• Journal of Agricultural Extension & Community Development
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• v.10 no.2
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• pp.251-266
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• 2003

Diffusion of non-professional flower growing in Korea still lags behind. The objectives of the study are to establish a theoretical modes to explain the diffusion of social floriculture, to identify some characteristics and problems of growing flower crops to cultivate amenities and emotions, and to suggest remedial measures for fostering it. Theoretical model adopted in this study consists of such variables as education, social movement, policies, diffusion of social flower growing, amenities, and emotional cultivation. For identifying the diffusion characteristics of flower growing, projects implemented by a non-governmental organization, schools, local and central government organizations were analyzed. In order to stimulate the diffusion of social flower growing and to increase its effects, there needs to strengthen education of stakeholders, establishment of partnership among schools, non-governmental and governmental organizations, and institutional supports including manpower and finances. Linking flower growing projects to community festival and tourism development programs can foster institutionalization of community flower growing. Furthermore, the introduction of wild, symbolic and traditional flowers and trees will help to specialize and improve community landscapes.

• Horticultural Science & Technology
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• v.30 no.5
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• pp.586-595
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• 2012

This study was conducted to determine the effects of horticultural therapy (HT) program using hydroponics on work adjustment skills of students with mental retardation. Based on the critical role transitional model and special education curriculum for agriculture, especially hydroponics, HT program (total 22 sessions) using hydroponics procedure for Lettuce (Lactuca sativa L. 'Asia Heuk Romaine') was developed. Fourteen (10 males, 4 females) graded $1^{st}$ to $2^{nd}$ with intellectual disabilities were recruited from a special education class in a high school located in Inchon, Korea and then a special farm for hydroponics in Inchon, Korea was offered for the HT program. The students with intellectual disabilities participated in the HT program for 4-month (from September to December of 2011, twice a week, approximately 60 minutes per session). Before and after the HT program, the McCarron assessment neuromuscular development, emotional behavioral checklist, interpersonal negotiation strategies, and KEPAD picture vocational interest test were performed by the teachers and horticultural therapists. As the results, the students significantly improved motor performance (p = 0.002), emotional behavioral strategies (p = 0.00), and interpersonal negotiation strategies (p = 0.05). However, no significant difference between before and after the HT program for vocational interest was observed. In conclusion, the HT program using hydroponics, consists of simple and easy tasks so that it would be applicable for the students with intellectual disabilities positively affected to work adjustment skills by improving the motor performance, emotional behavioral strategies, and interpersonal negotiation strategies. Additionally, HT programs using hydroponics with various kinds of vegetables are required to develop and to apply in practical settings for improving work adjustment skills.