What Is Color Blindness?
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Blue Cone Monochromacy: Visual Function and Efficacy Outcome Measures for Clinical Trials
RESEARCH ARTICLE Blue Cone Monochromacy: Visual Function and Efficacy Outcome Measures for Clinical Trials Xunda Luo1☯‡, Artur V. Cideciyan1☯‡*, Alessandro Iannaccone2, Alejandro J. Roman1, Lauren C. Ditta2, Barbara J. Jennings2, Svetlana A. Yatsenko3, Rebecca Sheplock1, Alexander Sumaroka1, Malgorzata Swider1, Sharon B. Schwartz1, Bernd Wissinger4, Susanne Kohl4, Samuel G. Jacobson1* 1 Scheie Eye Institute, Department of Ophthalmology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, United States of America, 2 Hamilton Eye Institute, Department of Ophthalmology, University of Tennessee Health Science Center, Memphis, Tennessee, United States of America, 3 Pittsburgh Cytogenetics Laboratory, Center for Medical Genetics and Genomics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, United States of America, 4 Molecular Genetics Laboratory, Institute for Ophthalmic Research, Centre for Ophthalmology, University of Tuebingen, Tuebingen, Germany ☯ These authors contributed equally to this work. ‡ OPEN ACCESS These authors are joint first authors on this work. * [email protected] (SGJ); [email protected] (AVC) Citation: Luo X, Cideciyan AV, Iannaccone A, Roman AJ, Ditta LC, Jennings BJ, et al. (2015) Blue Cone Monochromacy: Visual Function and Efficacy Abstract Outcome Measures for Clinical Trials. PLoS ONE 10(4): e0125700. doi:10.1371/journal.pone.0125700 Academic Editor: Dror Sharon, Hadassah-Hebrew University Medical Center, ISRAEL Background Blue Cone Monochromacy (BCM) is an X-linked retinopathy caused by mutations in the Received: December 29, 2014 OPN1LW / OPN1MW gene cluster, encoding long (L)- and middle (M)-wavelength sensitive Accepted: March 21, 2015 cone opsins. Recent evidence shows sufficient structural integrity of cone photoreceptors in Published: April 24, 2015 BCM to warrant consideration of a gene therapy approach to the disease. -
Dynamically Tunable Plasmonic Structural Color
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2018 Dynamically Tunable Plasmonic Structural Color Daniel Franklin University of Central Florida Part of the Physics Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Doctoral Dissertation (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Franklin, Daniel, "Dynamically Tunable Plasmonic Structural Color" (2018). Electronic Theses and Dissertations, 2004-2019. 5880. https://stars.library.ucf.edu/etd/5880 DYNAMICALLY TUNABLE PLASMONIC STRUCTURAL COLOR by DANIEL FRANKLIN B.S. Missouri University of Science and Technology, 2011 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Physics in the College of Sciences at the University of Central Florida Orlando, Florida Spring Term 2018 Major Professor: Debashis Chanda © 2018 Daniel Franklin ii ABSTRACT Functional surfaces which can control light across the electromagnetic spectrum are highly desirable. With the aid of advanced modeling and fabrication techniques, researchers have demonstrated surfaces with near arbitrary tailoring of reflected/transmitted amplitude, phase and polarization - the applications for which are diverse as light itself. These systems often comprise of structured metals and dielectrics that, when combined, manifest resonances dependent on structural dimensions. This attribute provides a convenient and direct path to arbitrarily engineer the surface’s optical characteristics across many electromagnetic regimes. -
Color Blindness LEVELED BOOK • W a Reading A–Z Level W Leveled Book Word Count: 1,349 Color Blindness Connections Writing Choose Two Forms of Color Blindness
Color Blindness LEVELED BOOK • W A Reading A–Z Level W Leveled Book Word Count: 1,349 Color Blindness Connections Writing Choose two forms of color blindness. Write a report that compares the two conditions and their effects on a person’s life. Math Research the statistics about the number of people with the various forms of color blindness in your country. Organize your results in a pie chart. • W Q •T Written by Cheryl Reifsnyder Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com Words to Know Color ancestry molecules complementary photopigments cone cells prism Blindness defects retina genetic disorder rod cells hereditary wavelengths Photo Credits: Front cover, Back cover: © pretoperola/123RF; title page (Both): © shironosov/ iStock/Thinkstock; page 3: © Véronique Burger/Science Source; page 4 (Both): © Michael Shake/Dreamstime.com; page 5: © Designua/Dreamstime.com; page 6 (top): © Gunilla Elam/Science Source; page 6 (Bottom): © Steve Gschmeissner/Science Source; page 7 (Both): © Ted Kinsman/ Science Source; page 8 (left, Both): © anatchant/iStock/Thinkstock; page 8 (center, Both): © Nadezhda Bolotina/Hemera/Thinkstock; page 8 (right, Both): © iremphotography/iStock/Thinkstock; page 9 (all): © Popartic/iStock Editorial/Thinkstock; page 10: © RVN/Alamy Stock Photo; page 12: © Alexander Kaludov/123RF; page 13: © EnChroma; page 14: © Neitz LaBoratory; page 15: © Phanie/Alamy Stock Photo Written by Cheryl Reifsnyder www.readinga-z.com Focus Question Color Blindness Level W Leveled Book Correlation © Learning A–Z LEVEL W Written By Cheryl Reifsnyder What causes color blindness, and how Fountas & Pinnell S can it affect a person’s life? All rights reserved. -
RETINAL DISORDERS Eye63 (1)
RETINAL DISORDERS Eye63 (1) Retinal Disorders Last updated: May 9, 2019 CENTRAL RETINAL ARTERY OCCLUSION (CRAO) ............................................................................... 1 Pathophysiology & Ophthalmoscopy ............................................................................................... 1 Etiology ............................................................................................................................................ 2 Clinical Features ............................................................................................................................... 2 Diagnosis .......................................................................................................................................... 2 Treatment ......................................................................................................................................... 2 BRANCH RETINAL ARTERY OCCLUSION ................................................................................................ 3 CENTRAL RETINAL VEIN OCCLUSION (CRVO) ..................................................................................... 3 Pathophysiology & Etiology ............................................................................................................ 3 Clinical Features ............................................................................................................................... 3 Diagnosis ......................................................................................................................................... -
Comparative Visualization for Two-Dimensional Gas Chromatography
COMPARATIVE VISUALIZATION FOR TWO-DIMENSIONAL GAS CHROMATOGRAPHY by Ben Hollingsworth A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Computer Science Under the Supervision of Professor Stephen E. Reichenbach Lincoln, Nebraska December, 2004 COMPARATIVE VISUALIZATION FOR TWO-DIMENSIONAL GAS CHROMATOGRAPHY Ben Hollingsworth, M.S. University of Nebraska, 2004 Advisor: Stephen E. Reichenbach This work investigates methods for comparing two datasets from comprehensive two-dimensional gas chromatography (GC×GC). Because GC×GC introduces incon- sistencies in feature locations and pixel magnitudes from one dataset to the next, several techniques have been developed for registering two datasets to each other and normalizing their pixel values prior to the comparison process. Several new methods of image comparison improve upon pre-existing generic methods by taking advantage of the image characteristics specific to GC×GC data. A newly developed colorization scheme for difference images increases the amount of information that can be pre- sented in the image, and a new “fuzzy difference” algorithm highlights the interesting differences between two scalar rasters while compensating for slight misalignment between features common to both images. In addition to comparison methods based on two-dimensional images, an inter- active three-dimensional viewing environment allows analysts to visualize data using multiple comparison methods simultaneously. Also, high-level features extracted from the images may be compared in a tabular format, side by side with graphical repre- sentations overlaid on the image-based comparison methods. These image processing techniques and high-level features significantly improve an analyst’s ability to detect similarities and differences between two datasets. -
Page 1 of 5 Printed 2/1/2014
E:\My Documents Zipped\Colorwork Deck The Halls\Deck_the_halls_DST Page 1 of 5 Printed 2/1/2014 1. Blue Black (Sul-R:1182) 1. Blue Black (Sul-R:1182) 2. Goldenrod (Sul-R:1024) 2. Goldenrod (Sul-R:1024) 3. Poppy (Sul-R:1317) 3. Poppy (Sul-R:1317) 4. Rust (Sul-R:1181) 4. Rust (Sul-R:1181) 5. Nile Green (Sul-R:1274) 5. Nile Green (Sul-R:1274) 6. Garden Green (Sul-R:569) 6. Garden Green (Sul-R:569) 7. Xmas Green (Sul-R:1051) 7. Xmas Green (Sul-R:1051) 8. Drab Green (Sul-R:1228) 8. Drab Green (Sul-R:1228) 9. Toast (Sul-R:1266) 9. Toast (Sul-R:1266) 10. Brick (Sul-R:1081) 10. Brick (Sul-R:1081) 11. Putty (Sul-R:1508) 11. Putty (Sul-R:1508) 12. Med. Dk. Ecru (Sul-R:1054) 12. Med. Dk. Ecru (Sul-R:1054) 13. (Sul-R:1290) 13. (Sul-R:1290) 14. Duck Wing Blue (Sul-R:1250) 14. Duck Wing Blue (Sul-R:1250) Deck_the_halls_01-5x7.dst Deck_the_halls_01-6x10.dst 5.00x6.91 inches; 27,935 stitches 5.82x8.08 inches; 32,504 stitches 14 thread changes; 14 colors 14 thread changes; 14 colors 1. Blue Black (Sul-R:1182) 1. Blue Black (Sul-R:1182) 2. Goldenrod (Sul-R:1024) 2. Goldenrod (Sul-R:1024) 3. Poppy (Sul-R:1317) 3. Poppy (Sul-R:1317) 4. Rust (Sul-R:1181) 4. Garden Green (Sul-R:569) 5. Nile Green (Sul-R:1274) 5. Drab Green (Sul-R:1228) 6. Garden Green (Sul-R:569) 6. -
Chapter 6 COLOR and COLOR VISION
Chapter 6 – page 1 You need to learn the concepts and formulae highlighted in red. The rest of the text is for your intellectual enjoyment, but is not a requirement for homework or exams. Chapter 6 COLOR AND COLOR VISION COLOR White light is a mixture of lights of different wavelengths. If you break white light from the sun into its components, by using a prism or a diffraction grating, you see a sequence of colors that continuously vary from red to violet. The prism separates the different colors, because the index of refraction n is slightly different for each wavelength, that is, for each color. This phenomenon is called dispersion. When white light illuminates a prism, the colors of the spectrum are separated and refracted at the first as well as the second prism surface encountered. They are deflected towards the normal on the first refraction and away from the normal on the second. If the prism is made of crown glass, the index of refraction for violet rays n400nm= 1.59, while for red rays n700nm=1.58. From Snell’s law, the greater n, the more the rays are deflected, therefore violet rays are deflected more than red rays. The infinity of colors you see in the real spectrum (top panel above) are called spectral colors. The second panel is a simplified version of the spectrum, with abrupt and completely artificial separations between colors. As a figure of speech, however, we do identify quite a broad range of wavelengths as red, another as orange and so on. -
Comparing Color Vision Testing Using the Farnsworth-Munsell 100-Hue, Ishihara Compatible, and Digital TCV Software Rachel A
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CommonKnowledge Pacific nivU ersity CommonKnowledge College of Optometry Theses, Dissertations and Capstone Projects 4-23-2015 Comparing Color Vision Testing Using the Farnsworth-Munsell 100-Hue, Ishihara Compatible, and Digital TCV Software Rachel A. Murphy Pacific nU iversity, [email protected] Recommended Citation Murphy, Rachel A., "Comparing Color Vision Testing Using the Farnsworth-Munsell 100-Hue, Ishihara Compatible, and Digital TCV Software" (2015). College of Optometry. Paper 9. http://commons.pacificu.edu/opt/9 This Thesis is brought to you for free and open access by the Theses, Dissertations and Capstone Projects at CommonKnowledge. It has been accepted for inclusion in College of Optometry by an authorized administrator of CommonKnowledge. For more information, please contact [email protected]. Comparing Color Vision Testing Using the Farnsworth-Munsell 100-Hue, Ishihara Compatible, and Digital TCV Software Abstract It is crucial that eye care professionals be able to provide quick, accurate, and complete testing of color vision, both to enhance the lives of patients and to satisfy the requirements laid out by industry standards. With the growing popularity of the use of digital equipment in offices, there is a natural progression to digital color vision screening tests, which have the advantage of being fast, inexpensive, and readily portable with automated scoring for greater consistency. Few studies have sought to validate specific digital tests. The aim of this study is to compare two traditionally accepted manual tests for detecting congenital color vision deficiency (CCVD) with analogous digital versions. -
Genes in Eyecare Geneseyedoc 3 W.M
Genes in Eyecare geneseyedoc 3 W.M. Lyle and T.D. Williams 15 Mar 04 This information has been gathered from several sources; however, the principal source is V. A. McKusick’s Mendelian Inheritance in Man on CD-ROM. Baltimore, Johns Hopkins University Press, 1998. Other sources include McKusick’s, Mendelian Inheritance in Man. Catalogs of Human Genes and Genetic Disorders. Baltimore. Johns Hopkins University Press 1998 (12th edition). http://www.ncbi.nlm.nih.gov/Omim See also S.P.Daiger, L.S. Sullivan, and B.J.F. Rossiter Ret Net http://www.sph.uth.tmc.edu/Retnet disease.htm/. Also E.I. Traboulsi’s, Genetic Diseases of the Eye, New York, Oxford University Press, 1998. And Genetics in Primary Eyecare and Clinical Medicine by M.R. Seashore and R.S.Wappner, Appleton and Lange 1996. M. Ridley’s book Genome published in 2000 by Perennial provides additional information. Ridley estimates that we have 60,000 to 80,000 genes. See also R.M. Henig’s book The Monk in the Garden: The Lost and Found Genius of Gregor Mendel, published by Houghton Mifflin in 2001 which tells about the Father of Genetics. The 3rd edition of F. H. Roy’s book Ocular Syndromes and Systemic Diseases published by Lippincott Williams & Wilkins in 2002 facilitates differential diagnosis. Additional information is provided in D. Pavan-Langston’s Manual of Ocular Diagnosis and Therapy (5th edition) published by Lippincott Williams & Wilkins in 2002. M.A. Foote wrote Basic Human Genetics for Medical Writers in the AMWA Journal 2002;17:7-17. A compilation such as this might suggest that one gene = one disease. -
Visual Perceptual Skills
Super Duper® Handy Handouts!® Number 168 Guidelines for Identifying Visual Perceptual Problems in School-Age Children by Ann Stensaas, M.S., OTR/L We use our sense of sight to help us function in the world around us. It helps us figure out if something is near or far away, safe or threatening. Eyesight, also know as visual perception, refers to our ability to accurately identify and locate objects in our environment. Visual perception is an important component of vision that contributes to the way we see and interpret the world. What Is Visual Perception? Visual perception is our ability to process and organize visual information from the environment. This requires the integration of all of the body’s sensory experiences including sight, sound, touch, smell, balance, and movement. Most children are able to integrate these senses by the time they start school. This is important because approximately 75% of all classroom learning is visual. A child with even mild visual-perceptual difficulties will struggle with learning in the classroom and often in other areas of life. How Are Visual Perceptual Problems Diagnosed? A child with visual perceptual problems may be diagnosed with a visual processing disorder. He/she may be able to easily read an eye chart (acuity) but have difficulty organizing and making sense of visual information. In fact, many children with visual processing disorders have good acuity (i.e., 20/20 vision). A child with a visual-processing disorder may demonstrate difficulty discriminating between certain letters or numbers, putting together age-appropriate puzzles, or finding matching socks in a drawer. -
Metacognitive Awareness Inventory
Metacognitive Awareness Inventory What is Metacognition? The simplest definition of metacognition is “thinking about thinking.” This refers to the “self-regulation” effective learners exhibit, meaning they are aware of their learning process and can measure how efficiently they are learning as they study. Essentially, metacognition involves two simultaneous levels of thought: the first level is the student’s thinking/learning about the specific subject content and the second level is the student’s thinking about his/her learning. A student practicing metacognition would ask him/herself “How am I thinking?” or “Where am I in the learning process? Am I learning/understanding this topic? How could I learn more effectively?” These two levels are: knowledge and regulation. Students who are metacognitively aware demonstrate self-knowledge: They know what strategies and conditions work best for them while they are learning. Declarative, procedural, and conditional knowledge are essential for developing conceptual knowledge (content knowledge). Regulation refers to students’ knowledge about the implementation of strategies and the ability to monitor the effectiveness of their strategies. When students regulate, they are continually developing and monitoring their learning strategies based on their evolving self-knowledge. Complete the Metacognitive Awareness Inventory to assess your metacognitive processes. The Inventory Check True or False for each statement below. After you complete the inventory, use the scoring guide. Contact an Academic Coach at the Academic Support Center at (856) 681-6250 to discuss your results and strategies to increase your metacognitive awareness. True False 1. I ask myself periodically if I am meeting my goals. 2. I consider several alternatives to a problem before I answer. -
Visual Symptoms and Convergence Insufficiency in University Teachers
242ARTIGO ORIGINAL DOI 10.5935/0034-7280.20170050 Sintomas visuais e insuficiência de convergência em docentes universitários Visual symptoms and convergence insufficiency in university teachers Nágila Cristiana Menigite1, Marcelo Taglietti1 RESUMO Objetivo: Investigar a prevalência de desconforto visual e insuficiência de convergência (IC) em docentes universitários. Métodos: Tratar-se de um estudo transversal, com 60 docentes de ambos os sexos, tendo sido utilizado o questionário Convergence Insufficiency Symptom Survey, validado para a população brasileira. Resultados: Dos docentes entrevistados 55,0% eram do sexo feminino. 48,3% responderam dedicar menos que duas horas por dia à leitura, sendo que 40,0% dos entrevistados disseram que fazem pausas de 30 minutos à uma hora durante a leitura e 63,3% afirmaram passar entre 2 a 5 horas por dia em frente ao computador. Em relação à investigação sobre as doenças do sistema visual, 25,0% relataram apresentar miopia, sendo que 55,0% dos indivíduos usam óculos e destes 41,7% o usam com frequência. Quanto à investigação da prevalência de insuficiência de convergência, obteve-se frequência de (1,8) %. Conclusão: Constatou-se que a maioria dos entrevistados se apresentou com desconforto visual e uma pequena porcentagem foram acometidos pela IC. Descritores: Acuidade visual; Transtornos da motilidade ocular; Transtornos da visão; Visão binocular ABSTRACT Objective: To investigate the prevalence of visual discomfort and convergence failure in professors. Methods: A cross-sectional study was done, consisting of 60 teachers of both sexes, of the Centro Universitário FAG, which used the Convergence Insufficiency Symptom Survey, validated for the Brazilian population. Results: Of those surveyed 55.0% are female.