Change in the angle of vision - Free Essay Example

Sample details Pages: 17 Words: 5233 Downloads: 8 Date added: 2017/06/26 Category Analytics Essay Type Argumentative essay Did you like this example? DOES THE CHANGE IN THE ANGLE OF VISION (FROM NORMAL TO PERIPHERAL) EFFECT THE TIME TAKEN TO DETECT MOTION AND COLOR? ABSTRACT: My research question is based on the eye. Does the change in the angle of vision (from normal to peripheral) effect the time taken to detect motion and color? It is often seen that people find it difficult to see from the periphery of their eye and I will test this with two very simple and basic experiments. One of the experiments was performed on the computer and the other was performed with the aid of a 30 cm ruler. Don’t waste time! Our writers will create an original "Change in the angle of vision" essay for you Create order In the first experiment, which was to detect color, the person had to click the stop button when the color changed and in the second experiment, which was to detect motion, a person would stand and drop the ruler and the other person would catch it. What made this challenging was the fact that it was performed at various different angles of 0, 30, 60 and 90 to the left and right side. I took the left side to be -30, -60 and -90. Then I had to perform the t-test on the values obtained and then compare the two experiments. What I found was that in most of the cases the angle of vision did affect the vision and that peripheral vision could detect motion better than color. This, I found out, is because of the difference in the t-values between the angles and also by the t-table value. I have also found through this experiment that motion is detected better compared to color. Theoretically and practically, this is because the rods are insensitive to color and more sensitive to movement as the pigment does not absorb color. CHAPTER 1: 1.1: RESEARCH QUESTION: DOES THE CHANGE IN THE ANGLE OF VISION (FROM NORMAL TO PERIPHERAL) EFFECT THE TIME TAKEN TO DETECT MOTION AND COLOR? 1.2: WHY I CHOSE THE TOPIC? The human eye has always been a very intricate structure to understand and as a student of biology I have always wished to study the structure in detail. I have sought after finding out how such a small organ can be very vital for a human being and help them in their everyday life as it is estimated that 2/3rd of the information registered in the brain is due to the eye. The eye is a very sensitive organ therefore it is confined in three layers: the sclerotic coat which is the outer most coat and is a tough white layer before the cornea which helps the light to enter in the eye and also bends the rays for focusing, the choroid coat which is the middle layer and has a pigment called melanin which reduces the reflection of the rays and since it forms the layer before the iris it is also responsible for the color of the eye and the retina is the innermost layer of the eye which consist of the rod and the cones which are photoreceptors and are responsible for the images we see. 1.3: BACKGROUND RESEARCH: The retina being the innermost layer of the eye covers 4/5th of the rear of the eye and has the light-sensitive receptors which are rods and three types of cones: cones absorbing long wavelength (red) middle wavelength (green) and short wavelength (blue) light which are about 565 nm, 535 nm and 440 nm[1] in size respectively and they are defined as loosely because (1) the names refer to peak sensitivities which are related to ability to absorb light rather than to the way the pigments would appear if we were to look at them; (2) monochromatic lights whose wavelengths are as mentioned above are not blue, green, and red but violet, blue-green, and yellow-green; and (3) if cones of only one type had to be stimulated we would not perceive blue, green, or red but probably violet, green, and yellowish-red instead.[2] Rods and cones have specific pigments on their tips used for light absorption and image formation. The receptors also contain transmembrane proteins called opsin and also reti nal[3] which is a prosthetic group and they are derivatives of vitamin A. Rods record images of the shades of grey and they respond only in dim light and therefore the rods work at night. Rods do not respond to color, which is why there is difficulty in viewing colors in the dark. Also they are highly sensitive to low intensity light[4] and have a pigment called rhodopsin (gene present on chromosome 3)[5] or visual purple, which renew mainly in the dark. Cones record color images and are abundant in the fovea centralis and work mainly in bright light[6] and therefore work during the day and cones have three types of pigment called cyanolabe, chlorolabe and erythrolabe[7] which absorb blue, green and red light respectively. These pigments are renewed at a greater speed than the pigments on the rods. Each eye has approximately 120 million rods and 6-7 million cones[8]. Both rods and cones have vitamin A along with their other pigments, which is why deficiency of vitamin A will result in blindness. The intensity of light affects the rods and cones to a great extent as they function only according to the light provided. It is due to the cones that we are able to see more than 200 colors[9]. Rods are used to get images from the peripheral vision, which is why the image received by the rods is not very sharp. Rods are not concentrated in only one part of the retina like the cones. Since rods are sensitive to dim light, faint objects are seen more clearly from a peripheral vision. The cones are mainly gathered around the macula lutea otherwise called macula, which helps in giving very precise and sharp images of scenes at which the eye is directly aimed especially in bright light, as cones do not function in dim light. The fovea is not supplied with blood vessels like the rest of the retina which helps the cones to form as sharper image as there is no disruption in the vision and perceiving of the image whereas the rest of the retina is richly supplied with blood ves sels which is why the image is not very sharp and is slightly disrupted. Color blindness is one of the diseases that occur when the pigments present in the cones are in an abnormal state. The diagram[10] below shows the arrangements of the rods and cones: The ventral stream[11] (purple) is important in color recognition. The dorsal stream[12] (green) is also shown. They originate from a common source in the visual cortex. Visual information is then sent back via the optic nerve to the optic chiasm: a point where the two optic nerves meet and information is sent to the other side of the brain. A given cell that might respond best to long wavelength light if the light is relatively bright might then become responsive to all wavelengths if the stimulus is relatively dim. Some scientists believe that a different, relatively small, population of neurons may be responsible for color vision. These specialized neurons have receptive fields that can calculate the cone ratios. A physical color is a combination of pure spectral colors[13] in the visible range. Since there are many distinctly visible spectral colors, the set of the physical colors can be imagined as an infinite-dimensional vector space. In general, there is no such thing as a com bination of spectral colors that we perceive; instead there are infinitely many possibilities. An object that absorbs some of the light reaching it and reflects the rest is called a pigment. If some wavelengths in the range of visible light are absorbed more than others, the pigment appears to us to be colored. The color perceived by us is not simply a matter of wavelength; it depends on wavelength content and on the properties of our visual system. The light that falls on the retina for straight vision is observed by the rods and cones and is sent to the optic nerves as electrical impulses and it reaches the brain after which it is sent back and we perceive the image brought by the impulse. For peripheral vision, the cones mainly perceive the light that falls on the retina and the impulse is sent through the optic nerve. The processing of the pathway of light is the same the main difference being that in straight vision, both perceive the light whereas in peripheral vision, it is t he cones that work more when compared to rods. CHAPTER 2: METHODS: 2.1: HYPOTHESIS: 1. There is no difference in the time taken to detect color and movement between straight and peripheral vision- NULL HYPOTHESIS 2. There is a difference in the time taken to detect color and movement between straight and peripheral vision- POSITIVE HYPOTHESIS EXPERIMENT: 1: With increase in angle of vision there is no effect on the time taken to detect color or motion. 1. With increase in angle of vision there is a difference between the time taken to detect color or motion- Positive hypothesis. 2. With increase in angle of vision there is no difference between the time taken to detect color or motion- Null hypothesis. EXPERIMENT: 2: Peripheral vision does not show any difference in detecting color or vision. 1. There is a difference in detecting color or motion with peripheral vision- Positive hypothesis. 2. There is no difference in detecting color or motion with peripheral vision- Null hypothesis. 2.2: EXPERIMENT: To determine the angle and the time at which color and motion can be detected with the least time. 2.3: MATERIALS: 1. A 30 cm ruler 4. Post-it flags to measure angles and mark them 2. Angle chart 5. People 3. Graph that converts cm to time DIAGRAM: ANGLE CHART: 2.4: PROCEDURE: 1. Hold the ruler in front of the person experimenting and make them stand at a certain angle of 0, 30, 60 or 90. 2. From the angle at which the person is standing, hold the ruler and then without telling the person, drop the ruler. 3. Mark the cm at which the person catches the ruler and then calculate the time at which the person reacted by using a graph, which converts cm to time. 4. Mark the angles on a wall in front of the person sitting with post-its. 5. Make the person sit and observe the screen at different angles of 0, 30, 60 and 90 on either side. 6. Make the person concentrate on the screen at one angle at a time and then when the screen shows green color, tell the person to click when she or he sees it.[14] 7. Record the time that appears on the screen. 2.5: ERRORS, SIGNIFICANCE AND IMPROVEMENTS: ERRORS SIGNIFICANCE IMPROVEMENTS 1. Difference in angles each time the experiment is performed and also the differences in angles when a person is viewing the screen. Due to difference in angles, it can either make it difficult or easier for color detection, which will alter the time readings and therefore the average. The use of an angle chart in front of the person will help know the precise angle and therefore will not alter the readings or the average of time it took. 2. It is not very frequently seen that a computer makes a mistake but it is possible. In this case the readings will be different and it will affect the average. There is no improvement as such for this problem but repeating the experiment 5-6 times and taking the average can help overcome it. 3. If the ruler has some lines missing the measurement will not be taken accurately. This may result in wrong readings and therefore result in the time and experiment going wrong. The use of a brand new ruler will help get accurate readings as no lines would be blurred and it will be clear to see. 4. Observing the correct distance in cm at which the person has held the ruler after dropping. To take the average, even the slightest mistake or wrong reading can alter the results. Measuring should be very accurate. Once the person has caught the ruler, it should be measured and the error should be noted. 5. The graph used for converting distance to time may not be very accurate. This may result in the calculation of wrong time and therefore may alter the results. Using an electronic graph, if available, is recommended as it reduces the chances of errors. 2.6: STATISTICAL ANALYSIS: MEAN: It is the average of the readings of each of the degrees in the data tables. STANDARD DEVIATION: It is a measure of the individual observations and their dispersed nature around the mean. FORMULA: Formula[15] T-VALUE: It is the remainder of the mean of set a and set b divided by the square root of the sum of the square of the standard deviation of set a by the number of readings in set a and the square of the standard deviation of set b by the number of readings in set b. FORMULA: Degree of Freedom = (n1+n2)-2 = (25+25)-2 = 48. Value of t from the table: (2 tailed tvalue) Take the value closest which is 45: [16] At 0.05= 2.01 CHAPTER 3: DATA TABLES: 1. OBSERVATION OF COLOR AND TIME TAKEN: OBSERVATION 1: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (ms) 90 GREEN 433 60 GREEN 428 30 GREEN 367.8 0 GREEN 215.6 -30 GREEN 302.2 -60 GREEN 375 -90 GREEN 434.8 OBSERVATION 2: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 448.4 60 GREEN 403.8 30 GREEN 367.2 0 GREEN 202.2 -30 GREEN 397 -60 GREEN 402 -90 GREEN 445 OBSERVATION 3: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 450.8 60 GREEN 300.4 30 GREEN 262.4 0 GREEN 207.8 -30 GREEN 260.8 -60 GREEN 305 -90 GREEN 443.4 OBSERVATION 4: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 425.8 60 GREEN 405 30 GREEN 389.4 0 GREEN 283 -30 GREEN 369.8 -60 GREEN 409.8 -90 GREEN 430.4 OBSERVATION 5: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 428.2 60 GREEN 412.4 30 GREEN 262.8 0 GREEN 243.8 -30 GREEN 250.2 -60 GREEN 281.2 -90 GREEN 325.2 OBSERVATION 6: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 309.4 60 GREEN 268.8 30 GREEN 262.4 0 GREEN 234.4 -30 GREEN 290.6 -60 GREEN 359.2 -90 GREEN 394 OBSERVATION 7: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 365.6 60 GREEN 297 30 GREEN 294 0 GREEN 209.4 -30 GREEN 253.4 -60 GREEN 275 -90 GREEN 296.6 OBSERVATION 8: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 368.6 60 GREEN 358.4 30 GREEN 284.6 0 GREEN 235.4 -30 GREEN 297.6 -60 GREEN 353 -90 GREEN 365.6 OBSERVATION 9: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 380.4 60 GREEN 367.6 30 GREEN 289.2 0 GREEN 288.6 -30 GREEN 390.2 -60 GREEN 361.4 -90 GREEN 384.4 OBSERVATION 10: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 420.4 60 GREEN 369.6 30 GREEN 299 0 GREEN 268.2 -30 GREEN 308.4 -60 GREEN 368.6 -90 GREEN 393.4 OBSERVATION 11: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 347.4 60 GREEN 317.4 30 GREEN 237.8 0 GREEN 237.2 -30 GREEN 306.8 -60 GREEN 409.2 -90 GREEN 349.2 OBSERVATION 12: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 364.6 60 GREEN 327.8 30 GREEN 318.4 0 GREEN 286 -30 GREEN 355.6 -60 GREEN 369.2 -90 GREEN 429.8 OBSERVATION 13: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 333.6 60 GREEN 268.6 30 GREEN 253.2 0 GREEN 237.2 -30 GREEN 390.4 -60 GREEN 450.2 -90 GREEN 565 OBSERVATION 14: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 344 60 GREEN 272 30 GREEN 215.6 0 GREEN 215.2 -30 GREEN 232 -60 GREEN 311 -90 GREEN 398 OBSERVATION 15: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 321.4 60 GREEN 302.4 30 GREEN 277.6 0 GREEN 249.6 -30 GREEN 280.6 -60 GREEN 296.6 -90 GREEN 455.8 OBSERVATION 16: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 305.6 60 GREEN 271.8 30 GREEN 252.6 0 GREEN 236.6 -30 GREEN 252.6 -60 GREEN 340 -90 GREEN 355.8 OBSERVATION 17: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 309 60 GREEN 301.8 30 GREEN 299.6 0 GREEN 296.6 -30 GREEN 300.6 -60 GREEN 306.2 -90 GREEN 347.2 OBSERVATION 18: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 355 60 GREEN 347 30 GREEN 318.2 0 GREEN 297.6 -30 GREEN 306.4 -60 GREEN 323.6 -90 GREEN 366 OBSERVATION 19: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 571.6 60 GREEN 470.4 30 GREEN 321.8 0 GREEN 292.6 -30 GREEN 345.4 -60 GREEN 351.2 -90 GREEN 428.2 OBSERVATION 20: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 339.8 60 GREEN 318.6 30 GREEN 306.8 0 GREEN 286 -30 GREEN 322.2 -60 GREEN 339.8 -90 GREEN 347.4 OBSERVATION 21: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 360.4 60 GREEN 351.4 30 GREEN 339 0 GREEN 301.2 -30 GREEN 327 -60 GREEN 356.8 -90 GREEN 362 OBSERVATION 22: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 472 60 GREEN 418.8 30 GREEN 392 0 GREEN 353.6 -30 GREEN 379.6 -60 GREEN 402 -90 GREEN 451 OBSERVATION 23: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 367 60 GREEN 351 30 GREEN 339.8 0 GREEN 316 -30 GREEN 333 -60 GREEN 375.6 -90 GREEN 391.8 OBSERVATION 24: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 425 60 GREEN 412.6 30 GREEN 376.8 0 GREEN 329.8 -30 GREEN 357 -60 GREEN 385.4 -90 GREEN 401.2 OBSERVATION 25: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK 90 GREEN 297 60 GREEN 256 30 GREEN 223.8 0 GREEN 189.2 -30 GREEN 216.2 -60 GREEN 239.6 -90 GREEN 262 2. OBSERVATION OF DISTANCE AND TIME: OBSERVATION 1: DEGREE OF ANGLE DISTANCE (cm) TIME 90 25.4 225 60 19 196 30 18.2 192 0 14.8 175 -30 20.2 203 -60 23.7 213 -90 27 231 OBSERVATION 2: DEGREE OF ANGLE DISTANCE (cm) TIME 90 25.8 227 60 24.1 220 30 20.2 203 0 18.1 192 -30 19.9 201 -60 22.7 216 -90 25.5 225 OBSERVATION 3: DEGREE OF ANGLE DISTANCE (cm) TIME 90 29.6 240 60 27 231 30 22 210 0 14.3 169 -30 19.8 199 -60 25.4 225 -90 28.9 239 OBSERVATION 4: DEGREE OF ANGLE DISTANCE (cm) TIME 90 27.6 238 60 25 212 30 18.4 193 0 15.2 179 -30 17.9 190 -60 23.9 218 -90 27 231 OBSERVATION 5: DEGREE OF ANGLE DISTANCE (cm) TIME 90 27.6 238 60 22.9 218 30 17.4 183 0 13.7 169 -30 18.2 192 -60 21 208 -90 28.2 237 OBSERVATION 6: DEGREE OF ANGLE DISTANCE (cm) TIME 90 29.1 239 60 27.6 231 30 22.9 218 0 14.3 169 -30 20.8 209 -60 25.3 223 -90 28.5 239 OBSERVATION 7: DEGREE OF ANGLE DISTANCE (cm) TIME 90 23.3 217 60 19.8 199 30 16 181 0 12.9 165 -30 17.2 189 -60 20.4 206 -90 24.6 221 OBSERVATION 8: DEGREE OF ANGLE DISTANCE (cm) TIME 90 27.3 229 60 24.9 225 30 18.7 196 0 16.4 181 -30 17.3 187 -60 23.7 213 -90 28.1 237 OBSERVATION 9: DEGREE OF ANGLE DISTANCE (cm) TIME 90 25.5 225 60 22.8 216 30 18.9 200 0 15.2 179 -30 17.4 183 -60 22 209 -90 24.7 220 OBSERVATION 10: DEGREE OF ANGLE DISTANCE (cm) TIME 90 27.5 231 60 22.6 215 30 19.3 198 0 13.2 168 -30 17.4 183 -60 22.8 216 -90 26.1 228 OBSERVATION 11: DEGREE OF ANGLE DISTANCE (cm) TIME 90 25.6 226 60 19.8 199 30 14.9 176 0 10.3 150 -30 15.1 178 -60 18.2 192 -90 25.8 227 OBSERVATION 12: DEGREE OF ANGLE DISTANCE (cm) TIME 90 27.8 235 60 20.1 201 30 14.2 171 0 12.9 165 -30 14.5 168 -60 18.7 196 -90 26.3 229 OBSERVATION 13: DEGREE OF ANGLE DISTANCE (cm) TIME 90 26.5 226 60 23.6 217 30 20.5 205 0 18.2 192 -30 20.2 203 -60 25.1 222 -90 26.9 231 OBSERVATION 14: DEGREE OF ANGLE DISTANCE (cm) TIME 90 25.6 226 60 20.1 201 30 17.8 189 0 13.6 165 -30 18.2 192 -60 19.9 201 -90 25.1 222 OBSERVATION 15: DEGREE OF ANGLE DISTANCE (cm) TIME 90 23.6 217 60 19.1 198 30 16.2 182 0 15.9 179 -30 16.4 181 -60 20 204 -90 24.5 220 OBSERVATION 16: DEGREE OF ANGLE DISTANCE (cm) TIME 90 21.3 209 60 20.1 201 30 16.6 184 0 12.5 160 -30 16.9 182 -60 21.2 207 -90 24.4 219 OBSERVATION 17: DEGREE OF ANGLE DISTANCE (cm) TIME 90 23.1 216 60 19.7 199 30 14.3 169 0 9.8 142 -30 14.6 170 -60 18.4 193 -90 22.9 218 OBSERVATION 18: DEGREE OF ANGLE DISTANCE (cm) TIME 90 26.4 225 60 17.6 187 30 14.8 175 0 10.7 153 -30 14.5 168 -60 17.3 187 -90 24.9 225 OBSERVATION 19: DEGREE OF ANGLE DISTANCE (cm) TIME 90 26.2 223 60 23.5 217 30 19.7 199 0 17.3 187 -30 18.4 193 -60 23.8 216 -90 27.9 235 OBSERVATION 20: DEGREE OF ANGLE DISTANCE (cm) TIME 90 20.3 203 60 17.8 189 30 16.4 180 0 13.6 165 -30 16.9 182 -60 18.5 195 -90 21.7 204 OBSERVATION 21: DEGREE OF ANGLE DISTANCE (cm) TIME 90 23.9 218 60 20.4 206 30 18.2 192 0 17.6 187 -30 19.5 199 -60 21.3 209 -90 25.1 222 OBSERVATION 22: DEGREE OF ANGLE DISTANCE (cm) TIME 90 21.7 204 60 18.1 192 30 16.5 183 0 12.4 158 -30 16.8 181 -60 17.2 189 -90 20.9 205 OBSERVATION 23: DEGREE OF ANGLE DISTANCE (cm) TIME 90 26.5 226 60 22.7 216 30 17.8 188 0 14.6 170 -30 17.9 190 -60 23.4 215 -90 27.3 229 OBSERVATION 24: DEGREE OF ANGLE DISTANCE (cm) TIME 90 22.4 210 60 20.1 201 30 18.9 200 0 17.2 181 -30 19.3 198 -60 21.5 208 -90 23.7 213 OBSERVATION 25: DEGREE OF ANGLE DISTANCE (cm) TIME 90 24.9 225 60 24.2 218 30 19.6 207 0 16.3 180 -30 18.5 195 -60 23.8 216 -90 24.7 220 CHAPTER 4: DATA PROCESSING: 1. COLOR- GREEN: DEGREE MEAN STANDARD DEVIATION 90 381.76 64.36 60 343.944 59.70 30 302.072 50.82 0 260.512 43.72 -30 313.024 51.68 -60 349.664 49.07 -90 392.928 60.90 T-VALUES: 0-30: 2.8952363 0-60: 3.4570507 0-90: 2.6052811 30-60: 0.5618144 30-90: -0.2899552 60-90: -0.8517696 0- -30: 2.0256836 0- -60: -3.3830509 0- -90: 0 -30- -60: -5.4087345 -30- -90: 2.0256836 -60- -90: 3.3830509 2. DISTANCE (cm): DEGREE MEAN STANDARD DEVIATION 90 223.92 10.32 60 208.2 12.56 30 192.96 13.92 0 171.2 12.81 -30 188.64 11.09 -60 208.84 12.30 -90 225.08 9.38 T-VALUES: 0-30: -18.5596207 0-60: 14.455333 0-90: 53.1980438 30-60: 33.014954 30-90: 34.6384231 60-90: -67.6563771 0- -30: -13.1820298 0- -60: -16.0648178 0- -90: 41.6760218 -30- -60: -2.882788 -30- -90: 28.493992 -60- -90: -25.611204 COMPARISON OF THE t-values FOR COLOR AND DISTACE: DEGREE T-VALUE 0- 0 9.80113964 30- 30 -10.60658 60- 60 -10.960664 90- 90 -12.105927 -30- -30 -11.765113 -60- -60 -14.122822 -90- -90 -13.61975 CHAPTER 5: ANALYSIS AND EVALUATION: COLOR AND TIME: DEGREE ANALYSIS INTERPRETATION 0-30 The calculated t-value is greater than the table t-value. There is a difference between the times taken to detect color between the two angles. Therefore, we consider the positive hypothesis in this situation 0-60 The calculated t-value is greater than the table t-value therefore showing that there is a difference in the time taken to detect color between the two angles. We would therefore consider the positive hypothesis in this situation. 0-90 The calculated t-value is greater than the table t-value. This shows the difference taken in the time to detect the color between the two angles. Therefore we would consider the positive hypothesis in this situation. 30-60 Since the calculated t-value is smaller than the table t-value, we can assume that there is no change in the time taken to detect the color between the two angles. In this case we would consider the null hypothesis. 30-90 The calculated t-value is smaller and therefore shows either no change in the time or negligible change in time to detect color between the two angles. Therefore in this case we consider the null hypothesis. 60-90 Again here we see that the calculated t-value is higher than the table t-value. This shows that there is a difference in the time taken to detect color between the two angles. Therefore, here we will again consider the positive hypothesis. 0- -30 Here we see that the calculated t-value is higher than the table t-value and therefore there is a difference in the time taken to detect color between the two angles. In this case we consider the positive hypothesis. 0- -60 Here, the calculated t-value is smaller than the table t-value, which shows that there is no difference or there is negligible difference in the time taken to detect color between the two angles. In this case we consider the null hypothesis. 0- -90 There is no difference or negligible difference in the time taken to detect the color between the two angles, as the calculated t-value is smaller than the table t-value. Here we will consider the null hypothesis. -30- -60 The calculated t-value is smaller than the table t-value that shows that there is either no change in time or negligible change in time to detect the color between the two angles. Therefore we consider the null hypothesis -30- -90 The calculated t-value is greater than the table t-value which shows that there is change in time to detect the color between the two angles Therefore we consider the positive hypothesis -60- -90 The calculated t-value is greater than the table t-value therefore showing that there is a difference in the time taken to detect color between the two angles Therefore we consider the positive hypothesis Therefore, for this particular experiment, we accept the null hypothesis, as we can see there is a very slight change in the time and the t-values. MOTION AND TIME: DEGREE ANALYSIS EVALUATION 0-30 The calculated t-value is smaller than the table t-value. There is no difference between the times taken to detect motion between the two angles. Therefore, we consider the null hypothesis in this situation 0-60 The calculated t-value is greater than the table t-value therefore showing that there is a difference in the time taken to detect motion between the two angles. We would therefore consider the positive hypothesis in this situation. 0-90 The calculated t-value is greater than the table t-value. This shows that there is a difference taken in the time to detect the motion between the two angles. Therefore we would consider the positive hypothesis in this situation. 30-60 Since the calculated t-value is greater than the table t-value, we can assume that there is some change in the time taken to detect the motion between the two angles. In this case we would consider the positive hypothesis. 30-90 The calculated t-value is greater and therefore shows there is change in the time to detect motion between the two angles. Therefore in this case we consider the positive hypothesis. 60-90 Here we see that the calculated t-value is smaller than the table t-value. This shows that there is no difference in the time taken to detect motion between the two angles. Therefore, here we will consider the null hypothesis. 0- -30 Here we see that the calculated t-value is smaller than the table t-value and therefore there is no difference in the time taken to detect motion between the two angles. In this case we consider the null hypothesis. 0- -60 The calculated t-value is smaller than the table t-value that shows that there is no difference or there is negligible difference in the time taken to detect motion between the two angles. In this case we consider the null hypothesis. 0- -90 There is difference in the time taken to detect the motion between the two angles, as the calculated t-value is greater than the table t-value. Here we will consider the positive hypothesis. -30- -60 The calculated t-value is smaller than the table t-value that shows that there is either no change in time or negligible change in time to detect the motion between the two angles. Therefore we consider the null hypothesis -30- -90 The calculated t-value is greater than the table t-value which shows that there is change in time to detect the motion between the two angles Therefore we consider the positive hypothesis -60- -90 The calculated t-value is smaller than the table t-value therefore showing that there is a difference in the time taken to detect motion between the two angles Therefore we consider the null hypothesis In this particular experiment also we will consider the null hypothesis, as there is very little change in the t-values and the time. MOTION AND COLOR: DEGREE ANALYSIS EVALUATION 0-0 The calculated t-value is greater than the table t-value that shows difference in time taken to observe the motion and color. This shows that there is difference between observing color and motion at these two angles. Therefore here we consider the positive hypothesis. 30-30 The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Therefore here we consider the null hypothesis. 60-60 The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Therefore here again we consider the null hypothesis. 90-90 The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Therefore here we consider the null hypothesis. -30- -30 The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Here we consider the null hypothesis. -60- -60 The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. Here again we consider the null hypothesis. -90- -90 The calculated t-value is smaller than the table t-value that shows the negligible difference in time taken to observe the motion and color. This shows that there is not much difference between observing color and motion at these two angles. We take the null hypothesis into consideration here. Therefore, even when we compare the two we do not find much difference between the values of the angles making it very negligible. Therefore we accept the null hypothesis overall for the experiment. GRAPH: Color: Motion: Motion and color: From the above graph we can observe that at 0 the time taken to hold the ruler (distance in cm) is less than that the time taken to notice the color. Taking values, we see that the time taken to hold the ruler is around 180 seconds whereas to see the color it is 260 seconds. This shows that there is a difference of about almost 80 seconds. This graph shows that motion takes less time to be detected when compared to color from the peripheral vision. This may be due to the fact that rods are not color-sensitive and therefore they cannot perceive color vision as well as motion. Also we can see that at 0 color takes the least time to be detected when compared to the other degree of angles. This is because it is focused on the retina that contains the maximum cones and since cones are sensitive to color we can see color better here. CHAPTER 6: DISCUSSION AND CONCLUSION: Peripheral vision is noted for being course, especially at detecting colors and distinguishing shapes. Receptor cells on the retina are denser at the center and least dense at the edges. In addition, cone cells, which detect colors, are concentrated at the center of the retina, while rod cells that cannot detect color are concentrated near the periphery. Peripheral vision is better in the dark because cone cells are not very useful when there is little light or color. It is also superb at detecting motion. Rod cells, concentrated at the edge, detect motion.[17] Peripheral vision detects more motion and less detail because its more important peripherally to detect motion and not detail because its most important to know that something is sneaking up on you, and its less important to know what it is.[18] In conclusion, we can see that there is difference between the time taken to observe color and motion. But as the graph suggests, the motion is observed better than color due to the fact that rods are insensitive to light for peripheral vision. 49 [1] [2] [3] [4] Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 467. [5] https://www.cis.rit.edu/people/faculty/montag/vandplite/pages/chap_9/ch9p1.html [6] Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 468. [7] [8] [9] [10] [11] [12] [13] https://en.wikipedia.org/wiki/Spectral_colours [14] www.humanbenchmark.com/tests/reactiontime/index.php [15] MICROSOFT EXCEL, 2007. [16] Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 7 [17] https://www.eye-therapy.com/Peripheral-Vision/ [18] https://www.thenakedscientists.com/forum/index.php?topic=24988.0;prev_next=next

Social Incongruency in The Adventures of Huckleberry Finn...

Social Incongruency in The Adventures of Huckleberry Finn by Mark Twain As controversial as he is, Mark Twain has been accused by some, of being a racist writer, whose writing is offensive to black readers. His novels have also been labeled as promoting slave-era stereotypes. Therefore, many people believe The Adventures of Huckleberry Finn deserves no place on todays bookshelves. To those of us who have delved wholeheartedly into Twains wisdom and humanity, such accusations come across as ludicrous. To Twains critics, the novel is superficially racist for the most obvious reason: many characters continually use the word nigger. Yet, since the book takes place in the south, twenty years before the Civil War, such†¦show more content†¦If they were killed, it would be viewed simply as a financial loss. Twain is not being racist. He is simply conveying to the readers the nuances of everyday life in that time when slavery was common practice. Thats a small case in point. But what is the book really about? Its about nothing less than freedom and the quest for ones freedom. Its about a slave who breaks the law and risks his life to win his freedom and be reunited with his family, and a white boy who becomes his friend and helps him escape. Because of his upbringing, the boy starts out believing that slavery is part of the natural order of life. Yet, as the story unfolds, he wrestles with his conscience. When the crucial moment comes he decides he would rather go against the malformed values he learned in his lifetime, rather than betray his black friend. Jim, as Twain presents him, is hardly a caricature. Rather, he is the moral center of the book, a man of courage and nobility, who risks his freedom and his life for the sake of his friend Huck. The fact that Huck does not turn Jim in shows that Huck respects him, and has befriended him. By spanning their age and cultural differences with their friendship and trust, they form a bond: Maybe I better not tell. Why,Jim? Well, deys reasons. But you wouldnt tell on me ef I uz to tell you, would you, Huck? Blamed if I would, Jim? Well I blive you, Huck I-I run off. Jim! But

Thematic Unit Guidelines Free Essays

†¢Have an attractive and informative â€Å"Title Page† and â€Å"Table of Contents†. Expectations for these and all other unit components are described below under â€Å"Thematic Unit Components†. Also, be sure to review the â€Å"Thematic Unit Assessment Rubric†. We will write a custom essay sample on Thematic Unit Guidelines or any similar topic only for you Order Now Do not use 3-ring binders or plastic sleeves please. †¢Integrate no more than three subject areas for which there are relevant content standards – one of these subject areas must involve mathematics or social studies education. Integrating both subject areas is preferable but not mandatory. Teach and assess a clearly defined theme or topic that will enable elementary students to meet their local school district curriculum standards or the Colorado Model Content Standards. Planning for Student Learning: Review your school district’s curriculum standards or Colorado Model Content Standards and think about what you want your students to learn, know and be able to do as a result of this unit. Begin gathering student and teacher resources and start thinking about how you will teach and assess students’ learning relative to the content standards you select. Ask yourself: †¢What do I need to learn myself in order to teach this unit well? †¢What kinds of resources will I need to teach this unit? †¢What types and genres of children’s literature are available? †¢Are there artifacts, simulations, songs, photographs, etc. I could use? †¢What human and material resources are available in my community? Thematic Unit Components Title Page and Table of Contents – The â€Å"Title Page† should feature the title of your unit, grade level(s), the semester you taught the unit, and your program – Elementary PTEP or Post Baccalaureate Licensure Program. Also include your name, your cooperating teacher’s name, and the name of the elementary school and school district in which you are student teaching. The â€Å"Table of Contents† should, at minimum, list each of the unit components described here under â€Å"Thematic Unit Components†. Assessment criteria for â€Å"Developing,† â€Å"Proficient,† and â€Å"Advanced† levels of performance for all unit components may be found on the â€Å"Thematic Unit Assessment Rubric†. Rationale Statement – Every Thematic Unit needs a convincing rationale. Rationale statements should be organized and presented in FOUR sections. Section 1: Introduction – Students and teachers need to know what will be learned as a result of participating in this unit. In this section, explain why your unit topic is an important one for young learners. Describe how students might use this knowledge â€Å"in the real world†. Section 2: Community, School, and Classroom Setting – Describe the community, school, and classroom where you are student teaching. Include information about the community, school, classroom setting, and characteristics of students that are important to consider when teaching this unit. For example, how many male / female students are in the class? How would you characterize students’ socioeconomic status? Will you be teaching students with special needs or students whose primary language is not English? Do you have any particular concerns about classroom management? Describe the physical setup of your classroom (a diagram might be helpful). What kinds of technologies are available and will you use of any of them to teach and assess student learning? Knowing and acting on this background information will help you develop, modify, and differentiate instruction and assessment that accommodates the full range of diversity in your students. The goal here is to individualize the teaching and learning process by designing lessons that challenge all students at an appropriate level of difficulty. Section 3: Meeting the Colorado Model Content Standards – Curriculum standards describe what students should learn, know, and be able to do as a result of participating in your unit. In this section, list all of the school district or Colorado Model Content Standards your unit addresses. Under each content standard write lesson objectives that describe how or what students will do to meet that particular standard. Remember that if you list a content standard then you are obligated to teach and assess students’ learning on that standard. Also, make sure that you are able to explain how particular lesson objectives enabled students to meet particular standards. You will need to address content standards three times in you unit. First, by listing them here in your rationale statement along with corresponding lesson objectives for each standard, a second time in each lesson plan or learning cycle, and a third time when writing your â€Å"evaluative essay† (which is described below). Here is a suggestion. Develop your lesson plans first, along with appropriate content standards and lesson objectives; next, write (cut and paste) the content standards and lesson objectives from lesson plans into your rationale statement. Finally, after you teach the unit, explain how students met the standards in your evaluative essay. Section 4: Assessing Student Learning – Describe how you will assess student learning relative to each content standard using preassessment, formative assessment, and summative assessment. A. For preassessment, describe the techniques you will use to find out what students already know or think they know about the unit topic. You will need to record and interpret preassessment scores for each individual student (using a pretest) as well as for the whole class (for example, using a KWL chart). Preassessment results are used to provide evidence of student learning gains at the end of the unit by comparing them with summative assessment results (using a posttest). Preassessment data can also be used to revise the unit before teaching it, for example, by changing some of the content or instructional strategies you use, to make more informed decisions about individualizing instruction, and to alter or modify how you will assess student learning. B. For formative assessment, describe the techniques you will use to facilitate students’ acquisition of knowledge and skills by providing constructive feedback that, at the same time, allows the teacher to keep track of students’ progress on a daily basis. This is the time when teachers are constantly â€Å"on their feet† monitoring the learning process, helping students learn new skills and knowledge, and making sure that they are â€Å"practicing perfectly† in order to apply new skills and knowledge effectively to real-world situations and make presentations to real audiences. C. For summative assessment, describe the techniques you will use to evaluate what students learned, in combination with preassessment and formative assessment results. All three forms of assessment should be designed to measure the knowledge, skills, and dispositions you claimed students would learn according to the standards. Remember that multiple assessments provide a much more complete and â€Å"fair† representation of what a student really knows and is able to do compared to any single or â€Å"one-shot† assessment. Be sure the three forms of assessments are aligned with the content standards and lesson objectives; in other words, be sure that you teach students to the standards and assess their learning in terms of the standards. Unit Goal – The unit goal should be derived from state and district curriculum standards; however, you should also be familiar with curriculum standards established by national professional organizations, for example, IRA (International Reading Association), NCTM (National Council of Teachers of Mathematics), NCSS (National Council for the Social Studies). The unit goal reflects the unit’s curriculum standards but should be stated in your own words. For example, the unit goal for a unit on Colorado History might state: â€Å"Students will understand how our state has grown and changed over time. From the period of early exploration to the present day, I want my fourth graders to become familiar with specific contributions made to the development of Colorado by its rich diversity of people and natural resources. † Lesson Plans – Use the Learning Cycle format for writing lesson plans and develop enough instruction for one full week of integrated teaching and learning: plan on teaching the unit for approximately five hours. For each lesson specify how you will determine what students already know about your lesson’s topic (preassessment), how you will monitor students’ progress in meeting content standards during the lesson (formative assessment), and how you will evaluate students’ work at the end of the lesson (summative assessment). Good assessment tells the teacher as much about the effectiveness of her or his own instruction as it does about what students learned and how they learned it. Keep this point in mind when writing your â€Å"evaluative† and â€Å"reflective† essays (described below). Possible Extension Activities – How can I help children extend, enrich, and elaborate upon the major understandings in this unit? What could students do to apply or â€Å"transfer† their learning to real-world problems and situations in ways that will make new knowledge more meaningful for them? List and briefly describe at least three possible extension activities – you do not need to design lesson plans for each extension. A simple one-paragraph description of each extension will suffice. Resources Used – Include all of the resources you used to teach this unit. You may organize your resources by indicating who they are most appropriate and/or by their type; for example, â€Å"Teacher Resources† might be listed separately from â€Å"Student Resources†. Internet Resources† (such as websites) might be listed separately from â€Å"Children’s Literature,† and videotapes, simulations, artifacts, museums, social agencies and guest speakers might also be listed under separate categories. Evaluative Essay – In the first of these two final essays, use all of the assessment data you collected from students to present a clear picture of their learning. Use tables to display and summarize quantitative data and always include examp les of several students’ work on various projects and assignments at several different levels of performance. Use narrative to explain quantitative results and what students learned. Present and explain your assessment results in ways that the reader can use to evaluate the extent to which your students met content standards. Hence, this essay should be written as a technical report consisting of both qualitative and quantitative evidence and analyses of student learning. The evaluative essay should present evidence of learning for each student in the class on each one of the unit’s curriculum standards. Summaries of whole-class learning (i. e. , what students learned as a class) should also be included. Reflective Essay – One major reason for planning, implementing, and evaluating this unit is to give you practice teaching and assessing student learning over time in a real elementary-school classroom. This work sample is a very authentic task for teachers. As you plan, teach, and assess students’ learning, you will be meeting many of the Performance Based Standards for Colorado Teachers. In this essay, describe and explain how planning, teaching, and assessing this unit enabled you to meet the Performance-Based Standards for Colorado Teachers that are listed on the â€Å"Thematic Unit Assessment Rubric† which follows. How to cite Thematic Unit Guidelines, Papers

The Internal and External Environmental Factors †Free Sample

Question: Write an essay onthe internal and external environmental factors. Answer: Started as Uber Cab by Travis Kalanick and Garrett Camp in the year 2009, it is now an American Multinational company working as an online transportation network known as Uber Technologies Inc. It market and operates through a mobile app, customers with their smart phones can submit a trip request and Uber drivers who run their own vehicles gets the information and are routed for the trip. The worth of Uber by late 2015 was estimated around $62.5 billion and ranked as 48th position in the top most American companies. Its business model has been copied by several other companies and formed a trend called Uberification (Yang, Yang and Wong, 2012). Situation Analysis An organization needs to examine and make changes as according to the internal and external environmental factors that may affect companys performance. SWOT is an organized planning tool which is used here to identify and evaluate issues related to various environments for Uber:- Strength Uber is a well-known brand Uber has a huge number of vehicles for servicing its customers The competition level is very low. Dispatcher for services is not required as the whole interaction takes place between the driver and customer which reduces the operational cost Dual rating system of Uber enhances safety and trust In comparison to traditional taxi, the charges of Uber is quite low (Vanek, Mikolas and Zvakova, 2012). Weaknesses The business idea is too easy to get copied by competitors. The loyalty of drivers is quite low for Uber due to lack of real communication and connection Customers loyalty ratio is also low as their no bonding between the company and the customer Ubers business model is very unpredictable (Belwal, Minhans and Al-Balushi, 2013) Opportunities Traditional taxi companies have high charges and long waiting which dissatisfied the customers. New market like India can be exploited as taxi services there are expensive and inconvenient. Markets in suburban areas can be targeted where no taxi services are available Inexpensive electric vehicles can be used which help in reducing the cost and drivers profit will increase (Chakravarthy and Coughlan, 2011). Threats Low-profit margin makes driver unhappy which gives bad publicity and discourages new drivers to join Uber Country like Germany have some new regulations which has banned Uber from operating there With the increase new drivers in the new markets, there is an increase of scandals and frauds also The coming of new technologies like self-driven cars may eliminate the need for Uber services (Vujic, Vasiljevic-Blagojevic and Peric, 2014) There is no question about Ubers popularity amongst its customers. Uber has the customer-centric business approach which leads to a low-margin profit for drivers, and they dont prefer at all. Uber does not need to follow rules as traditional drivers but they are regularly fined for skirting the regulations. France, Germany, India, United Kingdom and Netherlands are few countries that have fined Uber. Thus, Uber has to work on its weaknesses and exploit opportunities by using its strength and overcome threats against the company (Vanek, Mikolas and Zvakova, 2012). To analyse performance of Uber in the market and comparison to their competitors The PORTERS five forces analysis is used here:- The Threat of new entrants- Getting a patent for various technologies proves to be a limitation for new entrants to enter the market, but low capital investment and easy to follow business model attract them. Hence, threat of new entrants is medium. The Threat of substitutes- Alternatives or substitutes like public transports, car pool services, and bicycles are easily accessible and less expensive too. Hence, the threat of substitutes is high. The Power of buyers- Choices are available to customers which can make them switch as according to their need. Hence, the power of buyers is medium (Anderson, 2014).. The Power of Suppliers- Rental car companies and drivers has a high bargaining power as Uber need them for running its services. Thus, the power of suppliers is high. The Power of competitors- High competitions is there from taxi and limousine services. They are expensive, but they provide a broader range of services. Competitors like Lyft and Wundercar are gaining their market. Therefore, the threat of competitors is quite high. The above analysis shows that the competitive level is quite high for Uber. But still Uber has maintained its priority over the other competitors and substitutes with quick, efficient and inexpensive services (Chakravarthy and Coughlan, 2011). Segmentation, Targeting, and Positioning There three processes that a company follows to get the customer and they are segmenting, targeting and positioning. The three process of Uber is discussed below: - Segmentation means to find out what types of customer exits and for Uber following segment of customer exists:- Doesnt own a car Need a drive for a party or function Want doorstep cab services which are cost-efficient also People who want to move from one place to another for any reason or purpose Business professional Senior citizens who cannot drive any more Children need to pick from school (Belwal, Minhans and Al-Balushi, 2013) Targeting means to select the ones to which services of Uber can be best served off. Transportation needs to be reliable as running water for all, in all the parts of the world, is what Ubers version for its customer. This makes it clear that for Uber anyone who wants to go from one place to another within the city is the target customer. Initially in the starting, Uber focused only on the customer segment that was wealthy. But now at the present day, Uber served anyone who needs its service and ready to pay for it. This has helped a lot in increasing the number of customers for Uber (Batt, Nohara and Kwon, 2010). The positioning means implementation of all efforts to achieve the target customer by making its services in accordance to the target market. Uber is trying hard to attract its target customer. It is evolving in the way the world is moving; making areas of the cities more accessible and convenient reach, and helping people and their cities getting closer. Uber is using different Medias to promote its service to its target customers, for example, emails, FM channels, and online advertisements (Chakravarthy and Coughlan, 2011). Marketing Strategies of Uber The market strategies of Uber are:- Early Adopter Advocacy- Uber has marketing tactic word of mouth. Using local strategy to advocate its brand Uber changes its strategy where it goes. Referrals- referral credit proved to be a very successful market strategy for Uber. This gives money and get money offer was well approached by people, and they get free rides and credits which they can use anytime they want (Anderson, 2014). Reviews- rating system offered by Uber for both the driver and passengers lead to drivers know where they stand, and even customers behave in a better way. Stunts- the fun and quirky offers launched by Uber is a great market strategy followed by Uber. This helped in creating fun and friendly image of the company. Partnership- Uber is in partnership with many companies, hotels, websites, and other services. People riding an Ubers taxi may get offers from this various restaurants, or companies like discounts, cash back offers, etc (Schneider, 2015). A Loyalty Program- Special offers and discounts are offered to the loyal customers of Uber. This shows the gratitude of the company towards its loyal customers. The marketing strategies of Uber are a success that is the reason that they are the leaders of privatized taxi service. It holds the maximum share in the market. More offers for first-time riders can be started by the company to initiate them to use the services again. Along with regular reminder through the app can be sent to loyal customers regarding their travel plans for which they always book a ride with Uber. A more user friendly app could be introduced and special instruction for a senior citizen can be included in the app (Rapp, 2007). Recommendations Few recommendations that Uber company may use to improve its working and customer experience are as follows: - Deregulate fares- Uber has a controversial pricing model according to which it can demand any amount of money at the time of high demand which a customer can always deny, but it leaves a bad taste for the customer regarding the company. Thus, this pricing strategy should be changed. Cashless transactions- many a time passengers fear that their credit and debit information get leaked if they use them. Thus, option for cash payment should also be there for such customers (Enoch, 2015). Licensing all the drivers hired by the company should have proper license and experience before starting the work for the company. Training- a basic training program should be formed for all the drivers hired by the company about various protocols they need to follow. Insurance- every vehicle hired by the company should be properly insured and in its best condition. Drivers following rules can be awarded through various measures by the company (Harding, Kandlikar and Gulati, 2016). Conclusion Uber is a top most taxi services company giving away its services throughout the world. It has a high rate of competition but still it is has the highest market ratio. Uber needs to exploit all the available opportunities using its strengths and change its weaknesses into strengths. Ubers business model is very easy to copy by its competitors. Thus, it is necessary for the company to increase its customer loyalty to retain them. Hence, it concludes that Uber has huge competitions coming in future in the form of other companies and alternatives, so it should work hard to maintain its position as the top-most taxi service of the world (Gholami and Mohaymany, 2011). References Anderson, D. (2014). Not just a taxi? For-profit ridesharing, driver strategies, and VMT.Transportation, 41(5), pp.1099-1117. Batt, R., Nohara, H. and Kwon, H. (2010). Employer Strategies and Wages in New Service Activities: A Comparison of Co-ordinated and Liberal Market Economies.British Journal of Industrial Relations, 48(2), pp.400-435. Belwal, R., Minhans, A. and Al-Balushi, A. (2013). Perception of Taxi Services in OmanA Cross Examination of Citizens and Taxi Drivers Perception.Jurnal Teknologi, 65(3). Chakravarthy, B. and Coughlan, S. (2011). Emerging market strategy: innovating both products and delivery systems.Strategy Leadership, 40(1), pp.27-32. Enoch, M. (2015). How a rapid modal convergence into a universal automated taxi service could be the future for local passenger transport.Technology Analysis Strategic Management, 27(8), pp.910-924. Gholami, A. and Mohaymany, A. (2011). Analogy of fixed route shared taxi (taxi khattee) and bus services under various demand density and economical conditions.Journal of Advanced Transportation, 46(2), pp.177-187. Harding, S., Kandlikar, M. and Gulati, S. (2016). Taxi apps, regulation, and the market for taxi journeys.Transportation Research Part A: Policy and Practice, 88, pp.15-25. Rapp, R. (2007). The Strengths Perspective: Proving "My Strengths" and "It Works".Social Work, 52(2), pp.185-186. Schneider, A. (2015). Uber Takes the Passing Lane: Disruptive Competition and Taxi-Livery Service Regulations.Elements, 11(2). Vanek, M., Mikolas, M. and Zvakova, K. (2012). Evaluation Methods of Swot Analysis / Metody Vyhodnocen Swot Analzy.GeoScience Engineering, 58(2). Vujic, N., Vasiljevic-Blagojevic, M. and Peric, N. (2014). Analysis of the characteristics of taxi services as a prerequisite for their improvement.Marketing, 45(3), pp.231-239. Yang, T., Yang, H. and Wong, S. (2012). Taxi services with search frictions and congestion externalities.Journal of Advanced Transportation, 48(6), pp.575-587.