• 한국식물병리학회:학술대회논문집
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• 한국식물병리학회 1999년도 임시총회 및 추계 학술발표회
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• pp.83.1-83
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• 1999

• The Plant Pathology Journal
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• 제28권2호
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• pp.216-216
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• 2012

• 인간식물환경학회지
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• 제24권2호
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• pp.119-135
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• 2021

Background and objective: This study was conducted to identify the components of kindergartener horticultural education by deriving objective components of horticultural education using the Delphi survey method, and then to provide basic data that can be used when creating horticultural programs in the regular curriculum. Methods: A total of 32 experts including professors of early childhood education, kindergarten directors, horticultural therapy professors, and horticultural therapists were selected as the Delphi panel. Of the 32 selected, only 29 answered all three rounds of the surveys. For the first round of the survey, an open-ended questionnaire, was used, and in the second and third rounds closed-ended questionnaires were used. Results: Results indicated that under the category of the goals of horticultural education, there were 7 items related to the current problems of horticultural education, 16 items related to the need for horticultural education in the smart age, 18 items related to the direction of horticultural education, and 5 items related to the areas most suitable for horticulture education for young children in the Nuri Curriculum. Results in the category of the implementation of horticultural education indicated that 2 items related to horticultural education hours, 3 items related to the venue for horticultural education, 2 items related to the activity types applicable to the Nuri Curriculum, and 4 items related to the objects of horticultural activities were derived. As the current problems of horticultural education, the following items were identified: event-oriented activity (M = 4.24) and lack of kindergarten teachers' opportunities for systematic gardening education (M = 4.21). The results related to the necessity of horticultural education indicated the following items: education on respect for life through caring (M = 4.59), emotional intelligence and stability (M = 4.55), directly experience of the growth process of plants (M = 4.55), and development of the five senses (M = 4.55). Finally, within the direction of horticultural education: nurturing the desire to live with nature (M = 4.50), and learning about life (M = 4.44) was identified, which had higher averages. Within the areas of the Nuri Curriculum, which is most consistent with horticultural education, nature exploration (M = 4.69) and the integration of all areas (M = 4.59) were derived as priorities. Also, regarding the implementation of horticultural education, the following items were derived as the priority from the expert group: 30-40 minutes (M = 4.14) and 40-50 minutes (M = 4.14) for class periods, outdoor garden in a kindergarten(M = 4.66) for the venue of gardening education, outside play (M = 4.59) for the activity type, and vegetable crops (M = 4.55) for the objects of gardening activities. Conclusion: It is significant that the goal and implementation of kindergartner horticultural education were objectively derived through collecting opinions of expert panels. Based on the results of this study, a horticultural education program for kindergarten teachers should be implemented.

• 인간식물환경학회지
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• 제21권6호
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• pp.533-543
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• 2018

This study aimed to examine how the horticultural therapy that was originated in the US has influenced South Korea and Japan and developed in the two countries as an interim check to promote qualitative growth of horticultural therapy with the growing social attention. It also aimed to look into the background of how horticultural therapy was introduced in Japan (which introduced horticultural therapy around the same time as Korea), and the process of the introduction, and compare them with those of Korea in order to set the direction for horticultural therapy. Data was collected to prepare the chronological table of horticultural therapy in Korea and Japan and investigate the flow. Interviews were conducted with the professors who first opened a horticultural therapy course in university so as to determine the introduction background. The analysis results are summarized as follows: Horticultural therapy was created to give mental comfort and emotional purification to those concerned with horticulture that had concerns over social phenomena. In Korea, there had been a process of finding a way of getting mental comfort and emotional purification in the economic slowdown in the late 1990s. Since 2001, there have been more attention and demand for horticultural therapy. As a result, there has been a tendency of studying general horticultural welfare activities and professional horticultural therapy separately. In Japan, the environmental pollution that has arisen since 1970s led to a concern over social orientation in the relation between plants and humans. The academic conference of global researchers to establish the horticultural therapy studies influenced the introduction of horticultural therapy in Korea and Japan. Both countries had no operations and system, and developed them independently. They had similar directions to seek, such as the department of horticultural therapy, need for professional education, active introduction of hospital practice (internship), and security of operating budget. Horticultural therapy has many competencies and thus requires constant research and expansion.

• 한국응용곤충학회:학술대회논문집
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• 한국응용곤충학회 2000년도 추계 학술발표회
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• pp.36-36
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• 2000

• The Plant Pathology Journal
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• 제17권6호
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• pp.378.4-379
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• 2001

• The Plant Pathology Journal
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• 제17권6호
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• pp.368.4-369
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• 2001

• 한국식물병리학회:학술대회논문집
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• 한국식물병리학회 1999년도 임시총회 및 추계 학술발표회
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• pp.73.2-73
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• 1999

• 한국응용곤충학회:학술대회논문집
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• 한국응용곤충학회 2003년도 추계 학술발표회
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• pp.157-157
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• 2003

• Journal of Microbiology and Biotechnology
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• 제26권12호
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• pp.2138-2140
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• 2016

The goal of this study was to identify a source of natural plant compounds with inhibitory activity against pepper mild mottle virus (PMMoV). We showed, using a half-leaf assay, that murrayafoline-A (1) and isomahanine (2) isolated from the aerial parts of Glycosmis stenocarpa have inhibitory activity against PMMoV through curative, inactivation, and protection effects. Using a leaf-disk assay, we confirmed that 2 inhibited virus replication in Nicotiana benthamiana. Using electron microscopy, we found that a mixture of the virus with 2 resulted in damage to the rod-shaped virus.