• Horticultural Science & Technology
• /
• v.34 no.4
• /
• pp.513-527
• /
• 2016

The objective of the present study was to review the current research about the outcomes of horticultural activity interventions in order to determine research trends and analyze the characteristics of horticultural activity interventions. We reviewed the literature using search engines such as the Web of Science, Proquest Dissertation and Theses, Academic Search Premier, Research Information sharing Service, and Korean National Assembly Digital Library to locate journal articles that include relevant search terms (e.g., gardening activity, gardening program, allotment garden, urban agriculture, horticultural therapy, and horticultural activity). We initially identified 14,414 journal articles that were published before April 2014 and selected 509 of the papers for review. We found that studies investigating treating children and adults 8 to 64 years old were the most common, and horticultural activities such as gardening outdoors, planting indoors, making crafts with live plants, arranging flowers, making crafts with artificial or pressed flowers, and other activities were usually combined. Short/medium term (11 to 20 sessions) horticultural activity programs were the most frequent, and most interventions were of medium duration (> 60 min to 120 min). Most of the studies focused on the psychological or emotional effects of horticultural intervention, such as its effects on emotional intelligence, self-esteem, stress, and depression. Further studies are needed to analyze the research methodology, specific outcomes, and strengths or weaknesses of studies investigating horticultural activity interventions.

• FLOWER RESEARCH JOURNAL
• /
• v.18 no.2
• /
• pp.136-141
• /
• 2010

In order to analyze the horticultural-therapy program, which was carried out targeting the mentally disabled, relevant 559 copies of 'Confirmation Note of horticultural activity' submitted for to be used the use in license examination to Korean Horticultural Therapy and Wellbeing Association were used as a tool. It contains 64 horticultural therapists for level 1 and 524 horticultural therapists for level 2 from May in 2000 to February in 2008. With the aim of examining difference depending on people covered by the program, license kind and horticultural therapy activity period in horticulture therapists, ${\chi}^2$ test was conducted on the basis of frequency in each. Data was analyzed by using SPSS (Statistical Package for the Social Science) Win 13.0 program, which was carried out targeting the mentally disabled, the 'art and craft activity' was the largest with 46.0%. In terms of 'growing activity', the 'normal growing' showed the highest ratio with 74.7%. In the 'art and craft activity', the 'flower decoration' showed the highest ratio with 37.5%. In the result of 'Cooking activity', the activity related to 'tea' was the largest ratio with 33.6%. As a result of 'learning activity', 'orientation' was the largest ratio with 47.6%. In the 'outdoor activity', 'excursion' was the largest ratio with 36.7%.

• Journal of People, Plants, and Environment
• /
• v.23 no.5
• /
• pp.495-506
• /
• 2020

Background and objective: This study conducted a conjoint analysis on early childhood teachers to find out their preferences in horticultural activities that are used as a means of education in early childhood education. Methods: For the conjoint analysis, five attributes of horticultural activities were selected. Attribute 1 was method of horticultural activities, divided into two levels: exclusive and integrated horticultural activities. Attribute 2 was object of horticultural activities, divided into three levels: fruit crops, vegetable crops, and floricultural crops. Attribute 3 was activity type, divided into three levels: big and small group, free choice, and outdoor play. Attribute 4 was place for horticultural activities, and divided into two levels: indoors and outdoors. Attribute 5 was time for horticultural activities, divided into two levels: 30 minutes and 30-60 minutes. The orthogonal design was used to extract 20 profiles, after which we conducted a survey on 320 early childhood teachers and analyzed the valid responses from 257 teachers. Results: The preference of early childhood teachers showed highest importance in object (29.1%), followed by activity type (23.2%), activity method (17.4%), time (16.1%), and place (14.2%) (Pearson's R = .591, p = .008). By level of each attribute, the importance was high in exclusive horticultural activities for activity method, big and small group for activity type, vegetable and floricultural crops for object, indoors for place, and 30 minutes for time. Conclusion: The horticultural program preferred by early childhood teachers is comprised of big and small group activities using vegetable and floricultural crops, carried out indoors for 30 minutes as an exclusive class.

• Journal of People, Plants, and Environment
• /
• v.23 no.2
• /
• pp.211-220
• /
• 2020

The purpose of this study was to analyze the frequency and contents of horticultural activities in 696 individual activities listed in 11 teacher's guidebooks of Nuri Curriculum for 5-year-olds, and to find out the perceptions of horticultural activities in the formal curriculum. The target horticultural activities that were selected were those using natural objects like potted plants, water, wind, soil, stones, etc. as the topic or subject of activities, and those with different topics but are mentioning plants or natural objects as an example at least twice. The 150 selected horticultural activities were classified by life-based theme, activity type, activity domain, and medium. As a result of examining horticultural activities by life-based theme, there were 150 horticultural activities (21.55%): 40 in Spring, Summer, Autumn and Winter (5.75%), 34 in Animals, Plants, and Nature (4.89%), 22 in Environment and Life (3.16%), 19 in Our Country (2.73%), and nine in Our Neighborhood (1.29%), nine in Various Countries of the World (1.29%), four in Health and Safety (0.57%), four in Living tools (0.57%), four in Transportation (0.57%), three in Kindergarten and Friends (0.43%), two in Me and My Family (0.29%; χ²=130.427, p < .001). As a result of examining horticultural activities by activity type, there were 61 free choice activities (40.67%), 80 large and small group activities (53.33%), and nine outdoor play activities (6.00%), indicating that outdoor play was the fewest activity type (χ²=54.040, p < .001). The results of analyzing horticultural activities by activity domain showed that there were 25 in conversation (16.67%), 19 in science (12.50%), 14 in art (9.33%), 14 in cooking (9.33%), 10 in fairy tales (6.00%), nine in music (6.00%), eight in language (5.33%), eight in number operation (5.33%), eight in others (5.33%), six in children's plays (4.0%), six in games (4.0%), four in body and movement (2.67%), three in stacking (2.00%), three in roles (2.00%), three in rhythm (2.00%), two in children's poems (1.33%), two in field experience (1.33%) and one in outside play (0.67%; χ²=87.600, p < .001). As a result of examining the mediums used in the horticultural activities, 46 activities (30.67%) directly used plants as the mediums, 11 activities (7.33%) used soil such as stones, gravel, and earth as the mediums instead of plants, four activities (2.67%) used dry plants such as branches and dry leaves as the mediums, and 89 activities (59.33%) used videos, photos of plants, and pictures of plants as the mediums (χ²=121.307, p < .001).

• Journal of Life Science
• /
• v.29 no.1
• /
• pp.69-75
• /
• 2019

Rosemary (Rosmarinus officinalis L.) is widely used as a food material. Although various physiological activities of rosemary have been reported, there have been no studies on the physiological activity of solvent extracts with different polarities. Rosemary extracts were obtained by extraction of dried powder using 0%, 25%, 50%, 70%, and 95% ethanol (EtOH) in distilled water, methanol, ethyl acetate, and hexane. As these ratios of EtOH are generally chosen by default and scarcely optimized, we investigated the impact of the composition of EtOH in distilled water on extract-related characteristics, such as DPPH free radical scavenging and ${\alpha}$-glucosidase inhibition, on the differentiation of 3T3-L1 adipocytes and inhibition of tyrosinase. Adipogenesis inhibition was highest at 70% EtOH. DPPH scavenging activity and inhibition of tyrosinase activity were reduced with 50% EtOH in water. However, inhibition of ${\alpha}$-glucosidase activity was higher in 50% EtOH in water. The best solvents in terms of DPPH scavenging activity, inhibition of tyrosinase and ${\alpha}$-glucosidase, and differentiation of adipocytes obtained with different concentrations of EtOH, although a lower similar activities were found with 50% ethanol. Considering the extraction solvents, a ratio of EtOH in water gives different content and constituents of compounds. These differences will give activities inhibition of adipogenesis, tyrosinase, ${\alpha}$-glucosidase activity, and DPPH scavenging activity.

• Korean Journal of Health Education and Promotion
• /
• v.30 no.5
• /
• pp.153-162
• /
• 2013

Objectives: The purpose of this study was to examine the effect of the horticultural activity program on high school students' stress, self-esteem and quality of life. Methods: Research method used in this was nonequivalent control group pre-test and post-test design. The number of students in experimental and control group were 25 students; The horticultural activities were conducted 15 times twice a week from May $30^{th}$ 2012 to July $18^{th}$ 2012. Results: There were statistically significant differences of stress scores(F=12.678, p=.001) self-esteem scores(t=-2.836, p=.009), quality of life scores (t=-2.958, p=.007) between the experimental and control group. Conclusions: Based on the results, horticultural activity program for high school students was effective in decreasing stress, increasing self-esteem and quality of life. Therefore the horticultural activity program can be adopted as a effective intervention for high school students.

• Journal of Microbiology and Biotechnology
• /
• v.26 no.12
• /
• pp.2138-2140
• /
• 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.

• Journal of People, Plants, and Environment
• /
• v.24 no.2
• /
• pp.119-135
• /
• 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.

• Journal of People, Plants, and Environment
• /
• v.22 no.3
• /
• pp.255-268
• /
• 2019

Horticultural therapy, as a kind of complementary alternative therapies using nature as a medium, is an intervention method that can be applied to various subjects by utilizing horticultural activities that anyone can enjoy as a leisure activity. This research defined the resilience of individuals as a personal characteristic, and examined differences in the intervention effect of horticultural activities depending on the level of resilience. The results obtained in this study can be utilized in planning a horticultural activity program and setting the purpose and goals of horticultural activity programs. The subjects of this study were divided into the high resilience experimental group (Group A), the low resilience experimental Group (Group C), the high resilience control group (Group B), and the low resilience control group (Group D). The experiment was conducted in the campus of G University from September to November 2017, and the experimental group participated in the program once per week, a total of 10 sessions. The Korean version of the Connor-Davidson Resilience Scale, autonomic nervous assessment, and the interpersonal relationship change scale were carried out as pre- and post-assessment. Statistical analysis was performed using a non-parametric test. Group A showed statistically significant positive changes in relaxation of physical tension and stability. In conclusion, those with high resilience showed the higher intervention effects of horticultural activities on physical relaxation and stability than those with low resilience. However, there were some possible limitations in this study. Since the number of subjects was small and subjects were limited to college students, it is impossible to generalize the results of this study. Therefore, it is necessary to conduct follow-up studies to address and overcome these limitations.

• Korean Journal of Soil Science and Fertilizer
• /
• v.46 no.2
• /
• pp.122-128
• /
• 2013

This study was carried out to evaluate the soil dehydrogenase activity and microbial biomass C with soil type and land use in cropland of JeJu region. Soil chemical properties, dehydrogenase activity, and microbial biomass C were analyzed after sampling from upland (50 sites), orchard (50 sites), paddy (30 sites), horticultural facility (30 sites) in March. Average pH values was at 6.3 in upland soil, however soil chemical properties showed a large spatial variations in both orchard and horticultural facility soil. The Zn and Cu contents increased by the continuous application of pig manure compost in some citrus orchard soil. Soil dehydrogenase activity and microbial biomass C were higher in non-volcanic ash than in volcanic ash soil regardless of land use type. Soil dehydrogenase activity was two to four times higher in upland than in the others. It was at 38.7 ug TPF $24^{h-1}g^{-1}$ in non-volcanic ash of upland soil. Microbial biomass C content was very high in horticultural facility soil and it showed at 216.8 $mg\;kg^{-1}$ in non-volcanic ash. Soil dehydrogenase activity showed a positive correlation with organic matter ($r^2$=0.59), Zn ($r^2$=0.65), and Cu ($r^2$=0.66) in non-volcanic ash horticultural facility soil. There was a negative correlation ($r^2$=0.57) between soil organic matter and dehydrogenase activity in volcanic ash upland soil.