• Journal of Environmental Science International
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• v.13 no.4
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• pp.327-337
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• 2004

The education effect of environmental impact cognitive instruction on high school students was investigated. Environmental values of students could be classified into egocentric, social-altruistic and biospheric values like those of Schultz’s three kinds of categories. The value distribution of students consists 44.7% of egocentric and biospheric value groups and 12.5% of social-altruistic value group, respectively. The environmental function such as knowledge and skill did not show remarkable differences between value groups. The environmental value only affected the attitude function. The biospheric value group had the higher attitude function than other value groups. The environmental impact cognitive instruction enhanced the environmental functions irrespective of the value group or instruction type. However, significant variables were different according to environmental functions. Environmental functions such as knowledge and skill were influenced by the instruction itself. The attitude function was dependent on instruction itself, value type and instruction type. The optimum application of the environmental impact cognitive instruction can be efficiently achieved through class division into egocentric value group and biospheric value group. Alternatively, the proper combination of instruction methods focused biospheric and egocentric impacts in a class can be recommended.

• Journal of the Korean Institute of Telematics and Electronics
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• v.14 no.2
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• pp.17-27
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• 1977

The special mini-computer was designed with the one-bus line systems employing the integrated circuits, and was studied by the method of easily making the compiler in 16 bits with each instruction fields. When the 160 nano seconds for a fundamental cycle were used, the optimum operating time for a TTL IC was equal to the access time for the main memory unit. As a result, the circuits were very simple, and the simulator functioned well for all the programs.