Additive Colour - Explore the Science & Experts | ideXlab

Scan Science and Technology

Contact Leading Edge Experts & Companies

Additive Colour

The Experts below are selected from a list of 114 Experts worldwide ranked by ideXlab platform

Additive Colour – Free Register to Access Experts & Abstracts

Palcich Sandra – One of the best experts on this subject based on the ideXlab platform.

  • Identification of gifted students with inquiry-based learning
    , 2020
    Co-Authors: Palcich Sandra
    Abstract:

    Identifying gifted, talented and persons with an above-average competence has always been of great importance for the development and progress of the society. When it comes to education and childcare, we can do a lot in this direction by an early identification of gifted children – that enables us to handle gifted students appropriately, to cultivate and encourage their advantages, as well as help them overcome their potential weaknesses. Only a combination of the above-mentioned enables development of their full potential. It needs to be emphasized that giftedness may be manifested in many different areas. Criteria for giftedness are often clear – talented musicians, for example, have an exceptional ear for music, sense of rhythm and developed suitable motoric functions for playing an instrument; gifted athletes achieve the best results in their generations; gifted artists are capable of expressing themselves through different forms of art, and so forth. However, we have known for a long time that some people are remarkably successful in finding patterns and cause-and-effect relationships in our surroundings. These people are frequently successful as scientists in different areas and, when they focus on natural sciences, we may say that they are gifted in the field of natural sciences. Scientists are the ones who bring progress to the society; nevertheless, the phenomenon of children gifted in natural sciences, i.e. children that may become scientists, is unfortunately still relatively poorly researched. Many researchers have already noticed that standardised giftedness identification tests do not detect all gifted persons. Consequently, children who belong to minorities, children of immigrants, children who come from disadvantaged backgrounds education-wise, as well as twice-exceptional students (children with learning weaknesses who are simultaneously gifted) are often for various reasons overlooked. These children usually lack motivation for school or any school-related work, which is why their test results are poorer compared to their peers, or due to other weaknesses such as lack of vocabulary, reading, writing or calculating weaknesses, language barrier, or they simply do not reach the achievement levels of their peers. We have already mentioned that children gifted in natural sciences often grow up to become scientists. Therefore, it seems self-evident that the learning method suitable for these children is derived from an actual scientific method. This type of schooling is called inquiry-based learning. The fundamental feature of inquiry-based learning is the student’s activity, where the goals of this method include finding an answer to the research question, as well as the means of finding the answer. The thesis presents a learning unit that we have developed according to the rules of inquiry-based learning and which may represent an outline for an instrument for identifying students gifted in natural sciences. The learning unit addresses certain contemporary scientific discoveries that have not yet been included in the curriculum and are usually not talked about in the everyday life – nevertheless, we encounter them every day. This is why all students should start from the same point in this unit of inquiry-based learning, without any prior knowledge. Besides, the learning unit has been formed in such a way that it does not require complicated calculations or verbose technical expressions from the student. That way we have avoided the obstacles of the above-mentioned standardised giftedness identification tests. The learning unit is composed of five tasks. The first task evaluates the child’s prior knowledge. In the second tasks children encounter for the first time a digital microscope and observe a photograph in Colour on a computer screen. Here we ask the students to provide as many observations as possible. In task three they use the digital microscope to observe systematically how different Colours are produced on the computer screen. Students then use their knowledge in tasks four and five, which we call “identification tasks”. These two tasks examine the extent to which the students understand the rules of Additive Colour mixing that they have just observed in task three. A sample of 44 students from two Slovenian elementary schools participated in the study. In the fraction of correct responses five students stood out, one student especially, who provided correct answers to all questions. We analysed the answers of these students in detail and looked for features that are usually attributed to gifted students. The students’ performance in tackling our learning unit was compared to their grades. Only one of the exposed students was among the most successful at school. The rest were also successful at school, but had slightly lower final grades on average than some other peers who had a poorer performance at our learning unit. Even though some were straight-A students, they performed poorer at our tests than their slightly less successful peers at school. School achievement is therefore not related to the achievement at our learning unit tests

  • Identification of gifted students with inquiry-based learning
    , 2020
    Co-Authors: Palcich Sandra
    Abstract:

    Odkrivanje nadarjenih, talentiranih in nadpovprečno sposobnih oseb je vedno bilo pomembno za razvoj in napredek družbe. V vzgoji in izobraževanju lahko v tej smeri veliko naredimo z zgodnjim odkrivanjem nadarjenosti – tako omogočimo, da z nadarjenimi učenci delamo ustrezno, da gojimo in spodbujamo njihove prednosti, da jim pomagamo premostiti njihove morebitne šibkosti. Le skupek naštetega omogoča razvoj njihovega celotnega potenciala. Poudariti velja, da se nadarjenost lahko kaže na mnogih različnih področjih. Velikokrat so kriteriji za nadarjenost jasni – nadarjeni glasbeniki imajo na primer izreden posluh, smisel za ritem ter razvito ustrezno motoriko za igranje izbranega inštrumentanadarjeni športniki dosegajo najboljše rezultate v svoji generacijinadarjeni umetniki se znajo izražati skozi različne oblike umetnosti, in še bi lahko naštevali. Že dolgo pa vemo, da so nekateri ljudje izjemno uspešni v iskanju vzorcev in vzročno-posledičnih povezav v naši okolici. Ti ljudje so pogosto uspešni kot znanstveniki na različnih področjih in, kadar se usmerijo v naravoslovje, za njih lahko trdimo, da so nadarjeni na naravoslovnem področju. Prav znanstveniki so tisti, ki družbi prinašajo napredek, žal pa je kljub temu fenomen naravoslovno nadarjenih otrok, torej otrok, ki bi lahko postali znanstveniki, še vedno relativno slabo raziskan. Mnogi raziskovalci so že opazili, da standardizirani testi za odkrivanje nadarjenosti ne odkrijejo vseh nadarjenih. Tako so pogosto iz različnih vzrokov spregledani otroci, ki so del manjšin, otroci priseljencev, otroci, ki prihajajo iz za šolo manj spodbudnega okolja ter dvojno izjemni otroci (otroci s primanjkljaji, ki so hkrati nadarjeni). Ti otroci običajno za šolo in kakršnokoli šolsko delo niso motivirani, zato se na testih odrežejo slabše kot njihovi vrstniki, ali pa zaradi drugih primanjkljajev, kot so na primer pomanjkljiv besedni zaklad, težave z branjem, pisanjem, računanjem, novim jezikom, ravni dosežkov vrstnikov enostavno ne dosegajo. Omenili smo že, da naravoslovno nadarjeni otroci pogosto odrastejo v znanstvenike. Prav zato se zdi samoumevno, da je način učenja, ki takšnim otrokom ustreza, izpeljan iz prave znanstvene metode. Takšnemu pouku rečemo raziskovalni pouk oziroma učenje z raziskovanjem. Temeljna značilnost raziskovalnega učenja je učenčeva aktivnost, kot cilj pa sta pri tem načinu pouka navedeni tako odgovor na zastavljeno raziskovalno vprašanje, kot tudi sama pot, po kateri smo do tega odgovora prišli. V magistrskem delu predstavimo učno enoto, ki smo jo oblikovali po pravilih raziskovalnega učenja in ki bi lahko predstavljala osnutek inštrumenta za odkrivanje naravoslovno nadarjenih učencev. V učni enoti obravnavamo nekatera sodobna znanstvena spoznanja, ki še niso vključena v učni načrt in o katerih se v vsakdanjem življenju običajno ne pogovarjamo – kljub temu, da se z njimi srečujemo vsakodnevno. Prav zaradi tega naj bi vsi učenci pri raziskovalnem učenju ob tej enoti začeli z iste točke, brez kakršnegakoli predznanja. Poleg tega je učna enota zastavljena tako, da od učenca ne zahteva zapletenega računanja ali gostobesednega strokovnega izražanja. S tem smo se ognili oviram standardiziranih testov za odkrivanje nadarjenih, o katerih smo pisali nekaj vrstic višje. Učna enota je sestavljena iz petih nalog. S prvo nalogo preverimo otrokovo predznanje. V drugi nalogi se otroci prvič srečajo z digitalnim mikroskopom ter z njim opazujejo pisano fotografijo na računalniškem zaslonu. Tukaj želimo, da otrok sam navede čim več svojih opažanj. V tretji nalogi učenec z digitalnim mikroskopom sistematično opazuje, kako nastanejo različne barve na računalniškem zaslonu. Svoje znanje nato učenec uporabi v četrti in peti nalogi, ki jima rečemo tudi »identifikacijski nalogi«. Te dve nalogi namreč preverjata, v kolikšni meri je učenec razumel pravila aditivnega mešanja barv, ki jih je pravkar spoznal v tretji nalogi. V raziskavi je sodelovalo 44 učencev iz dveh slovenskih osnovnih šol. V deležu pravilnih odgovorov je izstopalo 5 učencev, še posebno pa je izstopal en učenec, ki je na prav vsa vprašanja odgovoril pravilno. Odgovore teh učencev smo podrobno analizirali ter v njih poiskali značilnosti, ki jih običajno pripisujemo nadarjenim učencem. Uspešnost učencev pri spopadanju z našo učno enoto smo primerjali tudi z njihovimi ocenami. Samo eden izmed izpostavljenih je bil med najuspešnejšimi tudi učno. Ostali sicer so učno uspešni, vendar imajo v povprečju nekoliko nižje zaključne ocene kot nekateri drugi vrstniki, ki so se pri naši učni enoti slabše izkazali. Kljub temu, da so nekateri učenci čisti odličnjaki, so se na naših preizkusih odrezali slabše kot njihovi učno nekoliko manj uspešni kolegi. Učni uspeh torej ni povezan z uspešnostjo reševanja naše učne enote.Identifying gifted, talented and persons with an above-average competence has always been of great importance for the development and progress of the society. When it comes to education and childcare, we can do a lot in this direction by an early identification of gifted children – that enables us to handle gifted students appropriately, to cultivate and encourage their advantages, as well as help them overcome their potential weaknesses. Only a combination of the above-mentioned enables development of their full potential. It needs to be emphasized that giftedness may be manifested in many different areas. Criteria for giftedness are often clear – talented musicians, for example, have an exceptional ear for music, sense of rhythm and developed suitable motoric functions for playing an instrumentgifted athletes achieve the best results in their generationsgifted artists are capable of expressing themselves through different forms of art, and so forth. However, we have known for a long time that some people are remarkably successful in finding patterns and cause-and-effect relationships in our surroundings. These people are frequently successful as scientists in different areas and, when they focus on natural sciences, we may say that they are gifted in the field of natural sciences. Scientists are the ones who bring progress to the societynevertheless, the phenomenon of children gifted in natural sciences, i.e. children that may become scientists, is unfortunately still relatively poorly researched. Many researchers have already noticed that standardised giftedness identification tests do not detect all gifted persons. Consequently, children who belong to minorities, children of immigrants, children who come from disadvantaged backgrounds education-wise, as well as twice-exceptional students (children with learning weaknesses who are simultaneously gifted) are often for various reasons overlooked. These children usually lack motivation for school or any school-related work, which is why their test results are poorer compared to their peers, or due to other weaknesses such as lack of vocabulary, reading, writing or calculating weaknesses, language barrier, or they simply do not reach the achievement levels of their peers. We have already mentioned that children gifted in natural sciences often grow up to become scientists. Therefore, it seems self-evident that the learning method suitable for these children is derived from an actual scientific method. This type of schooling is called inquiry-based learning. The fundamental feature of inquiry-based learning is the student’s activity, where the goals of this method include finding an answer to the research question, as well as the means of finding the answer. The thesis presents a learning unit that we have developed according to the rules of inquiry-based learning and which may represent an outline for an instrument for identifying students gifted in natural sciences. The learning unit addresses certain contemporary scientific discoveries that have not yet been included in the curriculum and are usually not talked about in the everyday life – nevertheless, we encounter them every day. This is why all students should start from the same point in this unit of inquiry-based learning, without any prior knowledge. Besides, the learning unit has been formed in such a way that it does not require complicated calculations or verbose technical expressions from the student. That way we have avoided the obstacles of the above-mentioned standardised giftedness identification tests. The learning unit is composed of five tasks. The first task evaluates the child’s prior knowledge. In the second tasks children encounter for the first time a digital microscope and observe a photograph in Colour on a computer screen. Here we ask the students to provide as many observations as possible. In task three they use the digital microscope to observe systematically how different Colours are produced on the computer screen. Students then use their knowledge in tasks four and five, which we call “identification tasks”. These two tasks examine the extent to which the students understand the rules of Additive Colour mixing that they have just observed in task three. A sample of 44 students from two Slovenian elementary schools participated in the study. In the fraction of correct responses five students stood out, one student especially, who provided correct answers to all questions. We analysed the answers of these students in detail and looked for features that are usually attributed to gifted students. The students’ performance in tackling our learning unit was compared to their grades. Only one of the exposed students was among the most successful at school. The rest were also successful at school, but had slightly lower final grades on average than some other peers who had a poorer performance at our learning unit. Even though some were straight-A students, they performed poorer at our tests than their slightly less successful peers at school. School achievement is therefore not related to the achievement at our learning unit tests

Carinna Parraman – One of the best experts on this subject based on the ideXlab platform.

  • Colour deceives continually
    , 2021
    Co-Authors: Carinna Parraman, Susanne Klein
    Abstract:

    This paper explores the relationship between Additive and subtractive mixing for printing Colour. Using mica pigments that are based on Additive Colour mixing principles, that when combined, create white. Although currently used for decorative effects for printing, can present a challenge to traditional print markets. We describe different plate making and printing methods for photographic and photomechanical processes, and discuss their applications and limitations.

  • Printing the light
    Coloration Technology, 2021
    Co-Authors: Carinna Parraman, Susanne Klein
    Abstract:

    This paper explores the relationship between Additive and subtractive mixing for Colour printing. Using Spectraval mica pigments (Merck)—marketed as RGB pigments—Colour is generated by selective reflection and prints are based on Additive Colour mixing principles, that when printed onto black paper, create white and a range of Colours. Although currently used mostly for decorative effects, they can be the basis of Additive ‘process’ inks, that present new opportunities for and challenges to traditional print markets. The viewing angle dependency of their selective reflection favours applications in security printing similar to the holograms on bank cards for example. Traditional measurement and modelling methods are difficult to apply due to the layering and irregular dispersion of pigments.

  • Colour printing techniques
    Colour Design, 2012
    Co-Authors: Carinna Parraman
    Abstract:

    Abstract: This chapter will present Colour printing from the field of creative arts, as setting benchmarks for Colour, tone and resolution. For artists working with high-quality printing techniques, these fine traditional printing processes have been used as benchmarks for commercial printing and, in recent times, design disciplines have been critical of the quality shortfall in digital technologies. However, digital technologies offer new forms of alternative opportunities for creative expression and this has driven both the commercial and the fine art market in the development of new products, processes and hardware. The chapter highlights a series of brief historical contexts to Colour printing, inks, paper and longevity. It will begin with a look at the evolution of printed Colour, from the fifteenth century to present-day digital inkjet printing, in the context of an increasing drive for speed and quantity over economy of process and quality. The chapter will look at the differences between analogue and digital printing and at subtractive and Additive Colour mixing and give an overview of the development of inks for inkjet printing. It will address the relationship of the printed image on paper and the issues for artists when printing images onto standard inkjet papers and implications of Colour fading and longevity. The last section will describe novel areas of three-dimensionally printed Colour 3D fabrication and future trends in Colour printing.

Matthew Cornford – One of the best experts on this subject based on the ideXlab platform.

  • The white bear effect: the effects of modern technology on visual culture and the human psyche
    , 2012
    Co-Authors: Matthew Cornford, David Cross
    Abstract:

    The White Bear Effect 2012 LED screen showing Olympic highlights 4 x 3 metres De La Warr Pavilion, Bexhill, East Sussex. We hired a Light Emitting DiodDiode (LED) screen, of the kind used at public and corporate events, to show a video compilation of from Olympic games around the world. We bought a DVD compilation of Olympic highlights, and deleted any scenes that did not feature the human body in sporting action. The size of the screen is determined by the height of the gallery ceiling. The position of the screen allows viewers to move right around it, and actively engage with the spatial dynamics of seeing. LED technology applies the phenomenon of Additive Colour by splitting the image into red, green and blue light, which appear to merge into white light at a certain distance. Close to, the screen produces an experience of immersion in a field of pulsing, Coloured light. Further from the screen, the multiple points of light become recognizable as an image. Between the image and the screen is a zone that corresponds to the liminal space in art between abstraction and figuration, and in science between perception and cognition. In visual representation, perspective is used to produce the illusion that the picture plane is transparent, allowing imaginary access into the three-dimensional space depicted. To present an image, a screen occupies part of the viewer’s visual field, obscuring what lies behind. Yet in this installation the screen consists of LEDs set in an open framework of clear plastic tubes. So from the reverse of the screen it is possible for the viewer to remain in shadow while observing viewers illuminated the other side. Around the installation the viewer is able to move freely through a range of subject positions, including spectator, observer, watcher and performer. In our first conversation with neuroscientist Dr Richard Ramsey, he described ‘the white bear effect’, a paradox noted in 1863 by Russian author Fyodor Dostoevsky, and tested over a century later in experiments by scientists Daniel Wegner and David Schneider. People instructed to suppress thoughts of a white bear find their thoughts flooded with thoughts of white bears. The scientists concluded that ‘attempted thought suppression has paradoxical effects as a self-control strategy, perhaps even producing the very obsession or preoccupation that it is directed against’.

  • The White Bear Effect
    , 2012
    Co-Authors: David Cross, Matthew Cornford
    Abstract:

    The White Bear Effect is an installation for ‘In the Zone’, one of six commissions engaging with the 2012 Olympics. We hired a Light Emitting DiodDiode (LED) screen, of the kind used at public and corporate events, to show a video compilation of from Olympic games around the world. We bought a DVD compilation of Olympic highlights, and deleted any scenes that did not feature the human body in sporting action. The size of the screen is determined by the height of the gallery ceiling. The position of the screen allows viewers to move right around it, and actively engage with the spatial dynamics of seeing. LED technology applies the phenomenon of Additive Colour by splitting the image into red, green and blue light, which appear to merge into white light at a certain distance. Close to, the screen is experienced as a technological grid of pulsing, Coloured lights; further from it, the separate points of light merge to become recognizable as an image. Between the image and the screen is a zone that corresponds to the liminal space in art between abstraction and figuration, and in science between perception and cognition. In visual representation, perspective is used to produce the illusion that the picture plane is transparent, allowing imaginary access into the three-dimensional space depicted. One of the functions of a screen is to obscure what lies behind it. Yet in this installation the screen consists of LEDs set in an open framework of clear plastic tubes, presenting the viewer with a shifting interplay between the illusory and the actual. Moving freely around the installation, the viewer can take a range of subject positions, including spectator, observer, watcher and performer. In our first conversation with neuroscientist Dr Richard Ramsey, he described “the white bear effect”, a paradox noted in 1863 by Russian author Fyodor Dostoevsky, and tested over a century later in experiments by scientists Daniel Wegner and David Schneider. People instructed to suppress thoughts of a white bear find their thoughts flooded with thoughts of white bears. The scientists concluded that, “attempted thought suppression has paradoxical effects as a self-control strategy, perhaps even producing the very obsession or preoccupation that it is directed against”.

Susanne Klein – One of the best experts on this subject based on the ideXlab platform.

  • Colour deceives continually
    , 2021
    Co-Authors: Carinna Parraman, Susanne Klein
    Abstract:

    This paper explores the relationship between Additive and subtractive mixing for printing Colour. Using mica pigments that are based on Additive Colour mixing principles, that when combined, create white. Although currently used for decorative effects for printing, can present a challenge to traditional print markets. We describe different plate making and printing methods for photographic and photomechanical processes, and discuss their applications and limitations.

  • Printing the light
    Coloration Technology, 2021
    Co-Authors: Carinna Parraman, Susanne Klein
    Abstract:

    This paper explores the relationship between Additive and subtractive mixing for Colour printing. Using Spectraval mica pigments (Merck)—marketed as RGB pigments—Colour is generated by selective reflection and prints are based on Additive Colour mixing principles, that when printed onto black paper, create white and a range of Colours. Although currently used mostly for decorative effects, they can be the basis of Additive ‘process’ inks, that present new opportunities for and challenges to traditional print markets. The viewing angle dependency of their selective reflection favours applications in security printing similar to the holograms on bank cards for example. Traditional measurement and modelling methods are difficult to apply due to the layering and irregular dispersion of pigments.

Tracy J. Stark – One of the best experts on this subject based on the ideXlab platform.

  • Visualization techniques for enhancing stratigraphic inferences from 3D seismic data volumes
    First Break, 2006
    Co-Authors: Tracy J. Stark
    Abstract:

    Tracy J. Stark, Stark Reality, describes some techniques that he has been developing to visualize bed thickness as a function of relative geologic time using spectral decodecomposition, ColorStacks, Age volumes, and Seismic-Wheeler volumes. Data visualization techniques allow interpreters to integrate more types of data and extract more usable and pertinent information in significantly less time. It often requires, as in this case, the application of special hardware, software, and display solutions, coupled with experience and proper training. It is helping the interpreters meet the ‘I want it all, I want it now, and I want it right!’ roar of their boss or investors. The ultimate goal is to recognize and convey the maximum amount of geologic information in a minimum amount of time. We want to clearly see what had previously been unseen. This paper makes a few assumptions. First, it assumes that you, the interpreter, would like to see how bed thickness varies, not just as a function of inline, crossline, and travel time, but also as a function of relative geologic time. In other words, along a continuous set of seismic horizons. Second, spectral decodecomposition, to first order, provides information containing relative bed thickness. Third, the Age volume contains adequate information to convert seismic travel time to relative geologic time. And fourth, it assumes you are not Colour blind. Spectral decodecomposition, Color- Stacks, Age volumes and Seismic-Wheeler volumes have all been described independently in the literature (references later). This is the first time they have all been brought together. Briefly: A ColorStack is where you ‘stack’ data using Additive Colour instead of Additive numbers. With a trained eye, you can see both the forest and the trees using a ColorStack. An Age volume is a seismic volume that contains an estimate of geologic age instead of bandlimited reflectivity. A Seismic-Wheeler volume is a three-dimensional Wheeler diagram (or chronostratigraphic chart) showing the spatial seismic response (or lack thereof during hiatuses) as a function of relative geologic time. For those wanting the bottom line now, jump to Figure 12. It contains Colour-coded thicknesses for just a few of a continuous set of relative geologic age horizons: reds represent thicker beds, blues represent thinner beds, while solid grey represents a hiatus (either erosional or non-deposition).