• Journal of English Language & Literature
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• v.56 no.2
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• pp.383-408
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• 2010

This paper intends to suggest the positive, ecological vision of sustainability in Karen Hesse's Out of the Dust that Billie Jo Kelby recovers herself through her readjustment of interior consciousness and outer environment in her tragic situations caused by the Dust Bowl. In spite of her desires for happiness and affluence of home, she loses her mother and brother, and her musical talent as a pianist, and lies in self-abandonment. But she finally raises up herself with her courage and patience, reconciliating with the nature and ameliorating the community by taking care of the devastated landscapes. Hence it is appropriate to approach the loss-recovery process of nature and consciousness with ecological solutions, The Dust Bowl breaks down human mind and body, and eventually leads to the situations of despairs and death. Hesse proposes the primary solution that humans should reconstruct their interior consciousness and participate in recovering the nature because humans are inevitably linked with nature. In this novel, the nature takes a dynamic and active role as a catalyst, reconciling the self with other humans and settling with the conflicting situations in history and culture. This verse novel as an active, self-ordering, and corrective process gives the more intense ecological message. As Hesse defines the setting of Dirty Thirties as a channel of energy, she creates the utmost effects of ecological process that human and environment are part of a total situation, representing the transactional formulation, each conditioned by conditioning to the other. Therefore Billie Jo takes her part as an interpreter and actualizes herself, understanding the nature with metaphor and symbol. Eventually Billie Jo realizes that she should rebuild her environment not out of the dust but in the dust, accepting the reality of Dust Bowl.

• Geophysics and Geophysical Exploration
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• v.20 no.2
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• pp.61-71
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• 2017

Recently, ground-penetrating radar (GPR) surveys have been actively carried out for precise subsurface void investigation because of the rapid increase of subsidence in urban areas. However, since the interpretation of GPR data was conducted based on the interpreter's subjective decision after applying only the basic data processing, it can result in reliability problems. In this research, to solve these problems, we analyzed the difference between the events generated from subsurface voids and those of strong diffraction sources such as the buried pipeline by applying the edge detection technique, which is one of image processing technologies. For the analysis, we applied the image processing technology to the GRP field data containing events generated from the cavity or buried pipeline. As a result, the main events by the subsurface void or diffraction source were effectively separated using the edge detection technique. In addition, since subsurface voids associated with the subsidence has a relatively wide scale, it is recorded as a gentle slope event unlike the event caused by the strong diffraction source recorded with a sharp slope. Therefore, the directional analysis of amplitude variation in the image enabled us to effectively separate the events by the subsurface void from those by the diffraction source. Interpretation based on these kinds of objective analysis can improve the reliability. Moreover, if suggested techniques are verified to various GPR field data sets, these approaches can contribute to semiautomatic interpretation of large amount of GPR data.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.