• 원예과학기술지
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• 제34권4호
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• pp.513-527
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• 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.

• 화훼연구
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• 제18권2호
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• pp.136-141
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• 2010

정신적 장애인을 대상으로 체계적인 원예치료 프로그램 마련을 위한 기초자료를 제공하고자 정신적 장애인을 대상으로 실시한 원예치료 프로그램을 분석하였다. 그 결과, 전체 원예치료 프로그램 중 공예활동이 가장 많이 진행되었으며 대상자별로는 지적장애가 가장 많았다. 그리고 시기별로는 전기보다 후기에 많은 프로그램이 진행되었다. 재배활동에서는 일반재배, 대상자별로는 지적장애가 가장 많았고 시기별로도 전기보다는 후기에 프로그램이 증가되었다. 공예활동을 살펴보면 전체적으로 화훼장식품이 가장 많았으며 대상자별로는 지적장애가 많았고 시기별로는 전기보다 후기에 더 많은 프로그램이 진행되었다. 요리활동에서는 차와 관련된 프로그램, 대상자별로는 지적장애가 가장 많았다. 시기별로는 전기보다 후기에 더 많은 프로그램이 진행되었다. 학습활동에서는 오리엔테이션 프로그램이 가장 많았으며, 대상자별로는 정신적장애가 많았고, 시기별로는 전기보다 후기에서 증가했다. 야외활동의 분석결과 전체적으로 소풍이 많았으며, 대상자별로는 지적장애에서 많은 프로그램이 진행되었다. 또한 시기별로는 전기보다 후기에 증가함을 알 수 있었다.

• 인간식물환경학회지
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• 제23권5호
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• pp.495-506
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• 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.

• 인간식물환경학회지
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• 제23권2호
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• pp.211-220
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• 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).

• 생명과학회지
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• 제29권1호
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• pp.69-75
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• 2019

로즈마리(Rosmarinus officinalis L.)는 식품소재로서 널리 사용되고 있으며 다양한 생리활성이 보고되어 있다. 그러나 극성이 다른 용매 추출물의 상호작용과 생리활성에 관한 연구는 잘 정립되어서 보고되지 않았다. 따라서 본 연구에서는 로즈마리 분말을 hexane, EtOAc, MeOH 그리고 95%, 70%, 50% 또는 25% EtOH 및 물로 추출한 다음, 각각의 용매 추출물의 항산화, 항비만, 항 ${\alpha}$-glucosidase 활성 및 미백효과 등을 조사하기 위해 수행되었다. 로즈마리 추출물의 항산화 및 tyrosinase 저해 효과는 비교적 극성이 높은 50% EtOH, 25% EtOH 및 증류수 추출물이 가장 효과가 좋았다. 그러나 ${\alpha}$-glucosidase 활성억제는 EtOH의 농도가 높은 50~95%와 MeOH 추출물에서 효과가 가장 좋았다. 지방세포의 분화억제는 70% EtOH로 처리시에 가장 효과가 좋았으며, EtOH의 농도가 70% 보다 증가하거나 감소하였을 경우에는 농도에 비례하여 감소하였다. 본 실험의 결과 최적의 추출용매는 항산화, tyrosinase 저해, ${\alpha}$-glucosidase 활성억제 및 지방세포의 분화 억제 등의 질환에 따라서 차이가 있었다. 이러한 추출용매를 고려하면 추출용매에 따라서 최적의 생리활성 성분의 종류와 함량이 차이가 있고 이로 인하여 생리활성 효과도 달라진 것으로 생각된다.

• 보건교육건강증진학회지
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• 제30권5호
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• pp.153-162
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• 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
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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.

• 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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• 제22권3호
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• pp.255-268
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• 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.

• 한국토양비료학회지
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• 제46권2호
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• pp.122-128
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• 2013

본 연구는 제주지역 농경지 이용유형과 토양특성별 미생물체량과 탈수소효소활성을 평가 하고자 수행하였다. 제주지역 밭(50), 과수원(50), 논(30), 시설재배(30) 토양을 3월에 채취 후 토양화학성과 탈수소효소활성, 미생물체량을 분석하였다. 밭 토양의 평균 pH는 6.3이었고 과수원, 시설재배지 토양은 조사지점간에 화학성분 함량의 차이가 크게 나타났다. 돈분퇴비를 시용하는 감귤재배농가의 토양 내 아연과 구리함량은 증가하는 경향을 보였다. 토양 탈수소효소활성과 미생물체량은 농경지 이용유형에 상관없이 비화산회 토양이 화산회토양보다 높았다. 탈수소효소활성은 밭 토양이 과수원, 논, 시설재배지 토양보다 2-4배 이상 높았고 비화산회토의 밭토양은 38.7 ug TPF $24^{h-1}g^{-1}$를 나타냈다. 미생물체량은 시설재배지 토양이 가장 많았으며 시설재배지 비화산회토양은 216.8 $mg\;kg^{-1}$였다. 시설재배지의 비화산회토양은 탈수소효소활성과 토양유기물($R^2$=0.59), 아연($R^2$=0.65), 구리($R^2$=0.66)의 함량간에 높은 정의 상관관계를 보였다. 화산회토의 밭토양은 유기물함량과 탈수소효소 활성간에 높은 부의상관관계($R^2$=0.57)를 나타냈다.