Angle of Vision - Free Essay Example

RESEARCH QUESTION: DOES THE CHANGE IN THE ANGLE OF VISION (FROM STRAIGHT TO PERIPHERAL) EFFECT THE TIME TAKEN TO DETECT MOTION AND COLOR IN HUMANS? ABSTRACT: The research question of my study is â€Å"Does the change in the angle of vision (from straight to peripheral) effect the time taken to detect motion and color in humans?† 25 students in the age group of 16-18 years were selected for the first experiment conducted for detecting color. This was performed with the help of an experiment online at the site www.humanbenchmark.com. A chart marked with different angles of vision (0, 30, 60 and 90) was placed behind the computer screen. The student sitting in front of the screen had to click the mouse when the screen turned green and the time recorded was displayed. Another experiment with the same group of students was done to detect motion. A similar chart as above was placed on the wall and the student was asked to catch a 30 cm ruler dropped by another student at different degree of angles. The distance obtained was converted into time using an appropriate graph. A two-tailed ‘t test was conducted. The calculated ‘t values were found to be higher than the table ‘t value at 48 degree of freedom. So the positive hypothesis was accepted for both color and motion. Comparison of ‘t values for color and motion at all degree of angles shows that positive hypothesis can be accepted. When the angle changes from 0 to 90 the time taken to detect color and motion increases. This means that change from straight to peripheral vision leads to increase in time taken for detection of both color and motion. The time taken for detecting color is more than the time taken to detect motion at all angles of vision. This means that humans are able to detect motion better than color at all angles of vision (from straight to peripheral). CHAPTER 1: INTRODUCTION: 1.1: RESEARCH QUESTION: DOES THE CHANGE IN THE ANGLE OF VISION (FROM STRAIGHT TO PERIPHERAL) EFFECT THE TIME TAKEN TO DETECT MOTION AND COLOR IN HUMANS? 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[1] of the information registered in the brain is due to the eye and also to know whether seeing from the corner of the eye is possible and if it is so, to what degree is it possible. 1.3: BACKGROUND RESEARCH: 1.31: RETINA: 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: S (?) 400-500 nm, M (?) 450-630nm, L (?) 500-700nm 1.32: RODS AND CONES: The image above[2] shows the structure of a rod and a cone. 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 retinal[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. 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. 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]. 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 vessels 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. 1.33: HOW DO WE DETECT COLOR: 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 c ombination 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 the rods that work more when compared to cones. 1.34: HOW DO WE DETECT MOVEMENT: Rods are responsible for the detection of motion. These cells in the retina convert the light into electrical impulses. The optic nerve sends these impulses to the brain where an image is produced.[14] Therefore, motion is detected well with rods since it is primarily rod vision. 1.35: TYPES OF VISION: a) PERIPHERAL VISION: It is the side vision of a human that enable us to see movement. The main functions of peripheral vision are:[15] 1. Recognition of well-known structures and forms with no need to focus by the foveal line of sight. 2. Identification of similar forms and movements (Gestalt psychology laws) 3. Delivery of sensations that form the background of detailed visual perception. b) STRAIGHT VISION: This type of vision is experienced by the cones as it occurs when the object is right in front of the person at an angle of 0. CHAPTER 2: METHODOLOGY: 2.1: HYPOTHESIS: 1: 1. NULL HYPOTHESIS- The change in angle of vision from straight to peripheral has no effect on the time taken to detect color and motion in humans. 2. POSITIVE HYPOTHESIS-The change in angle of vision from straight to peripheral has an effect on the time taken to detect color and motion in humans. 2.2: EXPERIMENT: To determine the time at which color and motion can be detected at different angles of vision. 2.3: VARIABLES: INDEPENDENT VARIABLE: Angle of vision DEPENDENT VARIABLE: Time taken to detect color and motion CONTROLLED VARIABLE: Age group of students 2.4: MATERIALS: 1. A 30 cm ruler 2. Angle chart 3. Graph that converts cm to time PROCEDURE FOR DETECTING MOTION FOR DIFFERENT ANGLES OF VISION: PART A: 1. 1. People selected for this experiment were all students from grade 12, age group 16-18 years. 25 such people with no defect in vision were selected for this experiment. 2. Make an angle chart. Hold the ruler in front of the person experimenting and ask the person to look straight with a 0 ° angle based on the diagram given above. 3. From the angle at which the person is standing, hold the rulers and then without telling the person, drop the ruler. 4. Mark the cm at which the person catches the ruler and calculate the time at which the person reacted by using a graph, refer to Appendix A, which converts cm to time. 5. Make the person sit and observe the chart at different angles of 0 °, 30 °, 60 ° and 90 ° on either side. 6. Repeat the experiment for all angles and note the distance on the ruler. PROCEDURE FOR DETECTING COLOR FOR DIFFERENT ANGLES OF VISION: PART B: 1. People selected for this experiment were all students from grade 12, age group 16-18 years. 25 such people with no defect in vision were selected for this experiment. 2. Make the person concentrate on the screen of the computer at one angle at a time. 3. Set up the experiment as shown in the diagram given above. 4. Set up the screen from the online site www.humanbenchmark.com[16] for the experiment. 4. Make one student sit and observe the screen at 0 ° angle for straight vision. 5. Explain the procedure to the person has to concentrate on the screen and click as soon as he/she sees the green colored box. 6. Record the time that appears on the screen. 2.5: ERRORS, SIGNIFICANCE AND IMPROVEMENTS: ERRORS SIGNIFICANCE IMPROVEMENTS 1. 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. 2. 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. 2.6: STATISTICAL ANALYSIS: MEAN: It is the average of the readings of each of the degrees in the data tables. FORMULA: STANDARD DEVIATION: It is a measure of the individual observations and their dispersed nature around the mean. FORMULA: Formula[17] 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[18] = (25+25)-2 = 48. Value of t from the table: A two-tailed ‘t test is conducted to statistically analyze the readings. Take the value closest which is 45: [19] At 0.05= 2.01 CHAPTER 3: DATA COLLECTION: 1. OBSERVATION FOR TIME TAKEN FOR DETECTING COLOR: SAMPLE: STUDENT 1: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/- 0.s ) 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 Similar observations were taken for 24 students. For the rest of the data refer to Appendix B. 2. OBSERVATION FOR TIME TAKEN FOR DETECTING MOTION: SAMPLE: STUDENT 1: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 Similar observations were taken for 24 students. For the rest of the data refer to Appendix C. CHAPTER 4: DATA PROCESSING: ANALYSIS AND INTERPRETATION 4.1. CONSOLIDATED TABLE FOR MEAN OF TIME TAKEN FOR DETECTING COLOR FOR DIFFERENT ANGLE OF VISION: DEGREE OF ANGLE MEAN OF TIME TAKEN (s) 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 4.2: GRAPH: Time taken to detect change of color with a change in the angle of vision from normal to peripheral vision: 4.3: TABLE FOR ‘T VALUES: COMPARISON OF ANGLE OF VISION ‘T VALUE 0-30 3.03297366 0-60 5.63077084 0-90 7.79097281 30-60 2.37660374 30-90 4.42656957 60-90 2.03481172 0- -30 3.87845101 0- -60 6.7969464 0- -90 8.83125356 -30- -60 1.93449964 -30- -90 4.2830577 -60- -90 2.34660781 4.4: ANALYSIS AND INTERPRETATION OF ‘T VALUES: 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. Higher mean at 30 ° so color is detected better at 0 °. 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. Higher mean at 60 ° so color is detected better at 0 °. 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. Higher mean at 90 ° so color is detected better at 0 ° 30 °-60 ° Since the calculated t-value is smal ler 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 positive hypothesis. Higher mean at 60 ° so color is detected better at 30 ° 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 positive hypothesis. Higher mean at 90 ° so color is detected better at 30 ° 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. Higher mean at 90 ° so time taken at 60 ° is less than 90 ° 0 °- -30 ° Here we see that the calculated t-value is higher than the table t-value and therefore there is a differe nce in the time taken to detect color between the two angles. In this case we consider the positive hypothesis. Higher mean at 0 ° is less than at -30 °. 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 positive hypothesis. Higher mean at -60 ° so color is detected better at 0 ° 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 positive hypothesis. Higher mean at -90 ° so color is detected better at 0 ° -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. This shows there is not much difference between -60 ° and -30 ° -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. Higher mean at -90 ° so color is detected better at 30 ° -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. Higher mean at -90 ° so color is detected better at -60 4.5: CONSOLIDATED TABLE FOR MEAN OF TIME TAKEN TO DETECT MOTION: DEGREE OF ANGLE MEAN OF TIME TAKEN (s) 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 4.6: GRAPH: Time taken to detect change of motion with a change in the angle of vision from normal to peripheral vision: 4.7: TABLE FOR ‘T VALUES: COMPARISON OF ANGLE OF VISION ‘T VALUE 0  °- 30 ° 5.48291284 0 ° 60 ° 10.3056471 0-90 16.0152192 30-60 4.83165336 30-90 10.0865407 60-90 4.83298204 0- -30 5.14435626 0- -60 10.9143467 0- -90 16.9596161 -30- -60 6.19657248 -30- -90 12.5436607 -60- -90 25.611204 4.8: ANALYSIS AND INTERPRETATION OF ‘T VALUES: 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 positive hypothesis in this situation. Higher mean at 30 ° so there is a difference in the time taken between the two. 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. Higher mean at 60 ° so there is a difference in the time taken between the two. 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. Higher mean at 90 ° so there is a difference in the time taken between the two. 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. Higher mean at 60 ° so there is a difference in the time taken between the two. 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. Higher mean at 90 ° so there is a difference in the time taken between the two. 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 positive hypothesis. Higher mean at 90 ° so there is a difference in the time taken between the two. 0 °- -30 ° H ere 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 positive hypothesis. Higher mean at -30 ° so there is a difference in the time taken between the two. 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 positive hypothesis. Higher mean at -60 ° so there is a difference in the time taken between the two. 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. Higher mean at -90 ° so there is a difference in the time taken between the two. -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 positive hypothesis. Higher mean at -60 ° so there is a difference in the time taken between the two. -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. Higher mean at -90 ° so there is a difference in the time taken between the two. -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 positive hypothesis. Higher mean at -90 ° so there is a difference in the time taken between the two. 4.9: ‘T TABLE VALUE FOR COMPARISON OF TIME TAKEN FOR DETECTING COLOR AND MOTION: DEGREE T-VALUE 0 °- 0 ° 9.8011396 30 °- 30 ° 10.60658 60 °- 60 ° 10.960664 90 °- 90 ° 12.105927 -30 °- -30 ° 11.765113 -60 °- -60 ° 14.122822 -90 °- -90 ° 13.61975 4.10: GRAPH: Difference in time taken to detect change of color and motion with a change in the angle of vision from normal to peripheral vision: Untitled 4.11: ANALYSIS AND INTERPRETATION OF ‘T VALUES: COMPARISON OF MOTION AND COLOR AT DIFFERENT ANGLES OF VISION: 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. Higher mean for color, which shows that more time is taken to detect color than motion. 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 positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. 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 th ere is not much difference between observing color and motion at these two angles. Therefore here again we consider the positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. 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 positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. -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 positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. -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 positive hypothesis. Higher mean for color, which shows that more time is taken to detect color than motion. -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 positive hypothesis into consideration here. Higher mean for color, which shows that more time is taken to detect color than motion. 4.12: DISCUSSION: All the ‘t values calculated are higher than the table value due to which we can accept the positive hypothesis. This means that the change in angle of vision from straight to peripheral vision effects the time taken to detect color and motion. As the angle of vision increases from 0 to 90, the time taken for detecting motion and color increases. This shows that the detection of motion and color is faster at straight vision than peripheral vision. Detection of color is faster in straight vision than peripheral vision as the cones are concentrated in the central region of retina called the Yellow spot. The light from the object needs to stimulate the cones in the yellow spot for us to see different colors. If the light from the object falls anywhere else on the retina, due to the absence of cones, color detection is not possible. This matches with the result of the experiment that time taken for detection of color in straight vision is less than any other angle of vision. According to the findings of Benjamin Thompson, Bruce C. Hansen, Robert F. Hess and Nikolaus F. Troje of McGill Visio n Research, Department of Ophthalmology, McGill University, Montreal, Canada received on February 13, 2007 and published on July 25, 2007, peripheral vision is at least highly accurate in perceiving biological motion.[20] Detection of motion is faster in straight vision than peripheral vision but detection of motion is faster than detection of color in peripheral vision. Receptor cells on the retina are denser at the center and least dense at the edges. Rod cells that cannot detect color are concentrated near the periphery. Peripheral vision is better in the dark as cone cells are not active in little light or color. It is also superb at detecting motion. Peripheral vision detects more motion and less detail because its more important to detect motion than detail.[21] Rod cells (peripheral vision) are better at sensing objects in dim light than cone cells but are not sensitive to color. Rod cells are very sensitive to motion, and are responsible for the ability to detect things m oving toward you before focusing on them.[22] CHAPTER 5: CONCLUSION: Analysis of ‘t values shows that there is a difference in the time taken to detect motion and color at different angles of vision. When the angle changes from 0 to 90 the time taken to detect color and motion increases. This means that change from normal to peripheral vision leads to increase in time taken for detection of both color and motion. Comparison of ‘t values obtained for color and motion shows that the time taken for detecting color and motion shows that the time taken to detect color is more than the time taken to detect motion at all angles of vision. This means that humans are able to detect motion better than color at all angles of vision (from normal to peripheral). BIBLIOGRAPHY: https://www.aoa.org/x6024.xml https://users.rcn.com/jkimball.ma.ultranet/BiologyPages/V/Vision.html#Cone_Vision Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 467. https://www.cis.rit.edu/people/faculty/montag/vandplite/pages/chap_9/ch9p1.html Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 468. https://academia.hixie.ch/bath/eye/home.html https://www.healthyeyes.org.uk/index.php?id=74 https://www.lasereye.com/how-eye-works https://en.wikipedia.org/wiki/Ventral_stream https://en.wikipedia.org/wiki/Dorsal_stream https://en.wikipedia.org/wiki/Spectral_colours https://www.aoa.org/x6024.xml https://en.wikipedia.org/wiki/Peripheral_vision www.humanbenchmark.com/tests/reactiontime/index.php MICROSOFT EXCEL, 2007. https://stattrek.com/Lesson1/Formulas.aspx?Tutorial=Stat Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Sco tprint: 2007. p 7 https://www.eye-therapy.com/Peripheral-Vision/ https://www.thenakedscientists.com/forum/index.php?topic=24988.0;prev_next=next https://www.sciencebuddies.org/science-fair-projects/project_ideas/HumBio_p016.shtml https://www.exploratorium.edu/snacks/peripheral_vision/index.html Peripheral vision Good for biological motion, bad for signal noise segregation , by Thompson, Hansen, Hess, Troje.htm APPENDIX A: GRAPH TO CONVERT DISTANCE TO TIME: APPENDIX B: OBSERVATION FOR TIME TAKEN FOR DETECTING COLOR: SAMPLE: STUDENT 2: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/- 0.5) 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 SAMPLE: STUDENT 3: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 4: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 5: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 6: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 7: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 8: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 9: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 10: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 11: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 12: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 13: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 14: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 344 60 ° GREEN 272 30 ° GREEN 215.6 0 ° GREEN 215.2 -30 ° GREEN 232 -60 ° GREEN 311 -90 ° GREEN 398 SAMPLE: STUDENT 15: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 16: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDEsNT 17: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 18: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 19: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 20: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 21: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 22: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 472 60 ° GREEN 418.8 30 ° GREEN 392 0 ° GREEN 353.6 -30 ° GREEN 379.6 -60 ° GREEN 402 -90 ° GREEN 451 SAMPLE: STUDENT 23: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 90 ° GREEN 367 60 ° GREEN 351 30 ° GREEN 339.8 0 ° GREEN 316 -30 ° GREEN 333 -60 ° GREEN 375.6 -90 ° GREEN 391.8 SAMPLE: STUDENT 24: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 SAMPLE: STUDENT 25: DEGREE OF ANGLE COLOR TIME TAKEN TO CLICK (s) (+/-0.5) 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 APPENDIX C: OBSERVATION FOR TIME TAKEN FOR DETECTING MOTION: SAMPLE: STUDENT 2: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 3: DEGREE OF ANGLE MOTION (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 SAMPLE: STUDENT 4: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 5: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAM PLE: STUDENT 6: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 7: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 8: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 9: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 10: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 11: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 12: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 13: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 14: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 15: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 16: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 17: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 18: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 19: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 20: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 21: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 22: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 23: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 24: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 SAMPLE: STUDENT 25: DEGREE OF ANGLE MOTION (cm) TIME (s) (+/-0.5) 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 Notes: [2] https://www.aoa.org/x6024.xml [3] https://users.rcn.com/jkimball.ma.ultranet/BiologyPages/V/Vision.html#Cone_Vision [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] https://academia.hixie.ch/bath/eye/home.html [8] https://www.healthyeyes.org.uk/index.php?id=74 [9] https://www.lasereye.com/how-eye-works [10] https://www.colourtherapyhealing.com/colour/images/rods_cones.gif [11] https://en.wikipedia.org/wiki/Ventral_stream [12] https://en.wikipedia.org/wiki/Dorsal_stream [13] https://en.wikipedia.org/wiki/Spectral_colours [14] https://www.aoa.org/x6024.xml [15] https://en.wikipedia.org/wiki/Peripheral_vision [16] www.humanbenchmark.com/tests/reactiontime/index.php [17] MICROSOFT EXCEL, 2007. [18] https://stattrek.com/Lesson1/Formulas.aspx?Tutorial=Stat [19] Heinemann Baccalaureate. Higher Level Biology. Heinemann International. U.K. Scotprint: 2007. p 7 [20] Peripheral vision Good for biological motion, bad for signal noise segregation , by Thompson, Hansen, Hess, Troje.htm [21] https://www.thenakedscientists.com/forum/index.php?topic=24988.0;prev_next=next [22] https://www.sciencebuddies.org/science-fair-projects/project_ideas/HumBio_p016.shtml

The Landmark New Plan A Good Idea - 1539 Words

I. Introduction In this article, â€Å"Health Care Reform; Is the landmark new plan a good idea?†, written by Marcia Clemmitt, makes an appeal about the Health Care Reform Act, also known as the Affordable Care Act. She includes opinions from the critics, as well as supporters to help establish and give facts from both views to help citizens decide on the new act. Most of these critics and supporters decisions are politically based and not formed on personal issues (hopefully). The genre of this article gives off a professional tone to the reader. It was published by CQ Press, a Division of SAGE on June 11, 2010. The promising effects are detailed and explained, but the author does not establish a clear idea to let the reader know if she†¦show more content†¦Not only will this be discussed job based, but for my personal issues as well. Will this new law help in my future endeavors to receive health insurance at a low cost from my employer or will I decide to seek health insurance elsewhere within this new Affordable Care Act? II. Rhetorical Triangle Clemmit does not bash the critics that oppose the Affordable Care Act. Instead of bashing, she simply provides evidence and quotes from political leaders, national groups, and other important parties that this new act will effect in a good manner or a negative one. An example of this situation would be the quote included in her article from a critic that says, â€Å"Forcing employers to offer health insurance†¦will cost America jobs and revenue, and inhibit small businesses from growing,†, which came from a small-business lobbying group, National Federation of Independent Businesses (Clemmitt, 2010). Then she also includes a quote from president Obama which states, â€Å"Inability to find affordable health coverage under the current law is one of the major reasons why small businesses close their doors and corporations ship jobs overseas.† (Clemmitt, 2010) The interpretation of the Obama quote simply means that providing affordable health care coverage can secure the doubts of small business owners and help them at the same time by providing a lower and cheaper

The Secret of Success - 1246 Words

THE SECRET OF SUCCESS -Khupkhogin Khongsai INTRODUCTION Everyone wants to learn the secrets of being successful in life. There are many people who have achieved success in this world. Success doesn’t come to those who wait†¦.. And it doesn’t wait for anyone to come to it. Most successful men have not achieved their destination by having some new talent or opportunity presented to them. They have developed the opportunity that was at hand. The difference between failure and success is dong things nearly right and doing a thing exactly right. Nobody is born a success, they create it. Knowing the secrets of success and correctly implementing them will certainly help one to achieve success in life. WHAT IS†¦show more content†¦In the maintenance phase, you have to learn how to transform your desires and dreams into realities. Your have to find our what motivates you and this will be helpful to your to recover from the temporary lapses. PRINCIPLES OF SUCCESS There are distinctively principles of success that must be followed in order to achieve success. 1. Single mindedness: Single mindedness is all powerful. By setting priorities and concentrating single mindedly, you can accomplish anything in life. 2. Will-power: If you want to create anything it is not enough to imagine. You must use your will power. Using the will is simply a matter of focusing your intent. The more intent you are the more you will succeed. 3. Purpose: doing things on purpose. When you allow yourself to act accordingly to your intentions and do things on purpose, you will find yourself getting more and more of what exactly it is you want. Keep your primary focus in mind and not lose track o what you want. 4. Focus: The secret of success is focus. What you focus is what you get. The success of anything you do begins with focus. When you focus on the work at hand, you will start to thoughts about it that you can work on. If you want to achieve m aximum and fastest results, keep on focusing your goal. 5. Goal setting: Cleary determine what the goal is. Be specific. Once you have defined what it meant to achieve success for yourself, your nest step is to set goals that will leadShow MoreRelatedSecrets to Success741 Words   |  3 PagesSecrets to success It has been argued in different avenues that the meaning of success is relative. To some it means being rich, having a happy family, having a well paying job, owning a blue-chip company (The list is endless). The best meaning of Success that I have come across is that Success is the completion of anything intended. In other words success is finishing what you planned to do. From this, success doesn’t necessarily mean being number one; it means achieving your target within theRead MoreThe Secret Of A Success992 Words   |  4 PagesThe Secret to a Success The Zappos organization, in my book, is considered scarce in the aspect of customer service. There are little to no company that can even compare to its outstanding and distinguish customer service that they provide. I will be discussing several aspects of the Zappos organization in this paper. Initially, I have dealt with numerous online organizations including small and well established ones, but their customer service paled in comparison to Zappos. For instance, the wayRead MoreSecrets of Success629 Words   |  2 PagesAs Richard St. John (2005) points out, the secrets of success are remarkably simple. Common sense and old-fashioned wisdom embedded in concepts such as hard work and perseverance are better than any number of complex motivation seminars or expensive programs of self-improvement. This is as true for organizational culture as it is for individual motivation. An organization does not have to spend a lot of money on branded seminars or motivational speakers to encourage their employees to reach theirRead MoreWhat Is The Secret To Success?939 Words   |  4 PagesSuccess is everything. However you choose to define the word, there is no denying that is in great demand. If any of those dollar keychains sold at museums are to be believed, once you have success, almost everything else too – fame, wealth, even happiness – is yours. Yet despite all the hype this gateway to all things desirable remains elusive, and how to achieve it is still a mystery to most. However this ad for The Journal Collection of notebooks, which appeared in the Wall Street Journal, wouldRead MoreWho Is The Secret Of Success?1582 Words   |  7 PagesSecondly, Swami Sivananda once stated, â€Å"Put your heart, mind, and soul into even your smallest acts. This is the secret of success† (Swami 25 October, 2015). Provided that, one’s heart composes of two functions, in which one is to pump blood and the other one, is to embody one’s behaviour, emotions, feelings, and personality. Moreover, Andrew displays the capability of controlling his behaviour, emotions, and treats other people appropriately. Throughout the movie, Andrew was able to experience aRead MoreThe Secret Of My Success1710 Words   |  7 Pages Faith Integration James Tompkins, Alisa Ewald, Phoenix Peeler Liberty University  George Washington Carver was once quoted as saying: â€Å"The secret of my success? It is simple. It is found in the Bible.† This simple statement should encourage Christians to seek God’s guidance through the Bible in all aspects of their lives. This essay examines how biblical principles can be incorporated into the financial topic of return on investment. The three sections in this paper will help the ChristianRead MoreThe Secret to the Success of Amazon1488 Words   |  6 PagesThe secret to success of Amazon is they don’t think like a brick and mortar retail store. For example, placing low cost items near a checkout is proven increase sales. Yet distracting online customers during the checkout process increases process increase cart abandonment and decreases conversion (Severt, 2). It is also important not to have other distractions during the online checkout. At the normal store customers need something to keep them waiting in line. Online however, and r ecommendationsRead MoreThe Secrets Of Success Topic1173 Words   |  5 PagesSecrets of Success Topic: How to Make More Money By Bobby Wan | Submitted On January 09, 2008 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest Expert Author Bobby Wan In order to make more money, we need to first understandRead MoreThe Secret of Wal-Marts Success1044 Words   |  5 PagesThe world s largest retailer, Wal-Mart, is moving into Europe, and the UK is its second target after Germany. BBC News Online s Tim Weber looks at the secrets behind the company s success. The figures make the owners of corner shops and small retail chains shudder: Wal-Mart operates 3,601 stores, employs more than 910,000 people world-wide, sales amounted last year to $137.6bn ( £85.7bn) - equivalent to a tenth of Britain s total economic output. Patrick O Connell: The largest retailerRead MoreThe Secret of Starbucks’ Success in China1180 Words   |  5 PagesArticle Review and Analysis ----The Secret of Starbucks’ Success in China The current event article I found tells about the successful marketing strategies that the Starbucks Corporation takes to enter into the market of China, and simultaneously the problems and difficulties it has in the process of market expanding. The Starbucks Corporation is the global leader in specialty coffee consumption. Arising almost overnight from a market in Seattle, Washington, the company today provides quality premium

Hamlet Ophelia Madness Essay Example For Students

Hamlet Ophelia Madness Essay The NO, HE WAS SANE side:Hamlet tells Horatio that he is going to feign madness, and that if Horatio notices any strange behaviour from Hamlet, it is because he is putting on an act. Act i, Scene v, lines 166-180 Hamlets madness only manifests itself when he is in the presence of certain characters. When Hamlet is around Polonius, Claudius, Gertrude, Ophelia, Rosencrantz and Guildenstern, he behaves irrationally. When Hamlet is around Horatio, Bernardo, Francisco, The Players and the Gravediggers, he behaves rationally. Claudius confesses that Hamlets actions although strange, do not appear to stem from madness. Act III, Scene i, lines 165-167 Polonius admits that Hamlets actions and words have a method to them; there appears to be a reason behind them, they are logical in nature. Act II, Scene ii, lines 206-207 Hamlets madness in no way reflects Ophelias true madness, his actions contrast them. Hamlet tells his mother that he is not mad, but mad in craft. Act III, Scene iv, lines 188-199 Hamlet believes in his sanity at all times. He never doubts his control over psyche. Method in the Madness: Hamlets Sanity Supported Through His Relation to Ophelia and Edgars Relation to Lear In both Hamlet and King Lear, Shakespeare incorporates a theme of madness with two characters: one truly mad, and one only acting mad to serve a motive. The madness of Hamlet is frequently disputed. This paper argues that the contrapuntal character in each play, namely Ophelia in Hamlet and Edgar in King Lear, acts as a balancing argument to the other characters madness or sanity. King Lears more decisive distinction between Lears frailty of mind and Edgars contrived madness works to better define the relationship between Ophelias breakdown and Hamlets north-north-west brand of insanity. Both plays offer a character on each side of sanity, but in Hamlet the distinction is not as clear as it is in King Lear. Using the more explicit relationship in King Lear, one finds a better understanding of the relationship in Hamlet.While Shakespeare does not directly pit Ophelias insanity (or breakdown) against Hamlets madness, there is instead a clear definitiveness in Ophelias condition and lear uncertainty in Hamlets madness. Obviously, Hamlets character offers more evidence, while Ophelias breakdown is quick, but more conclusive in its precision.Shakespeare offers clear evidence pointing to Hamlets sanity beginning with the first scene of the play. Hamlet begins with guards whose main importance in the play is to give credibility tothe ghost. If Hamlet were to see his fathers ghost in private, the argument for his madness would greatly improve. Yet, not one, but three men together witness the ghost before even thinking to notify Hamlet. As Horatio says, being the only of the guards to play a significant role in the rest of the play, Before my God, I might notthis believe / Without the sensible and true avouch / Of mine own eyes. (I.i.56-8) Horatio, who appears frequently throughout the play, acts as an unquestionably sane alibi to Hamlet again when framing the King with his reaction to the play. That Hamlet speaks to the ghost alone detracts somewhat from its credibility, but all the men are witness to the ghost demanding they speak alone. Horatio offers an insightful warning:What if it tempts you toward the flood, my lord, Or to the dreadful summit of the cliff That beetles oer his base into the sea, And there assume some other horrible form Which might deprive your sovereignty of reason, And draw you into madness? Think of it. (I.iv.69-74). Horatios comment may be where Hamlet gets the idea to use a plea of insanity to work out his plan. The important fact is that the ghost does not change form, but rather remains as the King and speaks to Hamlet rationally. There is also good reason for the ghost not to want the guards to know what he tells Hamlet, as the play could not proceed as it does if the guards were to hear what Hamlet id. It is the ghost of Hamlets father who tells him, but howsomever thou pursues this act, / Taint not thy mind. .u0e893a5bc9636d15ab468e913528dcf1 , .u0e893a5bc9636d15ab468e913528dcf1 .postImageUrl , .u0e893a5bc9636d15ab468e913528dcf1 .centered-text-area { min-height: 80px; position: relative; } .u0e893a5bc9636d15ab468e913528dcf1 , .u0e893a5bc9636d15ab468e913528dcf1:hover , .u0e893a5bc9636d15ab468e913528dcf1:visited , .u0e893a5bc9636d15ab468e913528dcf1:active { border:0!important; } .u0e893a5bc9636d15ab468e913528dcf1 .clearfix:after { content: ""; display: table; clear: both; } .u0e893a5bc9636d15ab468e913528dcf1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0e893a5bc9636d15ab468e913528dcf1:active , .u0e893a5bc9636d15ab468e913528dcf1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0e893a5bc9636d15ab468e913528dcf1 .centered-text-area { width: 100%; position: relative ; } .u0e893a5bc9636d15ab468e913528dcf1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0e893a5bc9636d15ab468e913528dcf1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0e893a5bc9636d15ab468e913528dcf1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0e893a5bc9636d15ab468e913528dcf1:hover .ctaButton { background-color: #34495E!important; } .u0e893a5bc9636d15ab468e913528dcf1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0e893a5bc9636d15ab468e913528dcf1 .u0e893a5bc9636d15ab468e913528dcf1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0e893a5bc9636d15ab468e913528dcf1:after { content: ""; display: block; clear: both; } READ: Procrastination Essay (I.v.84-5) Later, when Hamlet sees the ghost