• Journal of Korean Society of Forest Science
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• v.47 no.1
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• pp.1-15
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• 1980

The occurrence of witches' broom of Rhus javanica was first noticed in Korea by the author in 1979. Subsequently, studies were made on the symptomatology, etiology, and transmission of the disease, as well as the effect of some antibiotics on the disease development. The results of these studies are summarized as follows: 1. Symptoms of the infected plant were characterized by dwarfing of the tree accompanied by yellowing and brooming of the foliage. 2. Electron microscopy of witches' broom diseased Rhus javanica plant revealed the occurrence of numerous mycoplasma-like organisms (MLO's) in the phloem tissue cells (sieve tube elements and phloem parenchyma cells) of the rachis and midribs of infected leaves. 3. The MLO's were bounded by a single unit membrane and contained ribosome-like granules and strands presumed to be DNA. It also appears that the MLO multiply possibly by budding as well as binary and plurinary fission. 4. In the midrib of healthy leaves, vascular bundles were collaterally discontinuous. In the diseased leaves, however, xylems were connected to each other and phloem cells showed an atrophy. Granules, which were prominent in the normal abaxial epidermis, were not observed in the peidermis of diseased leaves. 5. Electron microscopy revealed crystals or osmopholic granules in the phloem parenchyma cells, and that normal stacks of grana were not developed in the chloroplasts of infected levels. 6. The disease was experimentally transmitted by grafting. Budding was more effective than crown grafting for transmitting the disease. The disease has been transmitted by grafting even when complete union of stocks and scions has not taken place. The disease agent was not transmitted by sap inoculation. Insect transmission has not been confirmed. 7. Dipping the roots of infected plants into the 500 ppm and 1,000 solutions of either tetracycline HCI or oxytetracycline, HCI was more effective on temporary remision of the symptoms than spraying the 100 ppm and 200 ppm solutions of the same antibiotics. A greater effect was achieved through dipping into 1,000 ppm than into 500 ppm.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.311-324
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• 2021

Recently, ten geosites have been considered in Hwaseong for endorsement as national geoparks, including the Jebudo, Gojeongri Dinosaur Egg Fossils, and Ueumdo geosites. The Jebudo geosite in the southern part of the Seoul metropolitan area has great potential for development as a new geoscience educational site because it has geological, geographical (landscape), and ecological significance. In this study, we described the geological characteristics through field surveys in the Jebudo geosite. We evaluated its potential as a geo-education site based on comparative analysis with other geosites in Hwaseong Geopark. In addition, we reviewed the practical effect of field education at geosites on the essential concepts and critical competence-oriented education emphasized in the current 2015 revised science curriculum. The Jebudo Geosite is geologically diverse, with various metamorphic rocks belonging to the Precambrian Seosan Group, such as quartzite, schist, and phyllite. Various geological structures, such as clastic dikes, faults, joints, foliation, and schistosity have also been recorded. Moreover, coastal geological features have been observed, including depositional landforms (gravel and sand beaches, dunes, and mudflats), sedimentary structures (ripples), erosional landforms (sea cliffs, sea caves, and sea stacks), and sea parting. The Jebudo geosite has considerable value as a new geo-education site with geological and geomorphological distinction from the Gojeongri Dinosaur Egg Fossils and Ueumdo geosites. The Jebudo geosite also has opportunities for geo-education and geo-tourism, such as mudflat experiences and infrastructures, such as coastal trails and viewing points. This geosite can help develop diverse geo-education programs that improve key competencies in the science curriculum, such as critical thinking, inquiry, and problem-solving. Furthermore, by conducting optimized geo-education focused on the characteristics of each geosite, the following can be established: (1) the expansion of learning space from school to geopark, (2) the improvement of understanding of specific content elements and linkage between essential concepts, and (3) the extension of the education scope throughout the earth system. There will be positive impacts on communication, participation, and lifelong learning skills through geopark education.