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The Korea National Open University(KNOU) was established by Korea government in 1972 for people who had intense aspiration of university education but had lost the opportunity to participate in it. KNOU has delivered contents via various media and has been a mega-university with nearly 200,000 enrolled students.According to the continuous development of educational media and the change of people¡¯s educational needs, KNOU is requested to reflect over all of present practices.First, has KNOU been trying to enhance the quality of education as a education-centered university?Secondly, has KNOU been coping with the rapid change of educational media flexibly as a university of distance education?Last, has KNOU been trying to induce all people¡¯s and government¡¯s concerns and aids as a national university for all people?In order to perform KNOU¡¯s mission, first of all, KNOU must inform students concrete schedule of first grade to fourth one, professors and tutors and educational process of each subject matter in detail in the unit of department. Also, every information must be approached easily in each department¡¯s homepage via KNOU web site. Last, the motive of welfare that KNOU has maintained must be duly appreciated and government must support the specialization of KNOU as the national mega-university.

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A Study on Role and Activation of University Archives : Focused on the Case of Korea National Open University Archives The traditional role and identity of the university, the prime representative of Korea¡¯s higher education system, is currently in a state of being challenged by the advancement of information-communication technology and so-called ¡°economic reasons¡±. However, such situations call for the expansion of the university¡¯s traditional social-cultural role. Also, the university must operate based on decisions of its traditional constituents and under self-directed discretions. The students, professors and staff compose the operating organization for autonomous operation of the university. The decisions made by such operating bodies appear in various forms of records produced at the university. Conveying the decisions made in public and private domains, these records will reveal the self-identity of the university. Thus, memories are reproduced and its significance materialized through the medium of records, assisting in understanding the identities of its constituents. In this thesis, to derive measures to invigorate the archives of the Korea National Open University through evaluation of its current status and shortcomings, first, general theoretical evaluation of the establishment and management of the University¡¯s archives were carried out. Also, based on Samuels¡¯ documentation strategies, partial analyses of the University¡¯s functions were attempted. The Korea National Open University, examined for this case study, was established as a life-long education system with the purpose of providing opportunities to anyone wanting education. Through continuous growth, currently there are 13 regional campuses, 32 learning centers nation-wide and graduated over five hundred sixty thousand students. However, due to the nature of Korea National Open University, it can be stated that, rather than through physical and official activities, records have been actively generated through unofficial small assemblies connected through the nationwide network. Therefore, records exhibiting official accomplishments were relatively lacking. Thus, the university sought various ventures, and establishment and management of the archive was attempted as it was deemed appropriate tool to showcase its unique history, tradition and culture. However, the active support in its early stages and internal motivation were met with constant challenges. Slacks in control systems for administrative records and self-produced records, incomplete historical record collection systems resulting from lack of social, historical and cultural awareness, perception differences and gaps in the awareness of communal purpose of specialized record preservation and utilization are examples of these obstructions. The following three compensatory measures were identified through analysis of present status of the Korea National Open University. First, a systematically segmented codification applicable to all records within the University must be established, regulated and managed. Second, collection efforts through collaboration among internal departments, regional campuses and learning centers are needed for historical record collections. Finally, granting access to broadcast records that exist within the university as specialty records is needed. In this information age driven by Information and communication technology advancement, a virtuous circle of granting access, use and utilization of Korea National Open University¡¯s educational contents will bring forth the result of increasing the value of its unique knowledge transfer, promotion of socialization, research training and community service. University archives must operate under a stable yet flexible system capable of handling a wide variety of records. Through this process, the archive can reveal its university¡¯s uniqueness by securing a wealth of records. Furthermore, an information sharing platform where discussions on uniqueness and special characteristics of individual university¡¯s archive can take place is needed. Continued research on this case study of the archive operations at the Korea National Open University and in related fields are encouraged.

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The lifelong education conceptualizes the emphasis on continuing education affordable for one's lifetime period, not restrictive only to the early period of life exposed to educational opportunities. It is of outstanding importance, in this regard, that it must be activated especially to the locals, which accordingly, all the more, requires the roles of educational institutions in their territories for the lifelong education. Korea National Open University(KNOU) is noticed the biggest distant educating national university locally with the network of 14 local campuses and 35 learning centers scattered over the nation. But it is unfortunate that KNOU, except for academic degree oriented courses, has not played a noticeable role for the lifelong education. At the point this study, by way of random sampling on KNOU Jeju campus, provides for a survey to assess the demand to seek for active lifelong education in the territory as well as analytical business planning and evaluation on the degree of satisfaction to the lifelong education in pursue of analytical accomplishment. The survey on satisfaction degree is analyzed on the basis of a poll putting into practice over 343 participants in a lifelong educational program, named '2007 KNOU Well-being Academy,' that was organized by KNOU Jeju campus as part of its business categories to activate the lifelong education. As a result, the study draws out some feasible ways such as; projection of local peculiarities into program development for the lifelong education; introduction of vocational programs applicable for job-seekers; planning to stiff up program images and encourage satisfaction degree in such a way of packaged programs and/or improved brand awareness.

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On this research we investigated variables affecting university students' time management and verify relationship between the time management and life satisfaction. 438 students at Korea National Open University in Seoul were questioned through questionnaires composed of 47 questions. Data was analyzed by t-test, one-way ANOVA, Duncan's multiple range test and Person's correlation. The variables affecting time management were religion(those who believe in organized religion vs. those who do not), individual income, family income, teaming experiences for time management and reading books related to time management. fender, age, marriage status and occupation didn't affect the time management of students. The relationships between time management and life satisfaction showed a little positive relation. Some proposals for future researches and practices are given.

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The purpose of this study is to compare and analyze the student assessment system of the Korea National Open University(KNOU) and Open University of United Kingdom(OUUK) in the special aspect of its historical origin and development. As an new model of the higher education, ¡®open university¡¯ had been appeared itself in the early 1970s. KNOU and UKOU, both of which now have about 200,000 students, have made a significant contribution to the widening of the higher education in each country. As an open university, which has very different nature from the ordinary traditional university, KNOU and UKOU had an important challenge from its beginning, that is, to harmonize or equipoise two core norms, i.e., the ¡®openness¡¯ and the ¡®universitiness¡¯. As the idea of ¡®openness¡¯ was regarded as the incompatible one with the idea of ¡®universitiness¡¯ implied in the idea of the traditional university, so the ¡®universitiness¡¯ couldn't be harmonized with the idea of ¡®university for everyone¡¯. These two core ¡®norms¡¯, which constitute the identity of the open university, had sharply and furiously conflicted at the foundation period of UKOU. In the case of KNOU, there was not such an apparent conflict at its beginning. But the analysis of making of assessment system of it shows that these norms have actively worked too. In this study, the qualities of the student assessment policy of the KNOU and UKOU were compared and analyzed from the respect of its historical origin and development. In the context of open and mega-university as KNOU and UKOU, student assessment policy has actually the most important role in the quality management and enhancement. The current qualities of two universities can be more fully understood when they are regarded as the result of the university's struggle with the above challenge.

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The Korea National Open University(KNOU) was established by Korea government in 1972 for people who had intense aspiration of university education but had lost the opportunity to participate in it. KNOU has delivered contents via various media and has been a mega-university with nearly 200,000 enrolled students.According to the continuous development of educational media and the change of people¡¯s educational needs, KNOU is requested to reflect over all of present practices.First, has KNOU been trying to enhance the quality of education as a education-centered university?Secondly, has KNOU been coping with the rapid change of educational media flexibly as a university of distance education?Last, has KNOU been trying to induce all people¡¯s and government¡¯s concerns and aids as a national university for all people?In order to perform KNOU¡¯s mission, first of all, KNOU must inform students concrete schedule of first grade to fourth one, professors and tutors and educational process of each subject matter in detail in the unit of department. Also, every information must be approached easily in each department¡¯s homepage via KNOU web site. Last, the motive of welfare that KNOU has maintained must be duly appreciated and government must support the specialization of KNOU as the national mega-university.

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This study was tried for identifying directly the possibilities for DRC to connect to advanced experiences of KNOU in the field of distance education and proposing the strategies related to connection under the theme of 'possibility of cooperation mediated by education between nations'. For this purpose, this study analyzed the collected data through interviews related to the cases of Kinshasa University and Open University, undertaking my long-term research study in DRC.DRC has no experiences of distance education. People live with economically difficulty in the enormous territory, can't fulfil the desire of learning because of absolutely short of vehicles and the number of professors. As an alternative of these problems they may consider the introduction of the distance education system that provide opportunity of higher education in the dimension of welfare. In that they have many local campuses, employ many teaching assistants, maintain low intuition fee policy, and have high rate of usage of instruments like cell phone, we can say that they have some conditions of introduction of distance education system. So KNOU may give hands in instruction to teaching and administrative personnels, consultancy of programs related to academic and students affairs, and collaborative development of educational programs.

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This study was tried for identifying directly the possibilities for DRC to connect to advanced experiences of KNOU in the field of distance education and proposing the strategies related to connection under the theme of 'possibility of cooperation mediated by education between nations'. For this purpose, this study analyzed the collected data through interviews related to the cases of Kinshasa University and Open University, undertaking my long-term research study in DRC.DRC has no experiences of distance education. People live with economically difficulty in the enormous territory, can't fulfil the desire of learning because of absolutely short of vehicles and the number of professors. As an alternative of these problems they may consider the introduction of the distance education system that provide opportunity of higher education in the dimension of welfare. In that they have many local campuses, employ many teaching assistants, maintain low intuition fee policy, and have high rate of usage of instruments like cell phone, we can say that they have some conditions of introduction of distance education system. So KNOU may give hands in instruction to teaching and administrative personnels, consultancy of programs related to academic and students affairs, and collaborative development of educational programs.

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The lifelong education conceptualizes the emphasis on continuing education affordable for one's lifetime period, not restrictive only to the early period of life exposed to educational opportunities. It is of outstanding importance, in this regard, that it must be activated especially to the locals, which accordingly, all the more, requires the roles of educational institutions in their territories for the lifelong education. Korea National Open University(KNOU) is noticed the biggest distant educating national university locally with the network of 14 local campuses and 35 learning centers scattered over the nation. But it is unfortunate that KNOU, except for academic degree oriented courses, has not played a noticeable role for the lifelong education. At the point this study, by way of random sampling on KNOU Jeju campus, provides for a survey to assess the demand to seek for active lifelong education in the territory as well as analytical business planning and evaluation on the degree of satisfaction to the lifelong education in pursue of analytical accomplishment. The survey on satisfaction degree is analyzed on the basis of a poll putting into practice over 343 participants in a lifelong educational program, named '2007 KNOU Well-being Academy,' that was organized by KNOU Jeju campus as part of its business categories to activate the lifelong education. As a result, the study draws out some feasible ways such as; projection of local peculiarities into program development for the lifelong education; introduction of vocational programs applicable for job-seekers; planning to stiff up program images and encourage satisfaction degree in such a way of packaged programs and/or improved brand awareness.

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The purpose of this study is to compare and analyze the student assessment system of the Korea National Open University(KNOU) and Open University of United Kingdom(OUUK) in the special aspect of its historical origin and development. As an new model of the higher education, ¡®open university¡¯ had been appeared itself in the early 1970s. KNOU and UKOU, both of which now have about 200,000 students, have made a significant contribution to the widening of the higher education in each country. As an open university, which has very different nature from the ordinary traditional university, KNOU and UKOU had an important challenge from its beginning, that is, to harmonize or equipoise two core norms, i.e., the ¡®openness¡¯ and the ¡®universitiness¡¯. As the idea of ¡®openness¡¯ was regarded as the incompatible one with the idea of ¡®universitiness¡¯ implied in the idea of the traditional university, so the ¡®universitiness¡¯ couldn't be harmonized with the idea of ¡®university for everyone¡¯. These two core ¡®norms¡¯, which constitute the identity of the open university, had sharply and furiously conflicted at the foundation period of UKOU. In the case of KNOU, there was not such an apparent conflict at its beginning. But the analysis of making of assessment system of it shows that these norms have actively worked too. In this study, the qualities of the student assessment policy of the KNOU and UKOU were compared and analyzed from the respect of its historical origin and development. In the context of open and mega-university as KNOU and UKOU, student assessment policy has actually the most important role in the quality management and enhancement. The current qualities of two universities can be more fully understood when they are regarded as the result of the university's struggle with the above challenge.

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This study aims to draw policy implications regarding the future direction of Korean distance higher education for adult learners by examining the cases of Korea National Open University(KNOU) and University of Maryland University College(UMUC) of U.S. These two institutions are similar in that they both were established based on the publicity, but they have different characteristics in educational system such as the courses and operating system etc. The results of this study suggests some policy implications for Korean open and distance higher education in the era of lifelong learning. Therefore, there is a need to expand the openness of distance education system to reflect the learner¡¯s characteristics throughout the curruculum and the educational operating system. Especially Korea National Open University as the National University will be responsible for leading the lifelong learning based on a public mission and its educational infrastructure.

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À̶§ Á¤º¸ÀÇ Ã³¸®µµ ½ÉÃþÀû 󸮸¦ ÇÏ´Â °æÇâÀÌ ³ªÅ¸³­´Ù. ³¡À¸·Î, ¸Þ´ºÀÇ ÀÌ¿ë¿¡ À־´Â ¸î¸îÀÇ ÀÌ¿ëÀÚ°¡ ÁÖµµÀûÀ¸·Î ¸Þ½ÃÁö¸¦ ¿Ã¸®°í ÀÖÀ¸¸ç À̵éÀÇ ¿µÇâ·ÂÀº Ÿ »ç¿ëÀÚÀÇ ¸Þ´ºÀÌ¿ëÀ» ±ÔÁ¦ÇÒ Á¤µµ¿¡ À̸¥´Ù. º» ¿¬±¸¿¡¼­ ¾ò¾îÁø °á°ú¸¦ ¹ÙÅÁÀ¸·Î ÇÏ¿© ´ÙÀ½°ú °°Àº Á¦¾ðÀ» ÇÏ°íÀÚ ÇÑ´Ù. ù°, ÇнÀÀÚµéÀÌ ¸Þ´ºÀÇ ¼º°ÝÀ» ½±°Ô ÆľÇÇÒ ¼ö ÀÖµµ·Ï ¸Þ´º¸¦ ±¸¼ºÇØ¾ß ÇÑ´Ù. µÑ°, ÇØ´ç ¸Þ´º¾È¿¡¼­ ±â´ëµÇ¾îÁö´Â ÇнÀÀÚÀÇ ÇнÀÈ°µ¿ÀÌ ¹«¾ùÀÌ°í, ¿î¿µÀÚ³ª ±³¼öÀÚ´Â À̵éÀÇ ÇнÀÈ°µ¿À» ¾î¶»°Ô µ½´ÂÁö¿¡ ´ëÇØ ±¸Ã¼ÀûÀÎ ¼³¸íÀÌ ÀÖ´Â °øÁö¹®À» Á¦½ÃÇÏ¿© ÇнÀÀÚµéÀ» ¾È³»ÇØ¾ß ÇÑ´Ù. ¼¼Â°, ÇнÀÀÚµéÀÌ ¸Þ´ºÀÇ ¿î¿µº¸´Ù´Â ÇнÀ°úÁ¦ ÀÚü¿¡ ÁýÁßÇÒ ¼ö ÀÖµµ·Ï ¿î¿µÀÚÀÇ ¿ªÇÒÀÌ °­È­µÇ¾î¾ß ÇÑ´Ù. ³×°, °¢ Çаúº°·Î º¸´Ù Àû±ØÀûÀÎ ÇнÀÀÌ ÀϾµµ·Ï À¯µµÇϱâ À§Çؼ­´Â ÇнÀÀÚÀÇ ÀÎÁöÀû È£±â½ÉÀ» ÀÚ±ØÇÏ´Â ÁÖÁ¦¸¦ Á¦½ÃÇÒ Çʿ伺ÀÌ ÀÖ´Ù. ´Ù¼¸Â°, ±³¼öÀÚ³ª ¿î¿µÀÚ´Â ¼ö½Ã·Î ÇнÀÀÚµéÀÇ ÇнÀ ÁøÇà »óŸ¦ ÆľÇÇÏ°í, ÇнÀ´Ü°è¿¡ ¸Â°Ô ÀÎÁöÀû, ¸ÞŸÀÎÁöÀû ±â¼úÀ» »ç¿ëÇÒ ¼ö ÀÖµµ·Ï ÇнÀÀÚµéÀ» °í¹«ÇØ¾ß ÇÑ´Ù. ³¡À¸·Î, ÄÄÇ»ÅÍ ¸Å°³ Åë½ÅÀ» ÀÌ¿ëÇÑ ÇнÀ°úÁ¤À» ºÐ¼®Çϴµ¥¿¡ ÀÖ¾î ÄÄÇ»ÅÍ ¸Å°³Åë½ÅÀ» ÅëÇÑ Á¤±Ô¼ö¾÷Àº ÇàÇØÁöÁö ¾Ê´Â ¹æ¼Û´ë ¿î¿µÀÇ Æ¯Â¡»ó, º» ¿¬±¸´Â ±¤ÀÇÀÇ ÇнÀÀÇ °³³ä¿¡¼­ ÇØ´ç ¸Þ´º¿¡¼­ ´Ù·ç¾îÁöµµ·Ï °áÁ¤µÈ ÁÖÁ¦¸¦ ÇнÀÀÚµéÀÌ ¾î¶»°Ô ´Ù·ç°í ÀÖ´ÂÁö¿¡ ´ëÇØ ÃÐÁ¡À» ¸ÂÃß¾î ºÐ¼®À» ÇÏ¿´´Ù. µû¶ó¼­ ÄÄÇ»ÅÍ ¸Å°³ Åë½ÅÀ» È°¿ëÇÑ ÇùÀÇÀÇ ÇнÀ°úÁ¤¿¡ °üÇÑ ºÐ¼®ÀÌ Èļӿ¬±¸·Î ÀÌ·ç¾îÁ®¾ß ÇÒ °ÍÀÌ´Ù.

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This study analyzed the problems and solutions of instructional media selection in KNOU(Korea National Open university) from professors¡¯ perspectives. To accomplish this purpose, this research interviewed six professors who has over 5 years work experience in KNOU, and has high interest in media use. The interview questionnaire included their development experience of instructional media and their thoughts and ideas about problems and solutions related to media selection in KNOU. The interview data were recorded, transcribed, and categorized according to open and axial cording. The study showed three results regarding the problems of media selection:1) inadequacy of media selection criteria, 2) lack of rationality and systemicity in media selection, and 3) problems in terms of policies, culture, and conditions. Meanwhile,several solutions were proposed for media selection and development: 1) establishment of reasonable procedures for media selection, 2) establishment of systematic procedure for instructional design/development(adequate integration in ¡®textbook-instruction-work book¡¯ media, systematic approach in ¡®instructional contents-educational activity-academic achievement¡¯ relationship, and proper feedback system). In addition, 3) changes of regarding policies and infrastructure for media selection and development. Lastly,the theoretical and practical meanings of these results were discussed with a view-point of media selection criteria and instructional design procedures, and the limitations of this study were discussed.

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This study analyzed the problems and solutions of instructional media selection in KNOU(Korea National Open university) from professors¡¯ perspectives. To accomplish this purpose, this research interviewed six professors who has over 5 years work experience in KNOU, and has high interest in media use. The interview questionnaire included their development experience of instructional media and their thoughts and ideas about problems and solutions related to media selection in KNOU. The interview data were recorded, transcribed, and categorized according to open and axial cording. The study showed three results regarding the problems of media selection:1) inadequacy of media selection criteria, 2) lack of rationality and systemicity in media selection, and 3) problems in terms of policies, culture, and conditions. Meanwhile,several solutions were proposed for media selection and development: 1) establishment of reasonable procedures for media selection, 2) establishment of systematic procedure for instructional design/development(adequate integration in ¡®textbook-instruction-work book¡¯ media, systematic approach in ¡®instructional contents-educational activity-academic achievement¡¯ relationship, and proper feedback system). In addition, 3) changes of regarding policies and infrastructure for media selection and development. Lastly,the theoretical and practical meanings of these results were discussed with a view-point of media selection criteria and instructional design procedures, and the limitations of this study were discussed.

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Çѱ¹ Á¤ºÎ´Â ¸ÅÀåÁöÀÇ ºÎÁ·À¸·Î ÀÎÇØ Ã߸ð°ø¿øÀÇ °æ¿ì Á¦ÇÑµÈ ½Ã°£µ¿¾È ¸ÅÀåÀ» ÇÏ°í ±âÇÑÀÌ ³¡³ª¸é À¯°ñÀ» È­ÀåÇÏ¿© ó¸®ÇÏ´Â ¹æ¹ýÀ» ÅÃÇÏ°í ÀÖ´Ù. º» ¿¬±¸¿¡¼­ Á¦¾ÈÇÏ´Â »õ·Î¿î ¹¦Áö µðÀÚÀÎÀº Çѱ¹ÀÇ µµ½Ã±Ç¿¡¼­ ÇÑÁ¤µÈ ¸ÅÀåÁö¿¡ ´ëÇÑ Ã¼°èÀûÀÌ°í È¿°úÀûÀÎ ÇØ°á¹æ¾ÈÀÌ µÉ ¼ö ÀÖ´Ù. ¸ñÀû¿¡ ¸Â´Â ¹¦Áö µðÀÚÀÎ °³¹ßÀ» À§ÇØ °Ô·Î[1] ÀÇ FBS ¸ðµ¨À» ÀÌ¿ëÇÏ¿´´Ù. ÀÌ ¸ðµ¨Àº ±â´É, ÇàÀ§, ±¸Á¶¸¦ Áß½ÉÀ¸·Î µ¿ÀûÀÎ ¼º°ÝÀÇ ¸Æ¶ôÀ» Æ÷ÇÔÇÏ°í ÀÖ´Ù. ÀÌ ¿¬±¸´Â ´Ü¼øÇÑ ¹¦ÁöÀÇ °øÇÐÀû °Ç¼³¿¡ °ü½ÉÀ» µÎ±âº¸´Ù´Â ȯ°æģȭÀû ¹¦Áö¶ó´Â »õ·Î¿î ¹¦Áö °³³äÀ» ¹ßÀü½ÃÅ°°íÀÚ ÇÑ´Ù. Áï, Á¾·¡ÀÇ ´Ü¼øÇÑ ¹¦Áö ±â´É¿¡¼­ ÀÚ¿¬°ø¿øÀÇ ±â´ÉÀ» ºÎ°¡Çϱâ À§ÇÑ µðÀÚÀÎ ¸ðÇüÀ» Á¦½ÃÇϸç À̸¦ ÅëÇØ Áö¼Ó °¡´ÉÇÑ ¹¦Áö °Ç¼³À» À§ÇÑ »õ·Î¿î ºñÁö´Ï½º ¸ðµ¨À» Á¦½ÃÇÏ°íÀÚ ÇÑ´Ù.

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Ȳ¿ì¼® »çÅ ÀÌÈÄ Çѱ¹ÀÇ ±¹°¡´Â Áٱ⼼Æ÷ ¿¬±¸¸¦ Àå·ÁÇÏ°í ½ÃÇè°ü ¾Æ±â »ê¾÷À» Àå·ÁÇÏ°Ú´Ù´Â ÀÔÀå°ú '±Û·Î¹ú ½ºÅÄ´Ùµå'¿¡ ºÎÇÕÇÏ´Â À±¸®Àû ±ÔÁ¦¸¦ µµÀÔÇÏ°Ú´Ù´Â, ¸¹Àº °æ¿ì ¼­·Î ¸ð¼øµÉ ¼ö¹Û¿¡ ¾ø´Â ÀÔÀåÀ» Ç¥¸íÇÏ¿© ¿Ô´Ù. Áٱ⼼Æ÷ ¿¬±¸¿¡ ´ëÇÑ À±¸®Àû ±ÔÁ¦°¡ Á¡Á¡ °­È­µÇ¸é¼­ Àΰ£¹è¾Æ¼¼Æ÷ ¿¬±¸°¡ À§ÃàµÇ¸é¼­, ¿¬±¸ °øµ¿Ã¼¿Í ¹ÙÀÌ¿À»ê¾÷, ÀÓ»óÀÇ»ç¿Í ȯÀÚ, ±×¸®°í ±¹°¡ ÀÚü¸¦ À§±â·ÎºÎÅÍ ±¸¿øÇØÁÙ ´ë¾ÈÀ¸·Î ¶°¿À¸¥ °ÍÀº ü¼¼Æ÷ Áٱ⼼Æ÷¿´´Ù. ±×·¯³ª Çѱ¹ »ý¸í°øÇбâ¼ú¿¡ ´ëÇÑ ¿¬±¸µéÀº ÁÖ·Î ¹è¾ÆÁٱ⼼Æ÷¿¡ ÃÊÁ¡À» ¸ÂÃß°í ÀÖÀ¸¸ç, Á¶Ç÷Áٱ⼼Æ÷³ª Áö¹æÀ¯·¡Áٱ⼼Æ÷¿Í °°Àº ü¼¼Æ÷ Áٱ⼼Æ÷¿¡ ´ëÇÑ ¿¬±¸¿¡´Â »ó´ëÀûÀ¸·Î °ü½ÉÀÌ ÀûÀº °ÍÀ¸·Î º¸ÀδÙ. ¹è¾ÆÁٱ⼼Æ÷°¡ ÈçÈ÷ ½ÇÇèÀûÀÌ°í À±¸®ÀûÀ¸·Î ³í¶õ°Å¸®·Î ¿©°ÜÁö´Â ¹Ý¸é¿¡, Á¶Ç÷¸ð ȤÀº °£¿±Áٱ⼼Æ÷¿Í ü¼¼Æ÷ Áٱ⼼Æ÷´Â º°´Ù¸¥ °øÀûÀÎ ³íÀÇ ¾øÀÌ ´ëÁßµéÀÇ ÀÏ»ó ¼ÓÀ¸·Î µé¾î¿Í ÀÖ´Ù. Çѱ¹ÀÇ ¸¹Àº ÀϹÝÀεéÀº Á¶Ç÷¸ð Áٱ⼼Æ÷ Ä¡·á¸¦ ÅëÇØ ¹éÇ÷º´À¸·ÎºÎÅÍ »ý¸íÀ» ±¸ÇÑ È¯ÀÚµéÀÇ »ç·Ê¿¡ ÀÌ¹Ì Àͼ÷ÇÑ°¡ Çϸé, ´Ù¸¥ ÇÑÆí¿¡¼­ Áö¹æÀ¯·¡Áٱ⼼Æ÷ Ä¡·á¸¦ ¼±ÀüÇÏ´Â ÀÇ»çµéÀÇ ¼ö°¡ ´Ã°í ÀÖ°í, Áö¹æÀ¯·¡Áٱ⼼Æ÷ÀÇ °³³äÀ» È°¿ëÇÏ¿© ¸¸µç È­ÀåÇ°ÀÌ ¼ÒºñÀÚµéÀÇ ÁÖ¸ñÀ» ¹Þ°í Àֱ⵵ ÇÑ Çö½ÇÀÌ ÀÌ¹Ì ÁøÇàµÇ°í ÀÖ´Ù. ÀÌ·¯ÇÑ ¸Æ¶ô¿¡¼­, º» ³í¹®Àº ¹è¾ÆÁٱ⼼Æ÷³ª ±¹°¡ Á¤Ã¥À̳ª ¿¬±¸ ±ÔÁ¦¿¡¸¸ ÁýÁßµÇ¾î ½ÃÀåÀ» ³õÄ¡°í ÀÖ´Â À±¸®Àû ³íÀÇ´Â Çѱ¹¿¡¼­ Áٱ⼼Æ÷ ±â¼úÀÇ Á¤Ä¡ÀÇ Àü¸ð¸¦ ´Ù·ç±â¿¡ ÇÑ°è°¡ Å©´Ù´Â »ç½ÇÀ» ÁÖÀåÇÏ°íÀÚ ÇÑ´Ù.

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