松下画王彩电的视放电路

本文分析了松下画王彩电视放电路的原理和特点。     

Effects of contrasting colour patterns of the ball in the volleyball reception

The effects of three different colour patterns on the surface of volleyballs (versus that of a plain white ball) on the behaviour of a reception player were examined by presenting sidespin volleyball serves. Expert (n = 10) and novice (n = 10) volleyball players intercepted volleyballs projected straight at them or at an initial angle of 9.5° outwards but eventually curving towards the players' original position. In the latter trajectories, players generally took one or more steps laterally before returning to the landing position of the ball. These excursion patterns were significantly more pronounced with the white balls than the coloured balls. Differences between balls of different colour combinations were also observed. The first finding supports the thesis that next to a prospective type of control, such as on-line maintenance of a certain spatiotemporal relationship between the player and the ball, properties of the ball itself allow prediction of the future path of the ball. Differences between types of colour patterns are explained within the framework of the between-colours wavelength contrasts of each type of ball.     

色彩在展演艺术时装中的应用

色彩是展演艺术时装中的灵魂。巧妙地运用色彩,不仅能表达设计者的意图,同时能更加烘托舞台气氛,营造演出的整体感而强化演出内容,使观众获得更为全面的欣赏。     

Impacts of consolidation procedures on colour and absorption kinetics of carbonate stones

The aim of this research work was to test the influence of stone properties, consolidation product, and application procedure on the potential harmfulness of consolidation on carbonate stones as assessed through the impacts on colour and water absorption kinetics. This article contributes to understanding the immediate and delayed impacts of consolidation treatments through the assessment of colour variation and modification of water absorption kinetics. The investigation was carried out on two limestones having a porosity of 10 and 27%, which were treated with three consolidating products (ethyl silicate, acrylic, and epoxy resins) using three treatment procedures: capillary absorption, brush, and full immersion. All products showed negative impacts at different degrees. We could show that their impact on a given stone depends not only on the consolidant type, but also on the treatment procedures. We demonstrated this way that the assessment of the potential harmfulness of a consolidation treatment for a specific intervention should be carried out in conditions as similar as possible to those expected to occur in practice and should never be based on extrapolations made from any other different conditions. The results also contribute to the definition of standard testing protocols in stone consolidation, privileging the application of a consolidant by direct contact capillary absorption when reproducibility is pursued, or by brushing when the potential highest impacts on colour are the target to evaluate.     

Detection of Misconceptions about Colour and an Experimentally Tested Proposal to Combat them

We study the misconceptions about colour that most people hold, determining the general phenomenological laws that govern them. Concept mapping was used to combat the misconceptions which were found in the application of a test specifically designed to determine these misconceptions, while avoiding the possible misleading inductions that could have arisen from the use of everyday language. In particular, care was taken to avoid the distorting effect that the use of the verb ‘to be’ applied to coloured objects could have on the responses. The misconceptions found were shown to have an internal consistency in the form of authentic mini-theories (implicit theories). We compared experimentally the results of two different teaching methods applied to combat these misconceptions. This study was conducted with 470 undergraduates of the University of Extremadura. We analysed the persistence over time of their learning made to overcome those misconceptions. The students were divided randomly into an experimental group (EG) and a control group (CG). To combat their misconceptions, EG were taught following a method based on the use of concept maps, and CG were taught following traditional teaching methods. The results of a pre-test and a post-test were compared for the two groups, finding statistically significant differences. The results allowed the principal working hypothesis to be accepted—concept maps are learning tools which foster conceptual change and allow misconceptions to be eradicated via meaningful learning maintained over time, i.e. EG acquired a relative long-lasting gain in learning that was superior to that acquired by CG.