• Trans-
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• v.11
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• pp.119-142
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• 2021

Video was a cultural practice based on image. The audience longs to experience new things, not everyday things through by video images. There are many components of the image, but among them, color, a visual representation, plays a big role. Since the advent of color films, color has constantly evolved as an important component of visual art and has become an important role in innovative visual art design. According to film history data, filmmakers were interested in color since the film was created in 1895, but in the early stages of film development, film colors were only black and white. Because these two colors no longer satisfy viewers, more natural colors began to emerge from the film as it was colored. However, with the development of historical paintings, the lack of artistic creation and the public's level increased, making people more active in using colors because simple reproduction of natural colors alone does not satisfy people. The colors in the video are both techniques of expression and can be understood by mind and thought. It is also an indication that colors do not just exist, but they work strongly on human psychology. Now people are so motivated by repetitive and unimportant information that they find that the human intuitive system simplifies the information they receive unconsciously that they have certain customs and characteristics when they see things. Color is part of the film language, or color language can express the film's ideological themes or portray vivid characters in the film, and people are receiving more intuitive messages. This study analyzed the basic color components of bisexual lighting, namely, pink, blue, and purple, and analyzed how human psychology is affected through color, combining the scenes from the video. The purpose of this paper is to explore what color language bisexual lighting is expressed using color properties in images and how bisexual lighting interacts with human psychology through color.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2004.10a
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• pp.111-129
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• 2004

This paper develops the argument that the 'Healthy Cities Approach' extends beyond the boundaries of officially designated Healthy Cities and suggests that signs of it are evident much more widely in efforts to promote health in the United Kingdom and in national policy. It draws on examples from Leeds, a major city in the north of England. In particular, it suggests that efforts to improve population health need to focus on the wider determinants and that this requires a collaborative response involving a range of different sectors and the participation of the community. Inequality is recognised as a major issue and the need to identify areas of deprivation and direct resources towards these is emphasised. Childhood poverty is referred to and the importance of breaking cycles of deprivation. The role of the school is seen as important in contributing to health generally and the compatibility between Healthy Cities and Health Promoting Schools is noted. Not only can Health Promoting Schools improve the health of young people themselves they can also develop the skills, awareness and motivation to improve the health of the community. Using child pedestrian injury as an example, the paper argues that problems and their cause should not be conceived narrowly. The Healthy Cities movement has taught us that the response, if it is to be effective, should focus on the wider determinants and be adapted to local circumstances. Instead of simply attempting to change behaviour through traditional health education we need to ensure that the environment is healthy in itself and supports healthy behaviour. To achieve this we need to develop awareness, skills and motivation among policy makers, professionals and the community. The 'New Health' education is proposed as a term to distinguish the type of health education which addresses these issues from more traditional forms.