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Concept of marketing should be introduced essentially for change of market environment of educational service in the level of strategy for survival. With intermediation of exchange of educational service, relation between supply and demand is made between children art academy and students, and market principle is adapted. As for today's educational circumstance of children art academy as well, it is similar to company circumstance and it is in market competition situation in which supply is exceeding demand, and habitual way of customer maintaining and customer gaining are not effective strategy any more. For more effective gaining of customer, we need to approach through more thorough way by analyzing with marketing way, and changing educational circumstance demands to introduce marketing concept in administration for children art academy. The purpose of this study is to survey marketing strategy to attract students into educational service of children art academy and to study vision through which they can get competitive predominant position later on, by analyzing what kind of behavior is revealed to customer by the result of organizing factors and satisfaction which give influence to satisfaction of educational service on the parents who have children attending children art academy now. For this purpose, I suggested preceding studies as theoretical background according to service marketing, service analyzation, educational service marketing, service quality, customer satisfaction and satisfied result, and on the background of these studies, I suggested need of marketing strategy after actual analyzation of customer's behavior, in this study. In situation of academy, in order to choose composing factors for educational service which can give influence to satisfaction of the students, I chose program, price, teachers and physical environment of academy as composing factors for satisfaction of educational service, on the background of my field experience of working, meeting with parents whose children were attending at that time, and parents whose children had been attending before, and with behavior shown after satisfaction, I chose variable of satisfaction and intention to buy again as result. On the basis of it, I made study model, study hypothesis and questionnaire items, and measured each items of independent variable and result variable with Likert 5 points measurement to measure variables. For data collecting method, I withdraw and used 206 pieces among 211 pieces for parents who had children of 4 to 12 years old who were attending children art academy at that time. For hypothesis testification, I used SPSS/WIN 10.0 statistics package. I performed multiple regression analyzation for relation measurement between compose factors and satisfaction of educational service, and simple regression analyzation for relation measurement between satisfaction, rebuy intention and information by word of mouth effect. Results of analyzation can be summarized as follows; First, program, price, teachers and physical environment were giving significant effect to satisfaction. Second, among the composing factors, teachers were giving most effect on satisfaction. Third, general satisfaction for academy gave significant effect on rebuy intention and information by word of mouth effect, and when parents were choosing academy, the thing which they regard most was recommendation of neighbors, and which was the most economical and strong method of advertisement by generating new customer by academy education service organization.

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Korea education industry is proceeding with differentiated competition through enhancing service quality and developing various services. This paper tried to develop famous education measurement model and service-related industry. This study conducted a survey of 266 people, used valid 172 questionnaire by the final analysis data of this research. Using spass 18.0, we carried out exploratory analysis of the factors and reliability analysis for testing validity and reliability of respondents. In this paper, we included conducting Delphi technique and analysis of variance (ANOVA) with a view to hypothesis verification. The result of this research shows that social- oriented value is more influential than ego-oriented value in famous education perception. Compared to normal education service, famous education service indicate that it will be higher index than normal service. Proposing high value and measurement model of the famous education, we¡¯re able to suggest theoretical and practical marketing strategy as well as developing education program.

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With the advancement of information and communication technologies, online courses have increased as a new channel of education. This study contributes to the existing literature by providing empirical evidences for the substitute or complementary relationship between online and offline courses. The results show that while offline and online courses in test preparation courses such as TOEFL and TOEIC were neither substitute nor complement, they were complementary to each other in general English courses such as speaking and writing courses. Different relationship between online and offline education services depending on subject characteristics provides implications for other markets as well as language education market.

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The purpose of this study was to examine the relationship of each factor of process quality to result quality, and the influence of the former on the latter, after the educational services provided for beauty high school students were classified into process quality and result quality. The participants in this study were 250 specialized high school seniors. Data were gathered from October 8 to 12, 2013. Frequency analysis, one-way analysis of variance, Duncan¡¯s test, Pearson product-moment correlation coefficient, and multiple regression analyses were utilized. The collected data were analyzed using a statistical package (SPSS 21.0). Study results showed that boys expressed more satisfaction with the educational services than girls when considering satisfaction level by gender. Considering satisfaction with the subjects, participants were more satisfied with hair beauty than any other subject. Additionally, study results revealed that more satisfaction with process quality led to greater satisfaction with result quality. Furthermore, the variable that exerted the largest influence on result quality satisfaction was curriculum satisfaction, one of the subfactors of process quality satisfaction. The second most influential variable was career education satisfaction, followed by physical environmental satisfaction. These results indicated that result quality satisfaction was greater when there was more satisfaction with curriculum, career education, and physical environments. Regarding the relationship of process quality to result quality, curriculum was strongly positively correlated with the factor ¡°teacher¡±, implying that teacher satisfaction, which was excluded from the regression analysis, affected result quality as much as curriculum.

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The purpose of this study was to develop the model of consumer satisfaction with educational services in higher education on the basis of expectation-disconfirmatiom theory. The major findings were as follows : 1. The level of consumer satisfaction with educational services in higher education was low. Among the four dimensions of the educational services in higher education, the level of consumer satisfaction was the highest with 'education' and lowest with cost. 2. In the model of national university, the perceived performance of the core service, the disconfirmation of the core service, the perceived performance of the additional service, the disconfirmation of the additional service had a casual effect. The perceived performance of the additional service had the greatest casual effect among them. 3. In the model of private university, the perceived performance of the core service, the disconfirmation of the core service, the perceived performance of the additional service, the disconfirmation of the additional service had a casual effect. The perceived performance of the core service had the greatest casual effect among them.

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º» ¿¬±¸´Â ºñ´ë¸é ±³À°¼­ºñ½º Ç°Áú ±¸¼º¿ä¼ÒÀÎ ½Ã½ºÅÛ Æí¸®¼º, ½Ã½ºÅÛÇ°Áú, »óÈ£Àۿ뼺ÀÌ ÇлýÀÌ Áö°¢ÇÏ´Â ±³À°¼­ºñ½º °¡Ä¡¿Í ÇнÀ¸ôÀÔ°ú Àü°ø¸¸Á·µµ¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â ¿µÇâÀ» ºÐ¼®ÇÏ°íÀÚ ÇÏ¿´´Ù. º» ¿¬±¸¸¦ ÅëÇØ ´ÙÀ½°ú °°Àº ¿¬±¸°á°ú¸¦ µµÃâÇÒ ¼ö ÀÖ¾ú´Ù. ù°, ºñ´ë¸é ±³À°¼­ºñ½ºÇ°ÁúÀÇ ±¸¼º¿ä¼ÒÀÎ ½Ã½ºÅÛÆí¸®¼º, ½Ã½ºÅÛÇ°Áú, »óÈ£Àۿ뼺ÀÇ 3°¡Áö ¿äÀÎÀÌ ±³À°¼­ºñ½º°¡Ä¡¿¡ Åë°èÀûÀ¸·Î À¯ÀÇÇÑ ¿µÇâÀ» ¹ÌÄ¡°í ÀÖ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. µÑ°, ºñ´ë¸é ±³À°¼­ºñ½ºÇ°ÁúÀÇ ±¸¼º¿ä¼ÒÀÎ ½Ã½ºÅÛÆí¸®¼º, ½Ã½ºÅÛÇ°Áú, »óÈ£Àۿ뼺ÀÇ 3°¡Áö ¿äÀÎÁß¿¡¼­ ½Ã½ºÅÛÇ°Áú°ú »óÈ£Àۿ뼺Àº ÇнÀ¸ôÀÔ¿¡ Åë°èÀûÀ¸·Î À¯ÀÇÇÑ ¿µÇâÀ» ¹ÌÄ¡°í ÀÖ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ¼Â°, ºñ´ë¸é ±³À°¼­ºñ½º °¡Ä¡°¡ Àü°ø¸¸Á·µµ¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» ºÐ¼®ÇÑ °á°ú, ±³À°¼­ºñ½º°¡Ä¡´Â Àü°ø¸¸Á·µµ¿¡ Åë°èÀûÀ¸·Î À¯ÀÇÇÑ ¿µÇâÀ» ¹ÌÄ¡°í ÀÖ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ³Ý°, ÇнÀ¸ôÀÔÀÌ Àü°ø¸¸Á·µµ¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» ºÐ¼®ÇÑ °á°ú, ÇнÀ¸ôÀÔÀº Àü°ø¸¸Á·µµ¿¡ Åë°èÀûÀ¸·Î À¯ÀÇÇÑ ¿µÇâÀ» ¹ÌÄ¡°í ÀÖ´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù.

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Çѱ¹¿¡ À¯Çп ¿Ü±¹ÀÎ À¯ÇлýÀÇ ¼ö´Â ÃÖ±Ù µé¾î ¸Å³â Áõ°¡ÇÏ°í ÀÖÀ¸¸ç, ÇöÀç 70,000¸í ÀÌ»óÀÌ Çѱ¹ ´ëÇп¡¼­ ¼öÇÐ ÇÏ°í ÀÖ´Â °ÍÀ¸·Î Áý°èµÇ°í ÀÖ´Ù. ±Û·Î¹ú½Ã´ë¿¡ ¿Ü±¹ÀÎ À¯ÇлýÀÇ ¿ªÇÒÀº ¸Å¿ì Å©´Ù°í ÇÒ °ÍÀÌ´Ù. ±×·¯³ª Çѱ¹À̶ó´Â ³ª¶ó°¡ ¸Å·ÂÀûÀÎ À¯ÇÐ ¸ñÀûÁö°¡ µÇ±â À§Çؼ­´Â Áö±ÝÀÇ ¾çÀûÀÎ ¼öÁØ¿¡¼­ ¸¸Á·ÇÒ °ÍÀÌ ¾Æ´Ï¶ó ÁúÀûÀ¸·Î À¯´ÉÇÑ ÀÎÀ縦 À¯Ä¡Çϴµ¥ ÃÊÁ¡À» µÎ¾î¾ß ÇÒ °ÍÀÌ´Ù. À¯´ÉÇÑ ¿Ü±¹ÀÇ ÀÎÀ縦 À¯Ä¡Çϱâ À§Çؼ­´Â ÀÎÀçµéÀ» ²ø¾îµéÀÏ ¼ö ÀÖ´Â ½Ã½ºÅÛÀÌ ±¸ÃàµÇ¾î¾ß ÇÑ´Ù. À̸¦ À§ÇØ º» ¿¬±¸¿¡¼­´Â À¯Çлý Áß¿¡¼­ °¡Àå ¸¹Àº ¼ö¸¦ Â÷ÁöÇÏ´Â Áß±¹ÀÎ À¯ÇлýÀ» »ó´ë·Î ´ëÇб³À°¼­ºñ½ºÀÇ Ç°Áú¿¡ ´ëÇØ Shun-Hsing ChenµîÀÌ ¹ßÇ¥ÇÑ ¡°Service quality performance model¡±¸¦ Àû¿ë½ÃÄÑ Á¶»çÇÏ¿´´Ù. ¡°Service quality performance model¡±Àº °í°´ÀÌ Áö°¢ÇÏ´Â Áß¿äµµ¿¡ ºñÇؼ­ ¾ó¸¶³ª ¸¸Á·ÇÏ´Â °¡¸¦ ÃøÁ¤ÇÒ ¼ö ÀÖÀ» »Ó¸¸ ¾Æ´Ï¶ó °³¼±ÇØ¾ß ÇÒ ¹®Á¦Á¡ÀÇ ¼øÀ§µµ µ¿½Ã¿¡ ¾Ë ¼ö ÀÖ´Â ¸ðµ¨ÀÌ´Ù. º» ¿¬±¸¿¡¼­´Â °æ»óµµ¿¡ 9°³ ´ëÇÐÀÇ 261¸íÀÇ Áß±¹ÀÎ À¯ÇлýÀ» »ó´ë·Î ´ëÇб³À°¼­ºñ½ºÀÇ Ç°Áú¿¡ ´ëÇؼ­ ¸¸Á·µµ¿Í Áß¿äµµ¸¦ ÃøÁ¤ÇÏ¿© °á°ú¸¦ Á¦½ÃÇÏ¿´´Ù.

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´ëÇп¡¼­ Á¦°øµÇ°í ÀÖ´Â ±³À°À» »ìÆ캸¸é °³º°ÀûÀÎ ÇлýµéÀÇ ¿ä±¸¸¦ ¸¸Á·½ÃÅ°±â ¾î·Æ´Ù. ÀÌ´Â ´ëÇб³À°ÀÌ ÇѸíÀÇ ¼­ºñ½ºÁ¦°øÀÚ¿¡ ÀÇÇØ ¸¹Àº »ç¶÷µé¿¡°Ô µ¿½Ã¿¡ Á¦°øµÇ±â ¶§¹®À¸·Î º¼ ¼ö ÀÖ´Ù. À̸¦ °¨¾ÈÇÏ¿© ÇлýµéÀÌ º¸´Ù ´Ù¾çÇÑ Á¤º¸Åë½Å±â¼úÀ» È°¿ëÇÒ ¼ö ÀÖ´Ù¸é ±³À°ÀÌ Á¦°øµÇ´Â °úÁ¤À̳ª ÄÁÅÙÃ÷¿¡ ´ëÇØ ´õ ¸¸Á·ÇÒ ¼ö ÀÖÀ» ¼ö ÀÖ´Ù°í °¡Á¤ÇÏ¿´´Ù. ¿¬±¸¿¡¼­´Â ÇлýµéÀÇ ±â¼ú¼ö¿ë¼º Á¤µµ°¡ °ü°èÇ°Áú, ±³À°¼­ºñ½ºÇ°Áú, ±³À°¼­ºñ½º¸¸Á·¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» »ìÆ캸°í ÇлýµéÀÇ Á¤º¸Åë½Å±â¼úÀÇ È°¿ëÁ¤µµ°¡ ³ô°í ³·À½¿¡ µû¶ó ÀÌµé °ü°è¿¡ ¾î¶°ÇÑ ¿µÇâÀ» ¹ÌÄ¡´ÂÁö¿¡ ´ëÇؼ­µµ »ìÆ캸¾Ò´Ù. °ËÁõ°á°ú ±â¼ú¼ö¿ë¼ºÀÌ ³ôÀ¸¸é °ü°èÇ°Áú, ±³À°¼­ºñ½ºÇ°ÁúÀ» ³ôÀÏ ¼ö ÀÖ°í, °ü°è Ç°Áú°ú ±³À°¼­ºñ½ºÇ°Áúµµ ±³À°¼­ºñ½º¸¸Á·À» ³ôÀÏ ¼ö ÀÖ´Ù°í Á¦½ÃµÇ¾ú´Ù. Á¤º¸Åë½Å±â¼úÀÇ È°¿ëÁ¤µµµµ ÀÌµé °ü°è¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. º» ¿¬±¸´Â ±³À°ÀÎÇÁ¶ó°¡ ºÎÁ·ÇÑ Áö¹æÀÇ Áß¼Ò µµ½Ã¿¡ À§Ä¡ÇÑ ´ëÇп¡¼­ ¿¬±¸¸¦ ÁøÇàÇÔÀ¸·Î½á ÇâÈÄ ÇØ´ç ÄÁÅÙÃ÷¸¦ ±³À°¿¡ È°¿ëÇÏ°Ô µÇ¾úÀ» °æ¿ì ´õ ¸¹Àº È¿°ú¸¦ º¼ ¼ö ÀÖÀ¸¸®¶ó »ý°¢µÈ´Ù.

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The purpose of this study is to measure an education service quality from the domestic junior college crane. And it confirms the important degree against the education service quality dimension which the students perceive. The empirical results have indicated that it is relation to sex and subject and education service quality dimension for of students.

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űǵµÀå ±³À°¼­ºñ½º Ç°ÁúÀÌ °í°´ ¾ÖÈ£µµ ¹× ÃßõÀǻ翡 ¹ÌÄ¡´Â ¿µÇâ º» ¿¬±¸´Â űǵµÀå ±³À°¼­ºñ½º Ç°ÁúÀÌ °í°´ ¾ÖÈ£µµ¿¡ ¾î¶² ¿µÇâÀ» ÁÖ´ÂÁö, ŸÀÎ ÃßõÀǻ翡´Â ¾î¶² ¿µÇâÀ» ¹ÌÄ¡´ÂÁö¸¦ ±Ô¸íÇÏ°í, ³ª¾Æ°¡¼­ űǵµÀåÀÇ È¿À²ÀûÀÎ °æ¿µÈ°¼ºÈ­¿¡ ÇÊ¿äÇÑ ÀڷḦ Á¦½ÃÇϴµ¥ ¿¬±¸ÀÇ Çʿ伺°ú ¸ñÀûÀÌ ÀÖ´Ù. űǵµÀåÀÇ ±³À° ¼­ºñ½ºÇ°Áú¿¡ µû¶ó °í°´¾ÖÈ£µµ¿Í ÃßõÀǻ翡 ¾î¶°ÇÑ ¿µÇâÀ» ¹ÌÄ¡´ÂÁö ºÐ¼®Çϱâ À§ÇÏ¿© 2011³â 11¿ù ¼­¿ï, °æ±â, Ãæû Áö¿ªÀÇ Å±ǵµÀå¿¡¼­ űǵµ¸¦ ¼ö·ÃÇÏ°í ÀÖ´Â ÃʵîÇлý 1ÇгâºÎÅÍ 6Çгâ±îÁöÀÇ ¼ö·Ã»ýÀ» ´ë»óÀ¸·Î, ¿¬±¸ÀÚ°¡ ÇöÀåÀ» Á÷Á¢ ¹æ¹®ÇÏ¿© ¿¬±¸ÀÇ ¸ñÀûÀ» ¼³¸íÇÏ°í, ÀÚ±âÆò°¡±âÀÔ¹ýÀ¸·Î ÀÀ´äÇϵµ·Ï ÇÏ¿´´Ù, ÃÑ 277¸íÀ» ºÐ¼®´ë»óÀ¸·Î ÇÏ¿´À¸¸ç, Á¶»ç µµ±¸´Â űǵµÀå ±³À° ¼­ºñ½ºÇ°ÁúÀÇ ÃøÁ¤Àº Parasuraman, Zeithaml & Berry(1988), ±è¹«Áø(2007), È«¹Î¿À(2011), °í°´¾ÖÈ£µµÀÇ ÃøÁ¤Àº ÀÓ»ó°ï(2006), ÁÖ¸íÀÏ(2009), °­°æµµ(2011), ÃßõÀÇ»çÀÇ ÃøÁ¤Àº ÇѼºÈ£(2006), ±è¹ÌÁø(2009), ÃÖÁ¤¶õ(2012)ÀÇ ¼³¹®Áö¸¦ ±âÃÊ·ÎÇÏ¿© º» ¿¬±¸¿¡ ¸Â°Ô ¼öÁ¤ ¹× º¸¿ÏÇÏ¿© »ç¿ëÇÏ¿´°í, SPSS 17.0À» È°¿ëÇÏ¿© ºóµµºÐ¼®, Ž»öÀû ¿äÀκм®, ½Å·Úµµ ºÐ¼®, »ó°ü°ü°è ºÐ¼®, Áß´Ùȸ±ÍºÐ¼®À» »ç¿ëÇÑ °á°ú´Â ´ÙÀ½°ú °°´Ù. ù°, Àα¸Åë°èÇÐÀû Ư¼º¿¡ µû¸¥ ±³À°¼­ºñ½º Ç°Áú ¿äÀÎÀÇ Â÷À̸¦ ºÐ¼®ÇÑ °á°ú ¼ö·Ãºóµµ¿¡ µû¶ó¼­´Â Åë°èÀûÀ¸·Î À¯ÀÇÇÑ Â÷ÀÌ°¡ ³ªÅ¸³ªÁö ¾Ê¾Ò´Ù. µû¶ó¼­ űǵµÀå ÁöµµÀÚµéÀº ±³À°¼­ºñ½º Ç°ÁúÀº ¼ö·Ã»ýÀÇ Àα¸Åë°èÇÐÀû Ư¼ºº¸´Ù´Â ´Ù¸¥ ¿äÀÎµé ¿¹¸¦ µé¾î ½Ã¼³, ÁöµµÀÚ, ÇÁ·Î±×·¥ µî¿¡ µû¶ó Â÷ÀÌ°¡ ³¯ ¼ö ÀÖÀ½À» ÆľÇÇÏ¿©¾ß ÇÒ °ÍÀÌ´Ù. ù°, Àα¸Åë°èÇÐÀû Ư¼º¿¡ µû¸¥ ±³À°¼­ºñ½º Ç°Áú ¿äÀÎÀÇ Â÷À̸¦ ºÐ¼®ÇÑ °á°ú ¼ö·Ãºóµµ¿¡ µû¶ó¼­´Â Åë°èÀûÀ¸·Î À¯ÀÇÇÑ Â÷ÀÌ°¡ ³ªÅ¸³ªÁö ¾Ê¾Ò´Ù. µû¶ó¼­ űǵµÀå ÁöµµÀÚµéÀº ±³À°¼­ºñ½º Ç°ÁúÀº ¼ö·Ã»ýÀÇ Àα¸Åë°èÇÐÀû Ư¼ºº¸´Ù´Â ´Ù¸¥ ¿äÀÎµé ¿¹¸¦ µé¾î ½Ã¼³, ÁöµµÀÚ, ÇÁ·Î±×·¥ µî¿¡ µû¶ó Â÷ÀÌ°¡ ³¯ ¼ö ÀÖÀ½À» ÆľÇÇÏ¿©¾ß ÇÒ °ÍÀÌ´Ù. µÑ°, Àα¸Åë°èÇÐÀû Ư¼º¿¡ µû¸¥ °í°´¾ÖÈ£µµ ¿äÀÎÀÇ Â÷À̸¦ ºÐ¼®ÇÑ °á°ú ¼ºº°Àº °í°´¾ÖÈ£µµÀÇ ÇÏÀ§¿äÀÎÀÎ ÀÎÁöÀû¾ÖÈ£µµ¿Í ŵµÀû¾ÖÈ£µµ¿¡¼­ Â÷ÀÌ°¡ ÀÖ°í, Ç°(´Ü)°ú ¼ö·Ã±â°£¿¡¼­ ŵµÀû¾ÖÈ£µµ¿¡¼­ À¯ÀÇÇÑ Â÷ÀÌ°¡ ³ªÅ¸³µ´Ù. ±×¸®°í Çгâ, ÁÖ´ç ¼ö·Ãºóµµ¿¡ µû¶ó¼­´Â Åë°èÀûÀ¸·Î À¯ÀÇÇÑ Â÷ÀÌ°¡ ³ªÅ¸³µ´Ù. ¼Â°, Àα¸Åë°èÇÐÀû Ư¼º¿¡ µû¸¥ ÃßõÀÇ»çÀÇ Â÷À̸¦ ºÐ¼®ÇÑ °á°ú ¼ºº°, Çг⿡¼­ À¯ÀÇÇÑ Â÷ÀÌ°¡ ³ªÅ¸³µÀ¸¸ç, ÁÖ´ç ¼ö·Ãºóµµ, ¼ö·Ã±â°£, ÇöÀç Ç°(´Ü)¿¡ µû¶ó¼­´Â Åë°èÀûÀ¸·Î À¯ÀÇÇÑ Â÷ÀÌ°¡ ³ªÅ¸³ªÁö ¾Ê¾Ò´Ù. ³Ý°, űǵµÀå ±³À°¼­ºñ½º Ç°ÁúÀÌ °í°´¾ÖÈ£µµ¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» ºÐ¼®ÇÑ °á°ú ±³À°¼­ºñ½º Ç°ÁúÀÇ ÇÏÀ§¿äÀÎÀÎ ½Ã¼³Àº °í°´¾ÖÈ£µµÀÇ ÇÏÀ§¿äÀÎÀÎ ÀÎÁöÀû¾ÖÈ£µµ¿Í ŵµÀû¾ÖÈ£µµ¿¡ ±àÁ¤ÀûÀÎ ¿µÇâÀ» ¹ÌÄ¡´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ´Ù¼¸Â°, űǵµÀå ±³À°¼­ºñ½º Ç°ÁúÀÌ Å¸ÀÎÃßõÀǻ翡 ¹ÌÄ¡´Â ¿µÇâÀ» ºÐ¼®ÇÑ °á°ú ±³À°¼­ºñ½º Ç°ÁúÀÇ ÇÏÀ§¿äÀÎÀÎ ½Ã¼³, ÇÁ·Î±×·¥, ÁöµµÀڴ ŸÀÎÃßõÀǻ翡 ±àÁ¤ÀûÀÎ ¿µÇâÀ» ¹ÌÄ¡´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ¿©¼¸Â°, °í°´¾ÖÈ£µµ°¡ ŸÀÎÃßõÀǻ翡 ¹ÌÄ¡´Â ¿µÇâÀ» ºÐ¼®ÇÑ °á°ú °í°´¾ÖÈ£µµÀÇ ÇÏÀ§¿äÀÎÀÎ ÀÎÁöÀû¾ÖÈ£µµ¿Í ŵµÀû¾ÖÈ£µµ´Â ŸÀÎÃßõÀǻ翡 ±àÁ¤ÀûÀÎ ¿µÇâÀ» ¹ÌÄ¡´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. º» ¿¬±¸ÀÇ °á·ÐÀ» Á¾ÇÕÇØ º¼ ¶§ űǵµÀå ±³À°¼­ºñ½º Ç°Áú¿¡ ´ëÇÑ ¾ÖÈ£µµ Çü¼ºÀº ±³À°¼­ºñ½º Ç°Áú (½Ã¼³, ÇÁ·Î±×·¥, ÁöµµÀÚ)¿¡ ¿µÇâÀ» ¹ÞÀ¸¸ç ¼ö·Ã»ýÀÇ °³ÀÎÀû Ư¼º¿¡ µû¶ó ¾ÖÈ£µµ´Â ´Ù¸£°Ô ³ªÅ¸³­´Ù´Â °ÍÀ» ¾Ë ¼ö ÀÖ´Ù. ¶ÇÇÑ °í°´¾ÖÈ£µµ´Â ŸÀÎÃßõÀǻ翡 ±àÁ¤ÀûÀÎ ¿µÇâÀ» ¹ÌÄ£´Ù´Â °ÍÀ» ¾Ë ¼ö ÀÖ´Ù. ÀÌ¿¡ ÁöµµÀÚ´Â È¿À²ÀûÀÎ ±³À°¼­ºñ½º Ç°Áú·Î ¼ö·Ã»ýÀÇ Å±ǵµÀå¿¡ ´ëÇÑ ¸¸Á·À» ±Ø´ëÈ­ÇÏ¿© °í°´¾ÖÈ£µµ¿Í ÃßõÀǻ縦 ³ôÀÏ ¼ö ÀÖ´Â ±³À° ¼­ºñ½º¸¦ °³¹ßÇÏ°í °­È­ ÇÏ´Â °ÍÀÌ ½Ã±Þ ÇÏ´Ù°í »ý°¢µÈ´Ù.

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