• Asian Journal of Turfgrass Science
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• v.11 no.2
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• pp.105-115
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• 1997

Responses of 'Penncross' creeping bentgrass turf to various fairway cultural practices are not well-established or supported by research results. This study was initiated to evaluate the effects of irrigation frequency, clipping return or removal, and nitrogen rate on leaf and soil nitrogen con-tent in the 'Penncross' creeping bentgrass (Agrostis palustris Huds.) turf. A 'Penncross' creeping bentgrass turf was established in 1988 on a Sharpsburg silty-clay loam (Typic Argiudoll). The experiment was conducted from 1989 to 1991 under nontraffic conditions. A split-split-plot experimental design was used. Daily or biweekly irrigation, clipping return or removal, and 5, 15, or 25 g N $m-^2$ $yr-^1$ were the main-, sub-, and sub-sub-plot treatments, respectively. Treatments were replicated 3 times in a randomized complete block design. The turf was mowed 4 times weekly at a l3 mm height of cut. Leaf tissue nitrogen content was analyzed twice in 1989 and three times in both 1990 and 1991. Leaf samples were collected from turfgrass plants in the treatment plots, dried immediately at 70˚C for 48 hours, and evaluated for total-N content, using the Kjeldahl method. Concurrently, six soil cores (18mm diam. by 200 mm depth) were collected, air dried, and analyzed for total-N content. Nitrogen analysis on the soil and leaf samples were made in the Soil and Plant Analyical Laboratory, at the University of Nebraska, Lincoln, USA. Data were analyzed as a split-split-plot with analysis of variance (ANOVA), using the General Linear Model procedures of the Statistical Analysis System. The nitrogen content of the leaf tissue is variable in creeping bentgrass fairway turf with clip-ping recycles, nitrogen application rate and time after establishment. Leaf tissue nitrogen content increased with clipping return and nitrogen rate. Plots treated with clipping return had 8% and 5% more nitrogen content in the leaf tissue in 1989 and 1990, respectively, as compared to plots treated with clipping removal. Plots applied with high-N level (25g N $m-^2$ $yr-^1$)had 10%, 17%, and 13% more nitrogen content in leaf tissue in 1989, 1990, and 1991, respectively, when compared with plots applied with low-N level (5g N $m-^2$ $yr-^1$). Overall observations during the study indicated that leaf tissue nitrogen content increased at any nitrogen rate with time after establishment. At the low-N level treatment (5g N $m-^2$ $yr-^1$ ), plots sampled in 1991 had 15% more leaf nitrogen content, as compared to plots sampled in 1989. Similar responses were also found from the high-N level treatment (25g N $m-^2$ $yr-^1$ ).Plots analyzed in 1991 were 18% higher than that of plots analyzed in 1989. No significant treatment effects were observed for soil nitrogen content over the first 3 years after establishment. Strategic management application is necessary for the golf course turf, depending on whether clippings return or not. Different approaches should be addressed to turf fertilization program from a standpoint of clipping recycles. It is recommended that regular analysis of the soil and leaf tissue of golf course turf must be made and fertilization program should be developed through the interpretation of its analytic data result. In golf courses where clippings are recycled, the fertilization program need to be adjusted, being 20% to 30% less nitrogen input over the clipping-removed areas. Key words: Agrostis palustris Huds., 'Penncross' creeping bentgrass fairway, Irrigation frequency, Clipping return, Nitrogen rate, Leaf nitrogen content, Soil nitrogen content.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.337-346
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• 2020

In this study, we investigated the characteristics of students participating in Science Core high schools classes and their relevance to Positive Experiences on Science (hereinafter, PES), and factors causing PES, presented by the students of Science Core high schools. A total of 20 students and five teachers in four regions across the country participated in the in-depth interview, which were conducted with the focus group of students first, and then in-depth interviews with teachers. Based on the interview results, we explored teaching and learning experiences helpful to the PES, assessment experiences resulting in the PES, and ways to support Science Core high schools to enhance their PES. Students and teachers of Science Core high schools argued that students' participation will increase only if they engage in classes while drawing attention within the range that students can understand, students' PES such as scientific interest can be improved through experiments in which students choose topics or design their own exploration process, science competencies such as science problem solving ability and scientific thinking ability should be developed through exploratory experiment activities that fit the nature of science, etc. In addition, regarding ways to improve and support Science Core high schools to enhance PES, securing science class hours, restructuring the contents of science elective courses, and necessity of maintaining Science Core high schools are suggested. Based on the research results of science high school students' PES, ways to improve the PES of general high school students are discussed.

• Journal of Hospice and Palliative Care
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• v.11 no.3
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• pp.147-155
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• 2008

Purpose: This study aimed to assess the educational needs for nurses who care for terminal cancer patients and their families. To identify top needs along with key issues in consideration to develope hospice training program and provide specific recommendations. Methods: A cross-sectional design with nurses from nine universities' hospice specialist courses and seven cancer centers was used. Data were collected via e-mail or mail service from March to April in 2008. One hundred seventy three questionnaires were returned (return rate: 73.6%), and 156 questionnaires were eventually analyzed. The questionnaire consisted of Mason and Ellershaw's The Self-efficacy in Palliative Care (SEPC) and self-reporting confidence and educational needs in hospice care. Results: The mean age of the participants was 37.94 years, 82.1% were staff nurses, and 44.9% completed over six months hospice education. Mean$\pm$standard deviation score for total SEPC was $2.67{\pm}.62$, which was lower than average (score 3), with communication score being the lowest ($2.49{\pm}.69$). The lowest self-reporting confidence score was $2.03{\pm}.77$ in hospice administration and management, followed by providing complement therapy ($2.34{\pm}.77$), bereavement care ($2.34{\pm}.71$), lymph edema management ($2.35{\pm}.79$), and care planning ($2.36{\pm}.81$). The participants reported that additional education is needed in all topics, with pain management score being the highest ($3.71{\pm}.50$), followed by pain and symptom evaluation ($3.67{\pm}.52$), care for dying ($3.67{\pm}.52$), and communication and counseling ($3.63{\pm}.53$). There were significant subgroup differences in SEPC and self-reporting confidence between groups who completed 6 months hospice education or not, however, no significant difference in educational need between the groups. Conclusion: This study showed the need for developing hospice training program to improve compentency of nurses in hospice palliative care.

• Horticultural Science & Technology
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• v.31 no.3
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• pp.259-268
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• 2013

This study was carried out to evaluate the visual turfgrass's color quality, winter color, and spring green-up under three different soil systems and to make a practical use for sports turf design and construction. Several turfgrasses were evaluated in multi-layer, USGA and mono-layer systems. Turfgrass entries in the study comprised of 3 cultivars from Korean lawngrass (Zoysia japonica Steud.) of typical warm-season grass (WSG) and 3 blends and 3 mixtures from Kentucky bluegrass (KB, Poa pratensis L.), perennial ryegrass (PR, Lolium perenne L.), and tall fescue (TF, Festuca arundinacea Schreb.) of cool-season grass (CSG). Significant differences were observed in the turfgrass's color quality, winter color, and spring green-up in the study. Seasonal variation of visual turf color greatly occurred according to soil systems and turfgrasses. Multi-layer and USGA systems were highly associated with better visual color ratings, as compared with mono-layer system. Regardless of soil system, visual turf color in all entries was better from spring to fall than in winter. Great color differences were observed during a period of early December to early spring. CSG produced a better color quality over WSG in any soil system. Overall color ratings for CSG were KB > PR > Mixtures > TF. As for a winter color, its ranking was USGA > multi-layer > mono-layer system. No difference was found in winter among cultivars of Korean lawngrass, being completely brown, but great differences among CSG. Rated best for winter color was PR, followed by CSG mixtures, KB and finally TF in order. It was generally conceded that fast green-up in spring was greatly related with multi-layer over mono-layer system and also CSG over WSG. Among CSG, TF had a fastest green-up. PR was also fast in green-up, but poor in color uniformity. KB, however, was the slowest due to shallow rooting system, when compared with other CSGs. These results demonstrate color differences were greatly variable according to soil systems and also among turfgrass species. A precise decision should be made in selecting turfgrass species and soil system. Multi-layer and USGA systems were considered as the suitable one for turfgrass color quality, winter color and spring green-up. It is a great necessity to combine proper soil system, right turfgrass species, and appropriate mixing rates by a concept-oriented approach, when establishing garden, parks, soccer field, and golf courses and so on.

• Asian Journal of Turfgrass Science
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• v.18 no.2
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• pp.63-70
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• 2004

This study was conducted to figure out the effect of 'Methlyen Urea(MU)', slow released fertilizer and 'T-Vigor', microbial fertilizer as environment fertilizer on growth of 'Crenshaw' creeping bentgrass for environmental management in golf course. This study was conducted at No. 3, 4, 5 Valley Courses of Rexfield Country Club from April to July in 2004. MU, T-Vigor, sterilized T-Vigor were applied five times with 5g and 7.5ml per square meter, respectively. Polt size was 1 square meter and there were three replications with Completely Randomize Design. Collecting data were turf density$(No.\;of\;shoot\;/cm^2)$, chlorophyll $amount(\%)$, root length(cm), dry weight of clipping(g), and dry weight of root(g). The results are as follows; All of turf density, chlorophyll amount and dry weight(g) of MU and T-Vigor were better than control and sterilized T-Vigor. Especially root length of MU and T-Vigor was superior to control and sterilized T-Vigor, even if temperature and humidity was high. In conclusion, MU and T-Vigor might be used as slow release fertilizer for environmental green management in golf course.

• Journal of Intelligence and Information Systems
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• v.20 no.3
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• pp.133-149
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• 2014

One of the main purposes of universities is to create new intellectual resources that will increase social values. These intellectual resources include academic research papers, lecture notes, patents, and creative ideas produced by both professors and students. However, intellectual resources in universities are often not distributed to the actual users or companies; and moreover, they are not even systematically being managed inside of the universities. Therefore, it is almost impossible for companies to access the knowledge created by university students and professors to utilize them. Thus, the current level of knowledge sharing between universities and industries are very low. This causes a great extravagant with high-quality intellectual and human resources, and it leads to quite an amount of social loss in the modern society. In the 21st century, the creative ideas are the key growth powers for many industries. Many of the globally leading companies such as Fedex, Dell, and Facebook have established their business models based on the innovative ideas created by university students in undergraduate courses. This indicates that the unconventional ideas from young generations can create new growth power for companies and immensely increase social values. Therefore, this paper suggests of a new platform for intellectual properties distribution with university-industry cooperation. The suggested platform distributes intellectual resources of universities to industries. This platform has following characteristics. First, it distributes not only the intellectual resources, but also the human resources associated with the knowledge. Second, it diversifies the types of compensation for utilizing the intellectual properties, which are beneficial for both the university students and companies. For example, it extends the conventional monetary rewards to non-monetary rewards such as influencing on the participating internship programs or job interviews. Third, it suggests of a new knowledge map based on the relationships between key words, so that the various types of intellectual properties can be searched efficiently. In order to design the system platform, we surveyed 120 potential users to obtain the system requirements. First, 50 university students and 30 professors in humanities and social sciences departments were surveyed. We sent queries on what types of intellectual resources they produce per year, how many intellectual resources they produce, if they are willing to distribute their intellectual properties to the industries, and what types of compensations they expect in returns. Secondly, 40 entrepreneurs were surveyed, who are potential consumers of the intellectual properties of universities. We sent queries on what types of intellectual resources they want, what types of compensations they are willing to provide in returns, and what are the main factors they considered to be important when searching for the intellectual properties. The implications of this survey are as follows. First, entrepreneurs are willing to utilize intellectual properties created by both professors and students. They are more interested in creative ideas in universities rather than the academic papers or educational class materials. Second, non-monetary rewards, such as participating internship program or job interview, can be the appropriate types of compensations to replace monetary rewards. The results of the survey showed that majority of the university students were willing to provide their intellectual properties without any monetary rewards to earn the industrial networks with companies. Also, the entrepreneurs were willing to provide non-monetary compensation and hoped to have networks with university students for recruiting. Thus, the non-monetary rewards are mutually beneficial for both sides. Thirdly, classifying intellectual resources of universities based on the academic areas are inappropriate for efficient searching. Also, the various types of intellectual resources cannot be categorized into one standard. This paper suggests of a new platform for the distribution of intellectual materials and human resources, with university-industry cooperation based on these survey results. The suggested platform contains the four major components such as knowledge schema, knowledge map, system interface, and GUI (Graphic User Interface), and it presents the overall system architecture.

• FLOWER RESEARCH JOURNAL
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• v.18 no.4
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• pp.315-322
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• 2010

To analyze our country's education program for flower decoration and occupational satisfaction of florist, 60 present florists and 60 applicants were surveyed. To investigate satisfaction of florist, the questionnaire items consisted of satisfaction for occupation etc. experienced by attendants, contents of related education, recognition from society, social treatment. And this study analyzed followings : considerations to select occupation, satisfaction on job of person who majored in related subject and non- person without such an educational background, satisfaction on present occupation, satisfaction on education period, significance of florist ability, significance of requirements for occupational development. The points which present florists and applicants consider as important were aptitude for gardening and prospect. From the analysis by major of florists, majored persons had more satisfaction than non-majored persons but there was no statistically significant difference between them. From the analysis by applicant, as in present florists, majored persons had more satisfaction than non-majored persons. For the satisfaction by career and education period of present florists and applicants, the satisfaction on education related to flower decoration or learning experiences and lecturer's teaching method showed that the lower the career is, the less the satisfaction is. Seeing the result by education period of applicants, the satisfaction on job was similar each other regardless of education period. For difference in recognition on ability by major of present florists and applicants, the result of analysis by major of present florists showed that majored persons considered the ability more important comparing to non-majored persons in the fields of gardening and making decorations. In the other hand, in the fields of quality maintenance, flower decoration, and flower distribution and management, there was no significance difference between majored and non-majored persons about the recognition of ability. The result of analysis by major of applicants showed that majored persons considered the ability more important comparing to non-majored persons in the fields of gardening, flower decoration, making decorations, flower distribution and management. For the significance of quality maintenance, majored persons wholly considered the significance more important comparing to non-majored persons but there was no significant difference. Based on the results of this study, in working as a florist, persons who majored in flower decoration had more occupational satisfaction than non-majored persons. And among the contents of education, the education related to gardening was recognized as most important. But at present the systematic and special education programs to cultivate professional florists are deficient. Therefore it is suggested that courses based on systematic educational contents which integrate theory and practice are needed to solve education problem related to flower decoration in this rapidly changing society.

• Journal of Intelligence and Information Systems
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• v.19 no.2
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• pp.177-189
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• 2013

In Smart Education, the roles of digital textbook is very important as face-to-face media to learners. The standardization of digital textbook will promote the industrialization of digital textbook for contents providers and distributers as well as learner and instructors. In this study, the following three objectives-oriented digital textbooks are looking for ways to standardize. (1) digital textbooks should undertake the role of the media for blended learning which supports on-off classes, should be operating on common EPUB viewer without special dedicated viewer, should utilize the existing framework of the e-learning learning contents and learning management. The reason to consider the EPUB as the standard for digital textbooks is that digital textbooks don't need to specify antoher standard for the form of books, and can take advantage od industrial base with EPUB standards-rich content and distribution structure (2) digital textbooks should provide a low-cost open market service that are currently available as the standard open software (3) To provide appropriate learning feedback information to students, digital textbooks should provide a foundation which accumulates and manages all the learning activity information according to standard infrastructure for educational Big Data processing. In this study, the digital textbook in a smart education environment was referred to open digital textbook. The components of open digital textbooks service framework are (1) digital textbook terminals such as smart pad, smart TVs, smart phones, PC, etc., (2) digital textbooks platform to show and perform digital contents on digital textbook terminals, (3) learning contents repository, which exist on the cloud, maintains accredited learning, (4) App Store providing and distributing secondary learning contents and learning tools by learning contents developing companies, and (5) LMS as a learning support/management tool which on-site class teacher use for creating classroom instruction materials. In addition, locating all of the hardware and software implement a smart education service within the cloud must have take advantage of the cloud computing for efficient management and reducing expense. The open digital textbooks of smart education is consdered as providing e-book style interface of LMS to learners. In open digital textbooks, the representation of text, image, audio, video, equations, etc. is basic function. But painting, writing, problem solving, etc are beyond the capabilities of a simple e-book. The Communication of teacher-to-student, learner-to-learnert, tems-to-team is required by using the open digital textbook. To represent student demographics, portfolio information, and class information, the standard used in e-learning is desirable. To process learner tracking information about the activities of the learner for LMS(Learning Management System), open digital textbook must have the recording function and the commnincating function with LMS. DRM is a function for protecting various copyright. Currently DRMs of e-boook are controlled by the corresponding book viewer. If open digital textbook admitt DRM that is used in a variety of different DRM standards of various e-book viewer, the implementation of redundant features can be avoided. Security/privacy functions are required to protect information about the study or instruction from a third party UDL (Universal Design for Learning) is learning support function for those with disabilities have difficulty in learning courses. The open digital textbook, which is based on E-book standard EPUB 3.0, must (1) record the learning activity log information, and (2) communicate with the server to support the learning activity. While the recording function and the communication function, which is not determined on current standards, is implemented as a JavaScript and is utilized in the current EPUB 3.0 viewer, ths strategy of proposing such recording and communication functions as the next generation of e-book standard, or special standard (EPUB 3.0 for education) is needed. Future research in this study will implement open source program with the proposed open digital textbook standard and present a new educational services including Big Data analysis.