġ(0)
 (0)
 ѱ(0)
 ƽþƻ(0)
 (0)
 ѱ(0)
 ȸ(0)
HOME EBS
  2015 ؿ(1) ѱ()
 
̸
1
2
3
4
5
ִ 20 Ȯ뺸 񽺸 մϴ.
̹ ŬϽø ڼ ֽϴ.(, 3 ڷ )
 
ǸŰ:  (82page)
۽ñ: 2015/01
õ: ü
: jugis []
īװ: >
: [15]_(1)_(⽺).hwp
: ٿε
ȸ/: 10050 / 79 , ڷϹȣ : 170
 
̸
   

 
Ұ
   

 
   

⑈01 • 1
⑈02 •û 4
⑈03 • 7
⑈04 ġ•ġ Ǵ(1) 10
⑈05 ġ•ġ Ǵ(2) 18
⑈06 ɰ•• 21
⑈07 24
⑈08 27
⑈09 Ī ߷ 30
⑈10 ĭ߷(1) 33
⑈11 ĭ ߷(2) 36
⑈12 ߷ 39
⑈13 42
⑈14 45
⑈15 ־ ֱ 48
⑈16 ๮ ϼ 51
⑈17 幮 (1) 57
⑈18 幮 (2) 60
⑈19 Mini Test 1 66
⑈20 Mini Test 2 75

 
й
   

1. ˸ ?
Thank you for running my article, "Strengthening Your Brand for the 21st Century." I enjoyed working on this piece and would enjoy the opportunity to work on similar projects in the future. You might have already noticed the mistake in the website address provided as a reference for the readers. Because it was a primary resource, I wanted to bring it to your attention in case you are considering submitting a correction in your next issue. I would hate for readers to go to an inappropriate or irrelevant website to look for answers to their questions. I referred to the original submission I sent over and was relieved to know that the mistake was not on my end. I think the article turned out well with the exception of the website mishap. Again, I appreciate the opportunity to work on this assignment.
*mishap Ǽ

ȣ Ư Ϸ
ͳ θ ȮϷ
Ʈ ּ ˸
Ʈ ˻ ȭ ûϷ
ûŹ ѱ Ϸ




2. ۿ ڰ ϴ ٷ ?
Researchers tend to measure whether or not teachers have learned the training content but have focused little on their use of this content in their classrooms. In order for successful implementation of training to occur, teachers must first learn the content, but this is only the first step and evaluating the effectiveness of training based on this step only would likely provide an inaccurate conclusion. In addition, many assessments of training effectiveness have focused on teacher attitudes toward the training experience, which can contribute to the body of knowledge on this topic but leaves out a crucial component: implementation. What a teacher expects to do with the content and what they actually do with it in practice may be very different. Evaluation of the effectiveness of training should include analysis of the outcomes in terms of classroom implementation.

޾ƾ Ѵ.
ǰ ݿؾ Ѵ.
ǿ Ͼ ߽ Ǿ Ѵ.
ȿ θ ؾ Ѵ.
б پϰ ؾ Ѵ.


3. ?
Last Tuesday, I observed a group of teenagers from our neighborhood conducting a peaceful protest in front of your plant. They said they were protesting your toxics release inventory (TRI) data, which had been reported in the local newspaper the previous day. In addition to marching near your front gate, they were chanting and carrying signs advocating "Environmental Justice" and "Clear the Air for Everyone." I believe that the eens were conducting their protest responsibly. As your car approached the plant, I was surprised to see you drive dangerously close to the protesters. I also heard you insult the protesters. I believe you owe these young citizens an apology. If your plant is releasing toxic vapors affecting our health, then you must stop it immediately. If you do not apologize, I will encourage the protesters to bring this matter to the attention of our city and state government officials.
*inventory (ǰ• )

ȸ Ϸ
߸ü ȯ ûϷ
Ѿ Ѵٴ Ϸ
ȭ ʿ䰡 Ϸ
뿡 ൿ 忡 ˱Ϸ



4. ۿ ڰ ϴ ٷ ?
I now find it interesting and a bit amusing that one of my first encounters with newspapers was one of disrespect. In the early days of our brand, Jay and I tried to advertise for distributors in the classified sections of newspapers. The advertisement simply read: "Make $1,000 a month part time. Complete training available." A lot of papers wouldn't run our ad because we couldn't guarantee the claim. I responded that I couldn't guarantee the income but at least the opportunity was there for anyone who wanted to work. A lot of people were disrespectful to Jay and me and our business. They ridiculed us and said that our business would never work. We learned to just ignore people like that. If you believe in what you're doing, you have to move forward against the disrespectful crowd. As Jay liked to say, "The dogs may bark, but the caravan moves on."
*classified section ι ȳ

ƾ Ѵ.
ü ǰ ȫ ؾ Ѵ.
ü ٰŸ ݴ ǰ Ѵ.
嵵 ؾ Ѵ.
Ű ҽŲ ؾ Ѵ.

 
ڷ
   

2015 EBS ͳݼ ؿ(1)

 
۱
   

Խù Ǽ Ͽ ũ ƴϸ, ش Խù ۱ǰ Ÿ å ڷ ڿ ֽϴ.
Խù ҹ ̿, 硤 Ǿ ֽϴ.۱ħ, Ѽ ߽߰ ۱ħ Ű ̿ ֽñ ٶϴ.

 
 
 

ǰ򺸱

 
Ǹڰ ֱڷԴϴ.
 2016 ɿϼ() ֹ׾.HWP()
 2016 ɿϼ() ֹ׾.HWP()
 2016 ɿϼ() ؼ.HWP()
 2016 ɿϼ() .HWP()
 2016 ɿϼ() ؼ.HWP()
 2016 ɿϼ() .HWP()
 2016 Ư() ֹ׾.HWP()
 2016 Ư() ؼ.HWP()
 2016 Ư() .HWP()
 2016 Ư(ؿ) .HWP()
 2016 Ư(ؿ) ؼ.HWP()
 2016 Ư(ؿ) .HWP()
 2015 ɿϼ() ؼ ѱ()
 2015 ɿϼ() ѱ()
 2015 ɿϼ() ؼ ѱ()
 2015 ɿϼ() ѱ()
 2015 ؿ(2) ؼ ѱ()
 2015 ؿ(2) ѱ()
 2015 ؿ(1) ؼ ѱ()
 2015 ؿ(1) ѱ()
 
 
ȸҰ ޹ħ ̿ ̿ȳ FAQ ̸Ϲܼź
 
ּ : õ 17 4-61 | ȭȣ : 02) 6081-8908 | ѽ : 02) 6455-8908 I ͹ȣ : 02-6081-8908 | ǥ :
ڵϹȣ : 472-10-00408 I ȣ : ũ | ڿ : ulssoo8@naver.com | ǸžŰȣ : 2018-ﰭ-0196 | å :
Copyright(c) ũ , All rights reserved.