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Hak-Tae Lim, Eun-Ae Lee, and Won-Bae Kim

This study was conducted to investigate the possibility of obtaining plantlets via somatic embryogenesis and organogenesis as means of in vitro mass propagation in Allium victorialis var. platyphyllum Makino, one of the most popular wild vegetable plants in Korea. Shoots formed directly when bulb explants of A. victorialis were cultured on MS medium containing 0.2 mg·L–1 NAA and 2.0 mg·L–1 zeatin under 16 hours (light)/8 hours (dark) illumination. The use of leaf and shoot tip explants was not successful, largely due to explant senescence in the present of plant growth regulators. Embryogenic calli were obtained from the bulb explants of A. victorialis on MS medium supplemented with 0.2 mg·L–1 NAA, 0.2 mg·L–1 BAP, and 1.0 mg·L–1 picloram after 4–5 weeks of culture in the dark at 27°C. Upon transfer to shoot-induced MS medium containing 0.2 mg·L–1 NAA and 2.0 mg·L–1 zeatin, embryogenic calli gave rise to numerous somatic embryos, which subsequently developed into multiple shoots after 3 months of culture under 16 hours(light)/8 hours (dark) illumination. For root induction, regenerated shoots were transferred to MS medium added with 1.0 mg·L–1 NAA. Regenerants with well-developed roots were potted in an artificial soil mixture of vermiculite (1) and perlite (1).

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Sin-Ae Park, Moon-Kyoung Cho, Mung Hwa Yoo, Soo-Yun Kim, Eun-Ae Im, Jong-Eun Song, Jin-Cheol Lee, and In Gun Jun

The objectives of this study were to examine the effects of a horticultural activity program on the emotional intelligence, prosocial behavior, and scientific investigation abilities and attitudes of kindergarteners. A total of 336 children aged 5 to 7 years in public and private kindergartens and day care centers in Incheon, South Korea, participated in a 24-session horticultural activity program. This program included indoor and outdoor activities such as planting seeds, transplanting plants, making and applying eco-friendly fertilizer, watering, harvesting, using plants to make crafts, and cooking with produce. It was designed to improve the emotional intelligence, prosocial behavior, and scientific investigation abilities and attitudes of kindergarteners. Each session lasted an average of 50 minutes and was held once per week. The results of the study showed that the 24-session horticultural activity program improved the emotional intelligence, prosocial behavior, and scientific investigation abilities and attitudes of the children (P < 0.05). Satisfaction with the program was very high among both the children and their teachers and parents. Future studies should consider exploring the effects of horticultural activity programs on children in different age groups.