• Journal of Korean Society of Rural Planning
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• v.21 no.4
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• pp.95-102
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• 2015

The study aims to examine preferences between community residents and visitors in designing a rural community garden. It analyzed diverse aspects of a garden design including garden's function, location, management subject, components and so on. The survey was conducted on residents or visitors participants with a self-administered survey questionnaire. The results revealed that both residents and visitors highly preferred a rural community garden as a role of relaxation, appreciation, and healing. Meanwhile, there were differences of preference for location and garden components between residents and visitors. The results implicated that residents' preference and characteristics of a community are essential in designing a rural community garden, which will lead to sustainable garden construction.

• Journal of People, Plants, and Environment
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• v.22 no.2
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• pp.167-180
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• 2019

This study was conducted to investigate effective ways to meet social and cultural interest in and needs of gardens and gardening. A total of 191 respondents who answered they were living in Gyeongnam region in the questionnaire were selected: 102 (53.4%) were males and 89 (46.6%) were females. In frequency of garden visits, 45% of the respondents answered they visited gardens once a year. Their preferred companion was family (43.6%), followed by friends/colleagues (24.3%). Their important motives of garden visits included admiration of gardens' scenery and ambience, pleasure in being outdoors, relaxing mentally and physically, and appreciation of plants. Relatively less important motives included understanding or educating about nature and environmental conservation, and interest in garden design and horticulture techniques. In the overall assessment of gardens and gardening, the quality of the establishment, management and operation of botanic gardens and arboreta in Gyeongnam region scored 3.32 scale, which was close to the level of 'fair.' Also, the respondents agreed at 3.91 scale that it was necessary to improve the garden creation, gardening, and garden culture. Meanwhile, many people in Gyeongnam region did not clearly understand differences between garden and public park, also had a very obscure perception of public garden. The results of importance-performance analysis (IPA) indicated that it is necessary to concentrate on directing and developing some programs such as admiration of beautiful and exotic plants, and education on garden culture including garden making and horticultural techniques.

• Journal of People, Plants, and Environment
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• v.23 no.2
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• pp.159-170
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• 2020

The purpose of this study was to understand the current status of education and programs and to identify the items that urban residents need most for garden management. First of all, there were 45 sites (40.5%) with gardens operated by city and county local governments nationwide, and 41(91.1%) of them had dedicated staff (1.8 persons on average). The average area of gardens was 18,623 m², garden area per person was 20.27m², the average number of participants was 683, and the average period of use was 8.69 months. In addition to gardening activities, 14 (31.1%) out of 45 sites were operating small group meetings, with an average of 2.29 meetings and 67 participants. In the satisfaction survey after gardening activities, 88.9% of 18 sites were satisfied. According to the questionnaire about education and programs related to garden users, an average of four sessions were conducted per education. In terms of education, the contents were in the following order: basic education on garden cultivation (33.9%) > prior education on garden operation (28.9%) > pest control (14.0%) > eco-friendly management (11.6%) > pesticides and Positive List System (9.9%) > others (1.7%). Over 95% of the respondents were generally satisfied. Regarding the perception survey on which items are needed to develop garden management guidelines, the most necessary items were in the order of crop management (38.7%) > public garden etiquettes among users (27.9%) > pest control (14.4%) > weed management (13.5%) > activities using harvest (5.4%). The contents that are to be included in the guidelines were in the order of garden planning and crop selection (17.2%) > cultivation techniques and schedule (16.5%) > pest and soil management (15.7%) > introduction of garden crops and gardening models (12.7%) > garden etiquettes (10.7%). In establishing urban garden management plans by region, the results will have high utility value as the basic data for continuous garden operation by setting a direction that meets the regional characteristics as well as the needs of urban residents.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.263-288
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• 2002

'Science Garden' is a science program that develops acquirements of science & technology at an early stage through experiential study and inspire the spirit of scientific inquiry by carrying out laboratory work, science movie, science lecture, scientific work, outdoor activities, computer classes and science experiment which is hard to do through the regular educational course. It is targeted grade 4,5,6 students during summer and winter vacation. 'Science Garden' is conducted by selective participation freely. It is a wholelistic activity that develops children's potential talents or creativities, improves interest and attitude toward science, and also gives opportunity for self-realization by extending capacity for inquiry to show each student's ability. This study is observed and is compared how it is conducted in elementary school using qualitative study. This study is used narrative observation, in-depth interview and document analysis. Objects of narrative observation are two elementary schools, each from Jellabukdo and Gyeonggido, and 7 teachers were interviewed in-depthly. Here are results of the study. 1 A teacher in school G never takes part in student activities, tends to be indifferent to classes, but focuses on observation and experiment in laboratory. And feedback or evaluation about student's activity is never done. On the other hand, a teacher in school S guides students to understand the principals of science on themselves, and wide variety forms of activities such as role playing, discussion, and games are being done. But an effort to evaluate student's activity is not being made properly. 2. Teachers set a high valuation on the need of 'Science Garden'. Observing the way of conducting 'Science Garden', usually teachers who is in charge of science for official work is selected as a teacher in charge, and groan under a heavy burden of conducting it without anyone's help. Participating students are selected by volunteering or teacher's recommendation, but because of low Participation rate, teachers have difficulty in conducting it. Plan for conducting ‘science Garden’ is made 20 days before it, after getting an official document from Office of Education, refering to booklets produced by National Jungang Science Institute, or data from Office of Education, and internet. Teachers evaluate rarely Most school principals have interest in 'Science Garden' but parents are not well aware of it, The budget is made at the same time with the plan, and scale is varied between 200,000∼500,000 won. Because of the improper way of selecting teacher in charge, difficulty in selecting students, heavy works caused by planning, conducting the program, as well as reporting teacher's work, and lack of parents' awareness, 'Science Garden' has been conducted formally and superficially. Next gives you direction to change, for the right way of conducting' Science Garden'. It is important to motivate competent teachers to instruct students actively. For students' active participation, They should publicize thoroughly beforehand, and develope 'Science Garden' program for teachers to be able to make better use of it. Evaluation of student activities and program should be done in the aspect of developing students’ faculties. Beside of school facilities, they need to put diverse local facilities and places to practical use for immediate natural experience. And not only separate schools but also associated form of schools to conduct it is necessary.

• Journal of Korean Society of Forest Science
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• v.37 no.1
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• pp.57-60
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• 1978

Significant findings concerning the cause of the gardening revolution of the eighteenth century in England, its landscape style and contribution to a new style are concluded as follows: 1. The English landscape garden is regarded as a great revolution in the history of landscape architecture, and it was in the eighteenth century, in England, that garden and landscape first came together. 2. For at no time in history has there been such general interest in gardens and in the total physical landscape, so much writing and criticism and open debate. 3. Garden design did not become a definite art form in England until the eighteenth century. During the period it can be seen that there were developing three distinct types of garden, that is, the picturesque garden, the 'poetic' garden and 'abstract' garden. 4. Also developing was a new appreciation for natural forms and natural landscape, expressed in painting, poetry and garden design, and the landscape gardeners tried bard to malce country scenery look as though man had not had a hand in it. Eventually these open spaces contributed to a new type of spatial form development of naturalistic landscape style which is today taken for granted as a normal component of the landscape architect's palette.

• The Korean Journal of Community Living Science
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• v.28 no.4
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• pp.613-623
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• 2017

This study was conducted to investigate the set up and running status of school gardening at elementary schools in Jeollabuk-do. Among 416 elementary schools in Jeollabuk-do, 164 schools (39.4%) had school gardens. Ninety-seven schools in cities and 67 in counties had school gardens. The total area and school garden size at schools in Jeollabuk-do were $45,490m^2$ and $277m^2$ per school, respectively, as well as $1.6m^2$ per students. School gardens varied in type, and percentages of outdoor and off-campus gardens were 67.2% and 17.2%, respectively. There were differences in the set up, type of garden, annual operating budget, and participants in school garden programs according to the location (city or county) of the school The installation and automation of facilities in the garden (such as greenhouse, tool shed, resource recycling facility, etc.) were poor. Most schools grew various kinds of plants, including vegetables, crops, ornamentals, and fruits. Teachers most often operated school gardens and taught students. Teachers had difficulty managing school gardens due to absence of knowledge about sustaining gardens. Most respondents reported the need for a school garden training program. Sixty-one percent of schools reported that the garden was used for academic instruction, especially during class. The majority of respondents agreed that school gardens have a positive effect and wanted to increase classes related to school gardens. Accordingly, in order to sustain school gardens and maximize their effects, systematic and customized support is needed that considers the characteristics and circumstances of the school. The facilities and features of the garden should be improved, and the school garden training program for teachers should attempt to reduce the effort required to manage the garden and increase utilization efficiency. In addition, participation of garden coordinators, parents, and community volunteers in managing gardens and implementing garden lessons is required.

• Journal of Veterinary Clinics
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• v.30 no.4
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• pp.329-331
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• 2013

An 11-year-old female toco toucan (Ramphastos toco) kept in outdoor exhibit was presented with sudden onset of anorexia and hypodynamia. After routine physical examination, the patient was treated. However, the bird died that evening. Necropsy revealed moderate swelling of the liver with yellowish discoloration. Based on the gross pathology as well as histologic evidence of iron pigments accumulation throughout the hepatocytes, hepatic hemochromatosis was diagnosed.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.39-53
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• 2016

The purpose of this study was to investigate the way applying a school garden for the creative experience activity on the school learning program. For this study, the 27s elementary students who were the 5th and 6th grades participated in this program. And the 10units lessons programs what were consisted with the inquiry, debating, and cooperating activities were developed, and applying to classroom and school garden. The key concepts of developing program were 'rocks which were in the school garden'. he results are follows, for the creative experience activity on the school teaching/learning program, the school garden has useful value as teaching/learning field. The teaching/learning activity applying the school garden makes an offer the awareness to students that the knowledges learned in school were actually relative with their life. Also, the students are affirmatively participate to learning, debate, and cooperate activities because the school garden is very familiar environment to them. Lastly, the students are interesting in learning classes because they think that the school garden environments will reform actually to new shape of their ideas. After this learning were finishing, most of students indicated their intention with satisfaction. Some of them suggested applying the additional program using the school garden. Consequently, the school garden has the very useful value for applying program of the teaching/learning in elementary school education.

• The Korean Journal of Community Living Science
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• v.27 no.4
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• pp.779-794
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• 2016

In this study, a functional vegetable garden model is proposed for vegetable gardening users in urban areas to grow different vegetables for various purposes. H vegetable garden user(uneducated) and Y vegetable garden user(educated) urban vegetable gardening users were provided with the functional vegetable garden model and allowed to manage their allocated gardens directly. As the issues raised by the field work and its associated solutions were investigated, the opinions from each group were compared and analyzed. The conclusions are as follows. First, according to the usage survey for vegetable gardening, both groups responded that they had mostly cultivated vegetables. Second, with regard to the kinds of vegetables cultivated in autumn, both groups chose the vegetables required for producing Kimchi. Third, both groups responded that their interest in growing various plants was the major motivation to start gardening. Fourth, regarding the inclusion of flowers and herbs in the functional vegetable garden, more than 90% of the members of both groups responded that the level of the inclusion was appropriate or could be higher.

• Journal of Environmental Science International
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• v.25 no.4
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• pp.483-490
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• 2016

On the basis of conducting a comprehensive investigation to agricultural sightseeing garden landscape resources, we established a evaluation index system of agricultural sightseeing garden landscape resources. From the perspective of experts, comparing the importance of all levels indicators, we obtained the weights of landscape resources evaluation index through using the Analytic Hierarchy Process. The result showed that the descending order of the weights of influence of agricultural sightseeing garden nineteen evaluation index is: reach ability (0.128), safety (0.083), location (0.078), participatory (0.076), cultural value (0.058), ecological conditions (0.057), scenic beauty (0.0505), environmental quality (0.051), featured properties (0.0501), environmental tolerance (0.048), reputation (0.047), environmental capacity (0.045), humanize (0.041), spots configuration (0.034), applicable travel period (0.033), scientific value (0.032), art value (0.031), holistic (0.03), suitability (0.027), it can provide a framework and basis for the planning, management, protection and exploitation of agricultural sightseeing garden landscape resources.