document_title: Response to intervention

question_text: a response to intervention (rti) program involves three tiers. during the first tier students

question_tokens: a response to intervention ( rti ) program involves three tiers . during the first tier students

text: Response to intervention

text: Description[edit]

text: RTI is originally a special education term that has broadened into general education framework that involves research-based instruction and interventions, regular monitoring of student progress, and the subsequent use of these data over time to make a variety of educational decisions, including, but not limited to SLD eligibility.[2][3][4] To facilitate this broadened conception of RTI, a shift to labeling this as one of the approaches of a Multi-Tier System of Supports (MTSS) occurring in schools and the professional literature.[5] Key to the RTI process is the application of scientifically based interventions that have been demonstrated to work in randomized controlled trials. A goal of the RTI process is to apply accountability to educational program by focusing on programs that work rather than programs that simply look, sound, or feel good.

text: RTI follows a number of core assumptions:[2]

text:
The educational system can effectively teach all children
Early intervention is critical to preventing problems from getting out of control
The implementation of a multi-tiered service delivery model is necessary
A problem solving model should be used to make decisions between tiers
Research based interventions should be implemented to the extent possible
Progress monitoring must be implemented to inform instruction
Data should drive decision making

tag: ol

text: A learning disability is defined as a neurological disorder that affects the brain's ability to receive, process, store, and respond to information. They are a group of disorders that can impact many areas of learning, including reading, writing, spelling, math, listening, and oral expression.[6]

text: In the process of identifying learning disabilities, RTI differs from the formerly standard "ability–achievement discrepancy" approach in that decisions are based on outcomes of targeted interventions rather than mathematical discrepancies between scores achieved on standardized assessments.

text: In the RTI process, service delivery is typically divided into three levels (tiers) of support, with the intensity of interventions increasing with each level.[3][7] Tier 1 is focused specifically within the core curriculum, with instruction and interventions targeting all students. Approximately 80% to 85% of the general student body should be able to meet grade level norms without additional assistance beyond the first tier. Students who consistently do not perform within the expected level of performance through Tier 1 instruction are then provided with additional supplementary interventions at Tier 2, which typically involves small group instruction. Approximately 3% to 6% of students will continue to have difficulties after Tier 2 interventions; these students will then receive Tier 3 intervention services, which is the most intense level of intervention (often one-on-one) provided in the regular education environment. As RTI is a regular education initiative, all three tiers of services are intended to be provided as supplements to, not replacements for, the regular education curriculum; there are some, however, who view Tier 3 as special education.[2][8]

text: School-wide screening[edit]

text: The first level of data collected in the RTI process comes from universal school-wide screenings. These screening assessments are typically given to all students within targeted grade levels, and cover basic academic subjects such as reading and mathematics. Most screening measures aim to be practical and efficient to administer, with the goal of identifying students who may require further assessments and interventions.

text: To evaluate student performance on the screening measures, scores are compared to specific criteria (criterion referenced) or to broad norms (norm referenced). When specific criteria are used, cut scores are established to evaluate students against a specific level of proficiency (e.g., achieving a score of 15 or above); in a normative comparison, students' scores are compared against those of a larger group (e.g., scoring above the 25th percentile compared to a national sample of 3rd grade students).

text: Screenings usually occur three times per year (fall, winter, and spring), and the data from these assessments help to guide instruction through the three tiers of the RTI process. This is important not only for identifying students who are having difficulties, but also for identifying possible areas of improvement in the general classroom instruction in the cases where too many students fall below expectations.[9] Because a single universal screening at the beginning of the year can over-identify students who require preventative intervention, the National Research Center on Learning Disabilities recommends that schools also integrate at least five weeks of weekly progress monitoring to identify students who require preventative intervention.[citation needed]

text: Teaching[edit]

text: Core curriculum in the classroom should be research-based and field tested. This means, based on evidence from congregating research, that the core curriculum contains all the fundamentals found necessary to efficiently teach reading and has a recognized record of achievement. Such curriculum is to be delivered by "highly qualified" teachers adequately trained to deliver the selected instruction as intended, that is, with fidelity to design.

text: Progress monitoring and tiered service delivery[edit]

text: Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum.

text: Curriculum-based measurement (CBM)[10] is often used to collect data on interventions and their effectiveness to determine what works best for an individual student. Additional methods are attempted until students "respond" to the intervention and improve their skills. Students that do not respond, or respond at significantly low rates, may be deemed to have biologically based learning disabilities, rather than simply learning difficulties.

text: Progress monitoring is the scientifically based practice of assessing students' academic performance on a regular basis for three purposes:

text:
To determine whether children are profiting appropriately from the instructional program, including the curriculum
To build more effective programs for the children who do not benefit
To estimate rates of student improvement

text: Three tiers of Scientifically Research-Based Interventions (SRBIs) of increasing intensity incorporate the key components of RTI and help ensure the academic growth and achievement of students.

text: Tier 1[edit]

text: The first tier states that all students receive core classroom instruction that is differentiated and utilizes strategies and materials that are scientifically research-based. Assessment in the classroom should be ongoing and effective in that it clearly identifies the strengths and weaknesses for each learner. Any necessary interventions at this level are within the framework of the general education classroom and can be in the form of differentiated instruction, small group review, or one-on-one remediation of a concept.

text: Progress monitoring in Tier 1 uses universal screening assessments to show individual student growth over time and to determine whether students are progressing as expected. In this process, data are collected, students are identified using benchmark scores, and measurable goals are set for the next data collection point for those who display difficulties. The team then follows a problem-solving process to determine interventions for at-risk students that will work within whole-class instructions. The classroom teacher implements the interventions, observations are conducted to ensure the fidelity of the classroom instruction, and the problem-solving team periodically reviews the progress of students.

text: Tier 2[edit]

text: In the second tier, supplemental interventions may occur within or outside of the general education classroom, and progress monitoring occurs at more frequent intervals. Core instruction is still delivered by the classroom teacher, but small groups of similar instructional levels may work together under a teacher's instruction and/or guidance. This type of targeted instruction is typically for 30 minutes per day, two to four days per week, for a minimum of nine weeks. This targeted instruction may occur in the general education setting or outside in a smaller group setting with a specialized teacher (such as a Literacy Support teacher for struggling readers).

text: In Tier 2, the main purpose of progress monitoring is to determine whether interventions are successful in helping students learn at an appropriate rate. Decision rules are created to determine when a student might no longer require extra interventions, when the interventions need to be changed, or when a student might be identified for special education.

text: Oral language abilities at the onset of reading intervention programs are an excellent predictor of final outcomes.[11] Both English as a first language and English-language learners demonstrate that the greater the oral language impairment, the greater the associated growth from RTI.[11] Phonics-based RTI programs are most effective prior to grade 1, however, after grade 1 comprehension and mixed RTI programs are associated with greater effect sizes.[12]

text: Tier 3[edit]

text: Tier three is for students who require more intense, explicit and individualized instruction and have not shown sufficient response to Tier 1 and Tier 2 interventions. This type of targeted instruction is delivered for a minimum of two 30-minute sessions every week for nine to twelve weeks. The interventions in this tier may be similar to those in Tier 2 except that they are intensified in focus, frequency, and duration. The instruction in Tier 3 is typically delivered outside of the general education classroom. Programs, strategies, and procedures are designed and employed to supplement, enhance, and support Tier 1 and Tier 2 instruction by remediation of the relevant area and development of compensatory strategies. If Tier 3 is not successful, a child is considered for the first time as potentially having a learning disability.

text: In some cases, Tier 3 is considered to be special education, with instruction being provided to individual students or small groups by special education teachers in place of general education instruction (rather than as a supplement). Initial goals are established through an individualized education program (IEP), which is guided by the results of a comprehensive evaluation, and ongoing progress monitoring helps to direct the teaching process. Special education instruction likely will be considerably longer than the 10 to 12 weeks of supplemental instruction delivered in Tier 2 and beyond. The frequency of special education instruction depends upon student need, and the criteria to exit special education are specified and monitored so that placement can be flexible.

text: RTI implementation[edit]

text: The number of schools implementing RTI continues to grow and 61% of schools surveyed in 2010 indicated that they had fully implemented or were in the process of implementing RTI.[13] However, most schools in the survey indicated that the continued to focus on reading interventions at the elementary school. RTI is primarily implemented by grade-level teams or professional learning communities as part of a school-wide problem-solving plan, and previous research found that implementing RTI resulted in several positive outcomes such as reductions in students referred to and placed into special education, more students passing state accountability tests, and increased academic skills among students at-risk for reading failure.[14]

text: Fidelity of implementation[edit]

text: In an RTI model, fidelity is important at both the school level (e.g., implementation of the process) and the teacher level (e.g., implementation of instruction). Although the concept of fidelity of implementation is supported by research and is generally viewed as common sense, there are practical challenges associated with achieving high levels of fidelity. Factors that can reduce fidelity when implementing instruction include:[15]

text:
Complexity of the interventions and the time required to implement them
Inaccessibility of required materials and resources
Low perceptions/expectations of effectiveness (teachers may not fully commit to an intervention if they believe that it will not be effective, or if it is inconsistent with their teaching style)
Low numbers, expertise, and motivation of those who deliver the interventions

text: Factors that can increase fidelity when implementing an RTI model include:[16]

text:
Well-functioning professional learning communities
Using a universal screener that is brief, aligned with the curriculum, result in reliable data, and is validated for screening decisions
Using a data-management system that is easily accessible by classroom teachers
Implementing interventions that address the skill deficit of students
Identifying and addressing class-wide needs
Establishing well-defined decision rules
Clear leadership from the building principal
Ongoing training and professional development
Key stakeholders working together in a flexible manner to improve student learning
Use of standard-protocol interventions for tier 2
Not making entitlement (i.e., special education disability identification) decisions until the RTI system is in place and well established.

text: Classification of RTI[edit]

text: RTI is a general education process that is used in schools to ensure students receive the supports they need to be successful and excel in school. In the educational literature, RTI is often referred to as a Standard Protocol Approach, as a Problem Solving Model.,[17] or as a hybrid of the two. However, some have challenged a dichotomous view of RTI because both models incorporate problem solving to identify the academic or social-emotional difficulty the student is having and both use a systematic, universal screening procedure during Tier 1 to determine which students are having difficulties meeting age or grade level benchmarks for a specific skill.[18] Typically, Curriculum Based Measurement (CBM) or other predictive data are used to flag the students who are not meeting expected levels of performance. In the problem-solving model approach, the teacher typically refers the student to a problem-solving team to ascertain the challenges a student is having within the classroom. Using information collected from the classroom teacher and others, observations, etc., the team determines what additional supports the student might need to address the learning gap. Standard-protocol approaches tend to rely more on grade-level teams and professional learning communities to make intervention decisions, but both approaches use a problem-solving procedure to make decisions, which makes the distinction somewhat meaningless. Many schools rely on grade-level teams to make intervention decision and use a standardized intervention for tier 2, but then rely on a problem-solving team to develop individualized interventions for tier 3.

text: When a student is identified as having difficulties in school, a team provides interventions of increasing intensity to help the child catch up with the rest of his or her peers. When students continue to struggle, even when appropriate evidence-based practices have been delivered with fidelity, students may be referred for a special education evaluation. Parents can request a special education evaluation at any time in this process, however. While the RTI process can be a way to ensure that each student is afforded the opportunity to learn, some opponents feel that it allows school districts to avoid or delay identifying students who need special education services. Proponents would point out that RTI is not the process of identifying students with a learning disability by starting tiered interventions when a disability is suspected, but is the process of examining data that already exist from implementing a tiered intervention model, which should expedite the identification process. The expected outcome of RTI is improved instruction that will result in improved outcomes for all students[19]

text: Support for RTI[edit]

text: There are at least four main reasons for implementing RTI: 1) to increase achievement for all students; 2) to reduce racial/ethnic disproportionate representation of minority students in special education; 3) to increase collaboration and integration of general and special education; 4) and to identify students with learning disabilities through a different lens than the IQ-achievement discrepancy model.[20] RTI proponents claim that when interventions work, fewer children, particularly minority children, are referred for special education, and that the RTI model acts as a safeguard, ensuring that a child is not given a label of a disability inappropriately. In addition, proponents state that RTI helps school districts by eliminating unnecessary referrals, which drain time and resources.[21] Critics express concern, however, that in attempting to eliminate unnecessary referrals, RTI may also delay or eliminate necessary referrals.

text: Proponents feel that response to intervention is the best opportunity for giving all students the additional time and support needed to learn at high levels,[22] and see great benefit in that it applies to the classroom teachers, paraeducators, counselors, and the administration. The RTI process can help identify students who are at-risk, guide adjustments to instruction, monitor student progress, and then make other recommendations as necessary. The objective is that with minor adjustments or simple interventions, students may respond and achieve at higher levels.

text: RTI is also very useful when working with students who have severe emotional problems. The structure and evaluation of RTI will help this particular group of students to be successful in the academic environment.[23]

text: Reading difficulties is one of the most common reasons students need intervention support. Reading goals can develop reading self-concept, which influence reading fluency skills and promotes the importance of goal setting in reading intervention programs.[24] It is imperative that students monitor these goals and celebrate their progress. Students involved in multiple-component reading intervention programs show significant improvement, and students in different socioeconomic, racial, and intellectual quotient groups make equivalent gains.[25]

text: Relationship between IDEA and RTI[edit]

text: The Individuals with Disabilities Education Act (IDEA) was revised and signed into law in 2004 and became effective in July 2006. According to the law, a specific learning disability is a disorder of one or more of the basic psychological processes that adversely affects academic achievement in one or more domains (e.g., reading, writing, math, language). There are three methods of SLD identification under IDEA, as defined in §300.8(c)(10) (OSERS Final Regulations-8/06):

text:
a discrepancy between "ability" and "achievement"
failure to respond to scientific research-based intervention
alternative research-based procedures for determining whether a child has a specific learning disability

text: (The "third method" is often considered a "processing strengths and weaknesses" model.)

text: The 2004 reauthorization of IDEA makes mention of RTI as a method of part of the process of identifying SLD:

text:
In diagnosing learning disabilities, schools are no longer required to use the discrepancy model. The act states that, "a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability[...]"
Response to intervention is specifically mentioned in the regulations in conjunction with the identification of a specific learning disability. IDEA 2004 states, "a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures."
Early Intervening Services (EIS) are prominently mentioned in IDEA for the first time. These services are directed at interventions for students prior to referral in an attempt to avoid inappropriate classification, which proponents claim an RTI model does. IDEA now authorizes the use of up to 15% of IDEA allocated funds for EIS.[26]

text: RTI was included in the regulations due to considerable concerns raised by both the House and Senate Committees regarding proponents of RTI claims about the use of IQ tests to identify learning disabled students. There was also recognition in these committees of a growing body of scientific research supporting methods of pre-referral interventions that resolved learning difficulties short of classification. However, the final regulations also allow a third method of SLD identification, often considered a processing strengths and weaknesses model.

text: The IDEA Committee Conference Report (CCR)[27] discusses the use of scientifically based early intervention programs, describes a model response-to-intervention program, and recommends the development of the most effective implementation of responsiveness to intervention models. The report describes such a model as an essential service for reducing the need to label children as disabled.

text: Evaluating SLD using RTI[edit]

text: First, it should be noted that whatever procedures are used to evaluate students as eligible for special education in the category of specific learning disabilities (SLD) must conform to the requirements of the IDEA regulations (2006), which indicate that a full and individual evaluation of a student suspected as having an SLD must address four qualifications. First, the evaluation must document that "...the child does not achieve adequately for the child's age or to meet State-approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child's age or state-approved grade-level standards: oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation, mathematics problem-solving" (§300.309[a][1]). Second, the evaluation must document that "...(t)he child does not make sufficient progress to meet age or State-approved grade-level standards in one or more of the areas identified ...when using a process based on the child's response to scientific, research-based intervention; or (t)he child exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments (§300.309[a][2). Third, the evaluation must establish that the child's academic deficiencies are not the results of "...visual, hearing, or motor disabilities; mental retardation; emotional disturbance; cultural factors; environmental or economic disadvantage; or Limited English proficiency" (§300.309[a][3]) or of a lack of instruction ((§300.309[a][4]). Notably, a child must demonstrate qualifications under all four of these criteria to be identified with an SLD.

text: Kovaleski, VanDerHeyden and Shapiro (2013)[28] used these IDEA regulations to operationalize how evaluation teams could utilize data collected during the provision of a multi-tier system of support in the evaluation process, particularly those data that inform the second SLD criterion of the child's failure to make sufficient progress in response scientific, research-based intervention (namely, RTI). Although evaluation teams may collect additional data after parents give permission for a full and individual evaluation, there should be ample data collected during three tiers of core instruction and robust intervention that can be analyzed to address all four of the SLD criteria.

text: In regard to the first SLD criterion, students undergoing multiple tiers of support have typically undergone multiple assessments of their academic skills, including annual state tests, universal screenings of all students that schools typically conduct three times per year, and academic assessments by specialists who deliver increasingly intense academic interventions. To qualify under this first criterion, the preponderance of these data should indicate a significant academic deficiency in at least one of the identified areas.

text: When using RTI as a component of eligibility decision-making, the school entity (school district, state) establishes a policy that identifies the option of using RTI to address the second SLD criterion (and opts not to select the option to use an assessment of the student's pattern of strengths and weaknesses). The determination that the student fails to make sufficient progress toward age or grade standards is based on an analysis of the progress-monitoring data that are collected during the provision of intensive intervention, typically at tiers 2 and 3 of a multi-tier system of support. These data consist of the results of short assessments of key academic indicators that are administered as often as once or twice weekly. These data are graphed and rates of improvement calculated so that school teams can determine whether their interventions are working. These data are then compared to the rates of improvement made by typically performing students to determine whether the interventions that are being implemented in general education are sufficient to allow the student to reach grade standards. If not, a need for special education is indicated, and the student meets the second qualification for SLD.

text: The process for ruling out other disabilities or conditions when using RTI is similar to that employed in other special education evaluations, and consists of procedures to ensure that sensory or intellectual disabilities or environmental disadvantage or cultural/linguistic differences are not the true cause of the student's assessed academic deficiencies. Establishing that the student's deficiencies are not the result of a lack of instruction, however, requires that the evaluation team document that the school has sufficiently provided good core instruction in the basic skills and robust interventions when students have failed to profit from typical instructional practices. The evaluation team must also show evidence that the school personnel conducted repeated assessments of the student's academic problems and communicated the results of those assessments to the student's parents. Schools that use a multi-tier system of support at a high degree of fidelity can typically readily rule out lack of instruction as a cause of the student's academic concerns. On the other hand, in enacting this provision, Congress was demonstrating a concern that students might be identified with a disability (SLD) when the actual cause of their academic failure was ineffective schooling. Identifying students with SLD in failing schools is arguably problematic.

text: Response to RTI[edit]

text: Criticisms point to delays in identifying students needing special education (which was also a concern in a 2010 OSERS Memorandum[29]), difficulties in accurately determining the presence of a learning disability,[30] and the amount of training needed by general education teachers. RTI can require additional work for teachers, and a potentially significant change in expectations represents a great source of resistance toward RTI.[31]

text: Another criticism of RTI is that while its core assumptions include "that the educational system can effectively teach all children," interpretations of the approach often do not account for gifted education. An inverted pyramid showing analogous increasing interventions for gifted children could be added to the model so that all children are addressed. A framework for such an approach has been developed by the Montana Office of Public Instruction.[32]

text: Concerns and criticisms of RTI for SLD classification[edit]

text: Criticisms of the RTI model first surfaced in 2004 when IDEA identified it as a viable method for use in SLD eligibility determination[33] Some feel that RTI is valuable for prevention, but see little empirical support for using RTI to determine learning disabilities, and have concern that it could be used to delay or deny services to children with learning disabilities.[34] Some also argue that there are many unanswered questions about RTI implementation, and that proponents have tended to gloss over or ignore criticisms of the RTI approach.[35] Several major research efforts have supported these contentions through findings suggesting that RTI does not produce reliable sets of responders and non-responders.[36][37][38] If RTI does not produce reliable sets of responders/nonresponders, it would be difficult to use this approach to determine learning disabilities.[39]

text: Technology application to RTI[edit]

text: Technology is becoming increasingly important in improving instructional practices and student achievement. Tools that educators can utilize within their classrooms include weblogs, wikis, RSS aggregators, social bookmarking, online photo galleries, audio/visual casting, Twitter, and social networking sites.[40] Many of these tools can be used for team-based learning and in facilitating students' use of higher forms of thinking such as analysis, evaluation, and synthesis.[40]

text: Properly integrated technology can increase student learning in areas such as motivation, collaborative learning, critical thinking, and problem solving.[41] Some techniques that have been found to work in education include: identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; assigning homework and practice; utilizing graphic representations of concepts; cooperative learning; providing objectives and feedback; generating and testing hypotheses; providing cues and questions; and using advanced organizers.[42] Technology-rich environments can also be effective for at-risk students, and can motivate students to stay in school and hopefully lessen the achievement gap.[43]

text: Computer Assisted Instruction (CAI), has been studied for its effects on lower achieving students. The effectiveness has been attributed to it being non-judgmental and motivational, while giving immediate and frequent feedback, individualizing learning to meet the students' needs, allowing for more student autonomy, and providing multi-sensory components (Barley et al., 2002, p. 97).[44] A review of 17 different studies found that CAI positively affected scores in mathematics and literacy for all grade levels and significantly improving scores for students labeled "at-risk" (Barley et al., 2002, p. 105).[44]

text: Technology can also effectively help teach basic literacy skills such as phonemic awareness, alphabetic principle, word recognition, alliteration, and comprehension. Today the use of specialized educational software applications can help support and enhance students' literacy skills. Presentation software such as PowerPoint can be used to enhance young children learning experience. The use of pictures, colors, sounds, animation, slide designs, or slide transitions can be easily implemented into a literacy lesson, and such software has been used, for example, to help students with autism learn and respond to activity schedules.[45]

text: For young learners, the use of animation directs their attention to important features and prompts them to help ensure correct responses. Teachers can create literacy lessons with attention-grabbing elements such as moving graphic images. For example, a teacher might focus on the initial /d/ sound in the word "dog" as an instructional goal; a presentation slide for this would show a picture of a dog, and the teacher would select three possible letters to represent the initial sound in dog, such as /b/, /c/, and /d/. After showing the picture of the dog, and then displaying each of the three letter choices one-by-one, the teacher would ask the student what letter he or she thinks "dog" starts with.[46] Other types of presentation software for literacy instruction, such as Photo Story, can allow teachers to add a variety of special effects, soundtracks, captions, and their own voice narration to the photo stories.


document_title: Heart (symbol)

question_text: when did the heart become associated with love

root

text: Heart (symbol)

text: History[edit]

text: Origins of symbol[edit]

text: Greek. In the 6th-5th century BC, the heart shape was used to represent the heart-shaped fruit of the plant Silphium,[1] a plant possibly used as a contraceptive [2] Many species in the parsley family have estrogenic properties, and some, such as wild carrot, were used to induce abortion.[3] Silver coins from Cyrene of the 6–5th BC bear a similar design, sometimes accompanied by a silphium plant and is understood to represent its seed or fruit.[4]

tag: p

text: Earliest use[edit]

text: The combination of the heart shape and its use within the heart metaphor developed at the end of the Middle Ages, although the shape has been used in many ancient epigraphy monuments and texts.  With possible early examples or direct predecessors in the 13th to 14th century, the familiar symbol of the heart representing love developed in the 15th century, and became popular in Europe during the 16th.[5]  Before the 14th century, the heart shape was not associated with the meaning of the heart metaphor. The geometric shape itself is found in much earlier sources, but in such instances does not depict a heart, but typically foliage: in examples from antiquity fig leaves, and in medieval iconography and heraldry typically the leaves of ivy and of the water-lily. One possible early use in the 11th century could be found in the manuscript, Al-Maqamat written by Al Hariri of Basra. The manuscript includes an illustration of a farewell greeting between two men while astride their camels, with the heart shape seen prominently over their heads.[6]

text: The first known depiction of a heart as a symbol of romantic love dates to the 1250s. It occurs in a miniature decorating a capital 'S' in a manuscript of the French Roman de la poire (National Library FR MS. 2086, plate 12). In the miniature a kneeling lover (or more precisely, an allegory of the lover's "sweet gaze" or douz regart) offers his heart to a damsel.  The heart here resembles a pine cone (held "upside down", the point facing upward), in accord with medieval anatomical descriptions. However, in this miniature what suggests a heart shape is only the result of a lover's finger superimposed on an object; the full shape outline of the object is partly hidden, and therefore unknown. Moreover, the French title of the manuscript that features the miniature translates into "Novel Of The Pear" in English. Thus the heart shaped object would be a pear; the conclusion that a pear represents a heart is dubious. Opinions therefore differ over this being the first depiction of a heart as symbol of romantic love.[7] Giotto in his 1305 painting in the Scrovegni Chapel (Padua) shows an allegory of charity (caritas) handing her heart to Jesus Christ. This heart is also depicted in the pine cone shape based on anatomical descriptions of the day (still held "upside down"). Giotto's painting exerted considerable influence on later painters, and the motive of Caritas offering a heart is shown by Taddeo Gaddi in Santa Croce, by Andrea Pisano on the bronze door of the south porch of the Baptisterium in Florence (c. 1337), by Ambrogio Lorenzetti in the Palazzo Publico in Siena (c. 1340) and by Andrea da Firenze in Santa Maria Novella in Florence (c. 1365). The convention of showing the heart point upward switches in the late 14th century and becomes rare in the first half of the 15th century.[7]

text: The "scalloped" shape of the now-familiar heart symbol, with a dent in its base, arises in the early 14th century, at first only lightly dented, as in the miniatures in Francesco Barberino's Documenti d'amore (before 1320). A slightly later example with a more pronounced dent is found in a manuscript from the Cistercian monastery in Brussels (MS 4459–70, fol 192v. Royal Library of Belgium). The convention of showing a dent at the base of the heart thus spread at about the same time as the convention of showing the heart with its point downward.[8] The modern indented red heart has been used on playing cards since the late 15th century.[9]

text: Various hypotheses attempted to connect the "heart shape" as it evolved in the Late Middle Ages with instances of the geometric shape in antiquity.[10] Such theories are modern, proposed from the 1960s onward, and they remain speculative, as no continuity between the supposed ancient predecessors and the late medieval tradition can be shown.  Specific suggestions include: the shape of the seed of the silphium plant, used in ancient times as an herbal contraceptive,[10][11] and stylized depictions of features of the human female body, such as the female's breasts, buttocks, pubic mound, or spread vulva.[12]

text: Renaissance and early modern[edit]

text: Heart shapes can be seen on the Bible Jesus holds in the Empress Zoë mosaic in the Hagia Sophia in Istanbul, but a reference to the organ was probably not intended.  It probably dates from 1239.

text: Likewise, heart shapes can be seen on various stucco reliefs and wall panels excavated from the ruins of Ctesiphon, the Persian capital (circa 90 BC – 637 AD).[13][14][15]

text: The Luther rose was the seal that was designed for Martin Luther at the behest of Prince John Frederick, in 1530, while Luther was staying at the Coburg Fortress during the Diet of Augsburg. Luther wrote an explanation of the symbol to Lazarus Spengler: "a black cross in a heart, which retains its natural color, so that I myself would be reminded that faith in the Crucified saves us. 'For one who believes from the heart will be justified' (Romans 10:10)."[16]

text: The aorta remains visible, as a protrusion at the top centered between the two "chambers" indicated in the symbol, in some depictions of the Sacred Heart well into the 18th century, and is partly still shown today (although mostly obscured by elements such as a crown, flames, rays, or a cross) but the "hearts" suit did not have this element since the 15th century.

text: The heart symbol reached Japan with the Nanban trade of 1543 to 1614, as evidenced by an Edo period Samurai helmet (dated c. 1630), which includes both the rounded and indented forms of the heart symbol, representing the heart of Marishiten, goddess of archers.[17]

text:
The chanson Belle, Bonne, Sage by Baude Cordier, written in the shape of a heart, in the Chantilly Codex. This is one of two dedicatory pieces placed at the beginning of the older (late 14th century) corpus, probably to replace the original first fascicle, which is missing.

Early depiction of the Heart of Jesus in the context of the Five Wounds (the wounded heart here depicting Christ's wound inflicted by the Lance of Longinus) in a 15th-century manuscript (Cologne Mn Kn 28-1181 fol. 116)

1486 depiction of the Five Wounds

Miniature from the Petit Livre d'Amour (c. 1500), showing the author Pierre Sala (fr) depositing his heart in a marguerite flower (symbolizing his mistress, who was called Marguerite). Also worth mentioning is the miniature on fol. 13r, showing two women catching winged hearts in a net.

The Luther rose, 1706 print after the 1530 design.

Hearts suit in a 1540s German deck of playing cards

The Danish "Heart Book", a heart-shaped manuscript of love ballads from the 1550s.

Augustine of Hippo holding a heart in his hand which is set alight by a ray emanating from divine Truth (Veritas), painting by Philippe de Champaigne, ca. 1650.

Allegorical painting of the Sacred Heart of Jesus. The central heart radiates hearts gathered up by Putti. By Robert la Longe, ca. 1705.

Leaden heart of Raesfeld chapel (funerary casket containing the heart of Christoph Otto von Velen, d. 1733)

18th-century depiction of the Sacred Heart from the vision of Marguerite Marie Alacoque (d. 1690). The heart is both "heart shaped" and drawn anatomically correct, with both the aorta and the pulmonary artery  visible, with the crucifix placed inside the aorta.

Another anatomically correct Sacred Heart, painted in c. 1770 by José de Páez.

tag: ul

text: Modern[edit]

text: Since the 19th century, the symbol has often been used on Valentine's Day cards, candy boxes, and similar popular culture artifacts as a symbol of romantic love.

text: The use of the heart symbol as a logograph for the English verb "to love" derives from the use in "I ♥ NY," introduced in 1977.[18]

text: Heart symbols were used to symbolize "health" or "lives" in video games; influentially so in The Legend of Zelda (1986). Super Mario Bros. 2 (1987, 1988) had a "life bar" composed of hexagons, but in 1990s remakes of these games, the hexagons were replaced by heart shapes. Since the 1990s, the heart symbol has also been used as an ideogram indicating health outside of the video gaming context, e.g. its use by restaurants to indicate heart-healthy nutrient content claim (e.g. "low in cholesterol"). A copyrighted "heart-check" symbol to indicate heart-healthy food was introduced by the American Heart Association in 1995.[19]

text:
A heart-shaped "Map of Woman's Heart" (1830s)

Two burning hearts, coloured pink, illustration on a Victorian-era Valentine's Day card.

A "Vinegar Valentine" card from the 1870s, with a red heart symbol pierced by six arrows.

The traditional "heart shape" appears on a 1910 Valentine's Day card.

Sheet music cover of "Look in His Eyes", from the musical Have a Heart (1913).

Wedding ring of groom and a bride with shadow in form of heart - symbolic sense of love

text: Heraldry[edit]

text: The earliest heart-shaped charges in heraldry appear in the 12th century; the hearts in the coat of arms of Denmark go back to the royal banner of the kings of Denmark, in turn based on a seal used as early as the 1190s. However, while the charges are clearly heart-shaped, they did not in origin depict hearts, or symbolize any idea related to love. Instead they are assumed to have depicted the leaves of the water-lily. Early heraldic heart-shaped charges depicting the leaves of water-lilies are found in various other designs related to territories close to rivers or a coastline (e.g. Flags of Frisia).

text: Inverted heart symbols have been used in heraldry as stylized testicles (coglioni in Italian) as in the canting arms of the Colleoni family of Milan.[21]

text: A seal attributed to William, Lord of Douglas (of 1333) shows a heart shape, identified as the heart of Robert the Bruce. The authenticity of this seal is "very questionable",[22] i.e. it could possibly date to the late 14th or even the 15th century.[23]

text: Heraldic charges actually representing hearts became more common in the early modern period, with the Sacred Heart depicted in ecclesiastical heraldry, and hearts representing love appearing in bourgeois coats of arms. Hearts also later became popular elements in municipal coats of arms.

text: Botanical symbolism[edit]

text: There has been some conjecture regarding the link between the traditional heart symbol and images of the fruit of Silphium, a (probably) extinct plant known to classical antiquity and belonging to the genus Ferula, used as a condiment and medicine, (the medicinal properties including contraceptive and abortifacient activity, linking the plant to sexuality and love).[24] Silver coins from the ancient Libya of the 6th - 5th BC bear images strongly reminiscent of the heart symbol, sometimes accompanied by images of the Silphium plant.[25][26] The related Ferula species Asafoetida - which was actually used as an inferior substitute for Silphium - is regarded as an aphrodisiac in Tibet and India, suggesting yet a third amatory association relating to Silphium.[27]

text:
Ancient silver coin from Cyrene, Libya depicting the heart-shaped 'seed' (actually fruit) of Silphium.

Example of a heart-shaped mericarp fruit in a plant (Heracleum sphondylium) belonging, like the unidentified Silphium, to the Parsley family, Apiaceae.

Ferula assa-foetida a species of Giant Fennel belonging to the same genus as the ancient Silphium and regarded as having similar properties, while being an inferior substitute for the plant.

Ferula tingitana : a possible identity for Silphium.

text: Encoding[edit]

text: This section contains special characters. Without proper rendering support, you may see question marks, boxes, or other symbols.

tag: table

text: A common emoticon for the heart is <3. In Unicode several heart symbols are available:

text:
Glyph

Description

HTML code

Alt codes

♡

U+2661 WHITE HEART SUIT

♡ or ♡

♥

U+2665 BLACK HEART SUIT

♥ or ♥ or ♥

Alt + 3

❤

U+2764 HEAVY BLACK HEART

❤ or ❤

❥

U+2765 ROTATED HEAVY BLACK HEART BULLET

❥ or ❥

❣

U+2763 HEAVY HEART EXCLAMATION MARK ORNAMENT

❣ or ❣

text: And from the Miscellaneous Symbols and Pictographs range associated with emoji:

text:
Glyph

Description

HTML code

🎔

U+1F394 HEART WITH TIP ON THE LEFT

🎔

💑

U+1F491 COUPLE WITH HEART

💑

💓

U+1F493 BEATING HEART

💓

💔

U+1F494 BROKEN HEART

💔

💕

U+1F495 TWO HEARTS

💕

💖

U+1F496 SPARKLING HEART

💖

💗

U+1F497 GROWING HEART

💗

💘

U+1F498 HEART WITH ARROW

💘

💙

U+1F499 BLUE HEART

💙

💚

U+1F49A GREEN HEART

💚

💛

U+1F49B YELLOW HEART

💛

💜

U+1F49C PURPLE HEART

💜

💝

U+1F49D HEART WITH RIBBON

💝

💞

U+1F49E REVOLVING HEARTS

💞

💟

U+1F49F HEART DECORATION

💟

text: In Code page 437, the original character set of the IBM PC, the value of 3 (hexadecimal 03) represents the heart symbol. This value is shared with the non-printing ETX control character, which overrides the glyph in many contexts.

text: The Unicode character of the letter ghan of the Georgian alphabet (ღ) has seen some use as a surrogate heart symbol in online communication.[according to whom?][year needed]

text: Parametrisation[edit]

text:
A number of parametrisations of approximately heart-shaped curves have been described.
The best-known of these is the cardioid, which is an epicycloid with one cusp;[28] though as the cardioid lacks the point, it may be seen as a stylized water-lily leaf, a so-called seeblatt, rather than a heart. Other curves, such as the implicit curve (x2+y2−1)3−x2y3=0, may produce better approximations of the heart shape.[29]

text:
heart curve on ti-89 graphics calculator

parametric equation of heart curve on ti-89 graphics calculator


document_title: Orange Is the New Black

question_text: where does orange is the new black film

question_tokens: where does orange is the new black film

text: Orange Is the New Black

text: Plot[edit]

text:
Season
Episodes
Originally released

1
13
July 11, 2013 (2013-07-11)

2
13
June 6, 2014 (2014-06-06)

3
13
June 11, 2015 (2015-06-11)

4
13
June 17, 2016 (2016-06-17)

5
13
June 9, 2017 (2017-06-09)

text: The series revolves around Piper Chapman (Taylor Schilling), a woman in her 30s living in New York City who is sentenced to 15 months in Litchfield Penitentiary, a minimum-security women's federal prison (initially operated by the "Federal Department of Corrections," a fictional version of the Federal Bureau of Prisons, and later acquired by Management & Correction Corporation (MCC), a private prison company) in upstate New York. Piper had been convicted of transporting a suitcase full of drug money for her girlfriend Alex Vause (Laura Prepon), an international drug smuggler. The offense had occurred 10 years prior to the start of the series and in that time Piper had moved on to a quiet, law-abiding life among New York's upper middle class. Her sudden and unexpected indictment severely disrupted her relationships with her fiancé, family and friends.

text: In prison, Piper is reunited with Alex (who named Piper in her trial, resulting in Piper's arrest) and they re-examine their relationship. Simultaneously, Piper must learn how to survive in prison and how to overcome its numerous, inherent struggles. Episodes often feature flashbacks of significant events from various inmates' and prison guards' pasts. These flashbacks typically explain how the inmate came to be in prison or develop the character's backstory.

text: The show pays close attention to how corruption, drug smuggling, funding cuts, overcrowding and guard brutality affect the prisoners' health and well-being and the prison's basic ability to fulfil its fundamental responsibilities and ethical obligations as a federal corrections institution. One of the show's key conflicts involves the prison Director of Human Activities, Joe Caputo, whose efforts and aims as a warden constantly conflict with the business interests of MCC, which acquired the facility when it was about to be shut down.

text: Cast and characters[edit]

text: Main cast[edit]

text:
Taylor Schilling as Piper Chapman, inmate
Laura Prepon as Alex Vause, inmate
Michael Harney as Sam Healy, correctional officer[a]
Michelle Hurst as Miss Claudette Pelage, inmate (season 1)
Kate Mulgrew as Galina "Red" Reznikov, inmate
Jason Biggs as Larry Bloom, Piper's fiancé (season 1–2, guest season 5)
Uzo Aduba as Suzanne "Crazy Eyes" Warren, inmate
Danielle Brooks as Tasha "Taystee" Jefferson, inmate
Natasha Lyonne as Nicky Nichols, inmate
Taryn Manning as Tiffany "Pennsatucky" Doggett, inmate
Selenis Leyva as Gloria Mendoza, inmate
Adrienne C. Moore as Cindy "Black Cindy" Hayes, inmate
Dascha Polanco as Dayanara "Daya" Diaz, inmate
Nick Sandow as Joe Caputo, Director of Human Activities, later Warden
Yael Stone as Lorna Morello, inmate
Samira Wiley as Poussey Washington, inmate (seasons 1–4, guest season 5)
Jackie Cruz as Marisol "Flaca" Gonzales, inmate
Lea DeLaria as Carrie "Big Boo" Black, inmate
Elizabeth Rodriguez as Aleida Diaz, former inmate
Jessica Pimentel as Maria Ruiz, inmate

text: Recurring cast[edit]

text: Inmates[edit]

text:
Laverne Cox as Sophia Burset
Annie Golden as Norma Romano
Laura Gómez as Blanca Flores
Diane Guerrero as Maritza Ramos
Vicky Jeudy as Janae Watson
Julie Lake as Angie Rice
Emma Myles as Leanne Taylor
Abigail Savage as Gina Murphy
Constance Shulman as Erica "Yoga" Jones
Lori Tan Chinn as Mei Chang
Tamara Torres as Gerrman "Weeping Woman"
Lin Tucci as Anita DeMarco
Beth Fowler as Sister Jane Ingalls (seasons 1-4)
Barbara Rosenblat as Rosa "Miss Rosa" Cisneros (seasons 1–2, guest season 3)
Madeline Brewer as Tricia Miller (season 1)
Kimiko Glenn as Brook Soso (season 2–present)
Dale Soules as Frieda Berlin (season 2–present)
Lori Petty as Lolly Whitehill (seasons 2–4)
Lorraine Toussaint as Yvonne "Vee" Parker (season 2)
Emily Althaus as Maureen Kukudio (season 3–present)
Blair Brown as Judy King (season 3–present)
Ruby Rose as Stella Carlin (seasons 3–4)
Rosal Colon as Carmen "Ouija" Aziza (season 4–present)
Francesca Curran as Helen Van Maele (season 4–present)
Daniella De Jesus as "Zirconia" Cabrera (season 4–present)
Asia Kate Dillon as Brandy Epps (season 4–present)
Shannon Esper as Alana Dwight (season 4–present)
Arianda Fernandez as Michelle Carreras (season 4–present)
Kelly Karbacz as Kasey Sankey (season 4–present)
Miriam Morales as Ramona "Pidge" Contreras (season 4–present)
Jolene Purdy as Stephanie Hapakuka (season 4–present)
Amanda Stephen as Alison Abdullah (season 4–present)

text: Staff

text:
Catherine Curtin as Wanda Bell
Joel Marsh Garland as Scott O'Neill
Matt Peters as Joel Luschek
Alysia Reiner as Natalie "Fig" Figueroa
Brendan Burke as Wade Donaldson (seasons 1-4)
Lolita Foster as Eliqua Maxwell (seasons 1–3)
Germar Terrell Gardner as Charles Ford (seasons 1–3)
Matt McGorry as John Bennett (seasons 1–3)
Pablo Schreiber as George "Pornstache" Mendez (seasons 1–3, guest season 5)
Lauren Lapkus as Susan Fischer (seasons 1–2)
Alan Aisenberg as Baxter "Gerber" Bayley (season 3–present)
Beth Dover as Linda Ferguson / "Amelia Von Barlow" (season 3–present)
Jimmy Gary Jr. as Felix Rikerson (season 3–present)
James McMenamin as Charlie "Donuts" Coates (season 3–present)
Mike Birbiglia as Danny Pearson (seasons 3-4)
Marsha Stephanie Blake as Berdie Rogers (season 3)
Nick Dillenburg as Ryder Blake (season 4–present)
Evan Arthur Hall as Stratman (season 4–present)
Mike Houston as Lee Dixon (season 4–present)
Brad William Henke as Desi Piscatella (seasons 4–5)
John Palladino as Josh (season 4–present)
Emily Tarver as Artesian McCullough (season 4–present)
Michael Torpey as Thomas "Humps" Humphrey (seasons 4–5)

text: Others

text:
Michael Chernus as Cal Chapman (seasons 1–4)
Tanya Wright as Crystal Burset (seasons 1–4)
Tracee Chimo as Neri Feldman (seasons 1–3)
Berto Colon as Cesar (seasons 1–3, 5)
Deborah Rush as Carol Chapman (seasons 1–3, 5)
Maria Dizzia as Polly Harper (seasons 1–2)
Ian Paola as Yadriel (season 2–present)
John Magaro as Vince Muccio (season 3–present)
Mary Steenburgen as Delia Powell-Mendez (season 3, guest season 5)

text: Production[edit]

text: Show creator Jenji Kohan read Piper Kerman's memoir after a friend sent it to her. She then set up a meeting with Kerman to pitch her on a TV adaptation, which she notes she "screwed up" as she spent most of the time asking Kerman about her experiences she described in the book rather than selling her on the show. This appealed to Kerman as it let her know that she was a fan and she signed off on the adaptation.[9] Kohan would later go on to describe the main character, Piper Chapman, as a "trojan horse" for the series, allowing it to focus on characters whose demographics would not normally be represented on TV.[10]

text: In July 2011, it was revealed that Netflix was in negotiations with Lionsgate for a 13-episode TV adaptation of Kerman's memoirs with Kohan as creator.[11] In November 2011, negotiations were finalized and the series had been greenlit.[12] Casting announcements began in August 2012 with Taylor Schilling, the first to be cast, in the lead role as Piper Chapman,[13] followed by Jason Biggs as Piper's fiancé Larry Bloom.[14]

text: Laura Prepon and Yael Stone were next to join the series.[2] Abigail Savage, who plays Gina, and Alysia Reiner, who plays Fig, had auditioned for role of Alex Vause.[9][15] Prepon initially auditioned for Piper Chapman,[16] however Kohan felt she would not worry about her [in prison], noting a "toughness and a presence to her that wasn’t right for the character." Kohan instead gave her the role of Alex.[9] Stone had originally auditioned for the role of Nicky Nichols, but she was not considered "tough enough" for the character;[17] she was asked to audition for Lorna Morello instead.[18] Likability was important for Morello, whom casting director Jen Euston deemed "a very helpful, nice, sweet Italian girl."[18] Laverne Cox, a black transgender woman, was cast as Sophia Burset, a transgender character. The Advocate touted Orange Is the New Black as possibly the first women-in-prison narrative to cast a transgender woman for this type of role.[19] Natasha Lyonne was to audition for Alex, but was asked to read for the character Nicky Nichols; "[Kohan knew] she could do Nicky with her eyes closed. She was perfect," said Euston.[18] Uzo Aduba read for the part of Janae Watson but was offered the character Suzanne "Crazy Eyes" Warren.[18][20] Taryn Manning was offered the role of Tiffany "Pennsatucky" Doggett.[18] This American Life host Ira Glass was offered a role as a public radio host, but he declined. The role instead went to Robert Stanton, who plays the fictional host Maury Kind.[21]

text: The series is set in a fictional prison in Litchfield, New York, which is a real town in upstate New York, but it does not have a federal penitentiary.[22] The series began filming in the old Rockland Children's Psychiatric Center in Rockland County, New York, on March 7, 2013.[23] The title sequence features photos of real former female prisoners including Kerman herself.[24]

text: On June 27, 2013, prior to the series premiere, Netflix renewed the show for a second season consisting of 13 episodes.[25] For the second season, Uzo Aduba, Taryn Manning, Danielle Brooks, and Natasha Lyonne were promoted to series regulars.[26] Laura Prepon did not return as a series regular for a second season because of scheduling conflicts, but returned for season 3 as a regular.[27] On May 5, 2014, the series was renewed for a third season, as revealed by actress Laura Prepon.[28] For the third season, several actors were promoted to series regulars, including Selenis Leyva, Adrienne C. Moore, Dascha Polanco, Nick Sandow, Yael Stone, and Samira Wiley.[29] Both Jason Biggs and Pablo Schreiber were confirmed as not returning for the third season, but Schreiber appeared in the 10th episode of the third season.[30][31][32] The series was renewed for a fourth season on April 15, 2015, prior to its third-season premiere.[33][34] For the fourth season, Jackie Cruz and Lea DeLaria were promoted to series regulars; with Elizabeth Rodriguez also being promoted by the season's sixth episode.[35] On February 5, 2016, the series was renewed for a fifth, sixth and seventh season.[4]

text: Reception[edit]

text: Critical response[edit]

text:
Season
Critical response

Rotten Tomatoes
Metacritic

1
93% (40 reviews)
79 (32 reviews)

2
98% (42 reviews)
89 (31 reviews)

3
96% (24 reviews)
83 (53 reviews)

4
95% (39 reviews)
86 (19 reviews)

5
74% (35 reviews)
67 (20 reviews)

text: Orange Is the New Black has received critical acclaim, particularly praised for humanizing prisoners[36][37] and for its depiction of race, sexuality, gender and body types.[38]

text: The first season received positive reviews from critics, review aggregator Metacritic gave it a weighted average score of 79 out of 100 based on reviews from 32 critics, indicating favorable reviews.[39] On Rotten Tomatoes, season one has a 93% approval rating based on 40 reviews, with an average rating of 8.2 out of 10 . The site's critical consensus is "Orange Is the New Black is a sharp mix of black humor and dramatic heft, with interesting characters and an intriguing flashback structure."[40]

text: Hank Stuever, television critic for The Washington Post, gave Orange Is the New Black a perfect score. In his review of the series, he stated: "In Jenji Kohan's magnificent and thoroughly engrossing new series, Orange Is the New Black, prison is still the pits. But it is also filled with the entire range of human emotion and stories, all of which are brought vividly to life in a world where a stick of gum could ignite either a romance or a death threat."[41] Maureen Ryan, of The Huffington Post, wrote: "Orange is one of the best new programs of the year, and the six episodes I've seen have left me hungry to see more."[42]

text: The second season also received critical acclaim. Rotten Tomatoes gave a rating of 98%, with an average rating of 9.1 out of 10 based on 42 reviews. The site's critical consensus reads: "With a talented ensemble cast bringing life to a fresh round of serial drama, Orange Is the New Black's sophomore season lives up to its predecessor's standard for female-led television excellence.[43] Metacritic gave the second season a score of 89 out of 100 based on 31 critics, indicating "universal acclaim."[44] David Wiegland of the San Francisco Chronicle gave the season a positive review, calling the first six episodes "not only as great as the first season, but arguably better."[45]

text: The third season received critical acclaim. On Metacritic, it has a score of 83 out of 100 based on 24 reviews.[46] On Rotten Tomatoes, it has a 96% rating with an average score of 8.2 out of 10 based on 53 reviews. The site's critical consensus reads: "Thanks to its blend of potent comedy and rich character work, Orange is the New Black remains a bittersweet pleasure in its third season."[47]

text: The fourth season received critical acclaim. On Metacritic, it has a score of 86 out of 100 based on 19 reviews.[48] On Rotten Tomatoes, it has a 95% rating with an average score of 8.6 out of 10 based on 39 reviews. The site's critical consensus reads: "Orange is the New Black is back and better than ever, with a powerful fourth season full of compelling performances by the ensemble cast."[49] James Poniewozik of The New York Times reviewed the fourth season as "Do you measure the quality of a TV season as a beginning-to-end average or by how well it ends? By the first yardstick, Season 4 is ambitious but uneven; by the latter, it's the series' best."[50]

text: The fifth season has received "generally favorable reviews".[51] On Metacritic, it has a score of 67 out of 100 based on 20 reviews.[51] On Rotten Tomatoes, it has a 76% rating with an average score of 7.47 out of 10 based on 33 reviews.[52]

text: Accolades[edit]

text: Orange Is the New Black has received many accolades since its debut. The series has garnered 16 Emmy Award nominations and four wins. For its first season, it received 12 Emmy Award nominations, including Outstanding Comedy Series, Outstanding Writing for a Comedy Series, and Outstanding Directing for a Comedy Series, winning three.[53] Taylor Schilling received a Golden Globe Award nomination for Best Actress in a Television Series – Drama.[54] In 2013, the American Film Institute selected the series as one of the Top 10 Television Programs of the Year.[55]

text: A new Emmy rule in 2015, classifying half-hour shows as comedies and hour-long shows as dramas, forced the series to change categories from comedy to drama for its second season.[56] That year, the series received four Emmy nominations, including Outstanding Drama Series, and Aduba won her second Emmy Award, for Outstanding Supporting Actress in a Drama Series.[53] Orange Is the New Black became the first series to receive Emmy nominations in both comedy and drama categories.[8] For its second season, the series also received three Golden Globe Award nominations: Best Television Series – Musical or Comedy, Best Actress – Television Series Musical or Comedy for Schilling, and Best Supporting Actress – Series, Miniseries or Television Film for Aduba. At the 21st Screen Actors Guild Awards, the series won Outstanding Performance by an Ensemble in a Comedy Series and Aduba won Outstanding Performance by a Female Actor in a Comedy Series.[57]

text: For its third season, Orange Is the New Black won Screen Actors Guild Awards for Outstanding Performance by an Ensemble in a Comedy Series and Outstanding Performance by a Female Actor in a Comedy Series (Aduba).[58] It received a Golden Globe Award nomination for Best Television Series – Musical or Comedy.[54] The series has also received, among other accolades, six Writers Guild of America Award nominations,[59] five Satellite Awards,[60][61] four Critics' Choice Television Awards,[62][63] a GLAAD Media Award,[64] an American Cinema Editors Award,[65] a Producers Guild of America Award,[66] and a Peabody Award.[67]

text: Broadcast[edit]

text:
Netflix is famously tight-fisted when it comes to offering up viewership data about its original series. But execs with the streaming giant have repeatedly confirmed that OITNB is its most-watched original series. That has been backed up by the efforts of outside measurement companies to track viewing in the Netflix eco-system.

—Variety[4]

tag: div

text: The series began airing on broadcast television in New Zealand on TV2 on August 19, 2013.[68] It premiered in Australia on October 9, 2013, on Showcase.[69] The second season began on Showcase on July 16, 2014,[70] and the third season premiered on June 11, 2015.[71] The first season began airing on broadcast television in the UK on Sony Channel from April 19, 2017.[72]

text: In April 2017, it was reported that a cybercriminal had stolen the first ten episodes of the fifth season in a security breach of a post-production company. Netflix failed to respond to ransom demands, and the cybercriminal leaked the episodes online. Netflix confirmed the security breach and an ongoing investigation by federal law enforcement.[73][74] Multichannel News reported that demand for the series significantly increased over the seven-day period following the leak of the episodes. It was also said that the leak would likely cause a decrease in demand for the fifth season when Netflix releases it in June.[75]

text: Ratings[edit]

text: Orange Is the New Black generated more viewers and hours viewed in its first week than the other Netflix original series House of Cards and Arrested Development.[76][77] In October 2013, Netflix stated that the show is a "tremendous success" for the streaming platform. "It will end the year as our most watched original series ever and, as with each of our other previously launched originals, enjoys an audience comparable with successful shows on cable and broadcast TV."[78][79] As reported in February 2016, Orange Is the New Black remains Netflix's most-watched original series.[4][6][80] In 2016, a New York Times study of the 50 TV shows with the most Facebook Likes found that Orange Is the New Black is one of the shows most watched in urban areas, and despite its "minority-rich ensemble cast," the series "appeals more to a white audience."[81]

text: Notes[edit]

text: Jump up ^ Michael J. Harney was credited as main cast for season 5 but did not make a single appearance.


document_title: Yamaha YZ450F

question_text: how many gears does a 2003 yz450f have

question_tokens: how many gears does a 2003 yz450f have

text: Yamaha YZ450F

text: Introduction[edit]

text: For many years, the motocross world almost exclusively used two-stroke engines. AMA racing classes had two classes: 125 cc and 250 cc two-strokes, with no provision for four strokes. Most riders considered four-stroke engine technology to be largely utilitarian and uncompetitive, relegated solely for trail riding.[4]

text: In 1996, the AMA changed racing rules to allow 450 cc four strokes to compete in the same racing class as 250 cc two-strokes.[5] Yamaha engineer Yoshiharu Nakayama first came up with the idea of creating the first competitive four-stroke race motocross bike.[6] The Yamaha YZ400F was developed to fit into this category. It solved the power dilemma by borrowing superbike technology and giving the YZ a five-valve head, liquid cooling and a 12.5-1 compression ratio.

text: In 1997, Yamaha rocked the motocross world with the introduction of the YZ400M prototype, a concept motorcycle which borrowed much technology from road racing. The YZM was far ahead of all competition among four-stroke motocross bikes. Doug Henry piloted the YZ400M to its first victory in 1997 at the Las Vegas Supercross. This was the first time any four-stroke had won an AMA event.[7] The YZ400M was the predecessor of the production YZ400F, which was released the next year.

text:
First Generation YZ400F

Production
1998-2000

Predecessor
YZ250 2-stroke

Successor
YZ426F

Engine
Five-valve, 400 cc, compression ratio 12.5:1

Transmission
5-speed

Weight
250 lb (110 kg) (dry)

text: First generation: YZ400F 1998–2000[edit]

text: Yamaha introduced the YZ400F in production in 1998 after a successful AMA season in 1997. It was "the first modern production four-stroke motocrosser that was directly competitive against two-strokes."[1] Initially, Yamaha targeted a dry weight of 233 pounds (106 kg) (on par with the 250 two-strokes of the time), but by production, the bike weighed 250 pounds. The bike had an 11,600 rpm redline[8][better source needed] power and torque close to its 250 cc two-stroke rivals.[1] It benefited from engine compression braking, which allowed the engine to slow the bike down during deceleration, giving the brakes a rest.[1] The 1998 YZ400F was the first bike to come stock with a Keihin FCR carburetor.

text: In 1998, Doug Henry won the AMA National Motocross Championship aboard the YZF, becoming the first rider to win a championship on a four-stroke motorcycle. This victory is considered by some to be the major turning point in the motocross world—for the first time, four strokes were considered a competitive racing machine.[7]

text:
Second generation YZ426F

Production
2000-2003

Predecessor
YZ400F

Successor
YZ450F

Engine
Titanium five-valve, 426 cc, 95mm x 60.1mm stroke, compression ratio 12.5:1

Transmission
5-speed

Suspension
Kayaba

Brakes
Disks

Wheelbase
58.7 in

Fuel capacity
2.1 gallons (7.95 L)

text: Second generation: YZ426F 2001–2002[edit]

text: In 2000, Yamaha updated the YZ400F, increasing the displacement to 426 cc for greater power and throttle response. In addition, the carburetor and jets were updated to ease the YZ400F's starting woes.

text: The next year, in 2001, Yamaha replaced the previous steel valves with titanium ones. The new valves were more than forty percent lighter than the previous valves, allowing for lighter and softer valve springs, in turn allowing a quicker revving engine, improved throttle response, higher rev ceilings, and more power.[4] The crankshaft was also reshaped and the whole assembly was redesigned for quicker throttle response and, Yamaha claimed, "less high-end horsepower loss." In addition to motor modifications, a few changes were made to the transmission to help contain the power and ensure longevity. The suspension also received a bit of an overhaul with the goal being reduced weight and smoother action throughout the stroke.[9] Yamaha also designed a new exhaust pipe design so that exhaust header removal would no longer be required when replacing the oil filter. Carburetor tuning was modified to deal with starting and off-idle take off difficulties.

text: Also in 2001 the subframe was changed from a steel to a blue painted aluminum style. In 2002 the blue painting was stopped and left to a bare aluminum look.[10] Motorcycle.com says that "The gas tank is reasonably thin and allows good forward and backward movement while providing something nicely shaped to hold onto with your knees. In fact, the entire ergonomic package on this YZF is well thought out. The handlebars have a nice bend to them and are well-placed for good rider control and legroom. The footpegs are well-made units with a wide platform and sit in a position that keeps them from dragging in ruts without cramping a rider's legs."

text: In 2002 Yamaha remapped the digital CD ignition system which delivers a more precise spark and optimal timing for faster, stronger response during hard acceleration, and less kickback during starting. Also an all-new swingarm which is lighter and stronger for reduced weight, greater rigidity and more compliant rear suspension action. While an anodized finish gives the bike a tricked out look. The 426 also includes a larger pivot shift for increased durability. A larger rear brake disc was also added which means greater stopping power.[11]

text:
Third Generation YZ450F

Production
2003-2005

Predecessor
YZ426F

Engine
Titanium five-valve, 449 cc, 95.0 x 63.4mm, compression ratio 12.3:1

Transmission
2003-2004: 4-speed 2005: 5-speed

Frame type
Steel

Related
YZ250F, WR450F

text: Third generation YZ450F 2003–2005[edit]

text: For 2003, the YZF received the biggest update in its history. First, the engine displacement was increased with 449 cc in compliance to the new AMA Motocross maximum displacement rule, the engine now produced over 52 hp (39 kW). Next, the frame and plastic were updated for a new, sleeker look. Additionally, the YZF's weight was decreased from its original 250 lb (110 kg) to 233 lb (106 kg). The bike made tremendous power; however, many thought that the bike had too much power for a motocross track.[12] The 2005 YZ450F was the first YZ450F to feature KYB twin chamber cartridge forks.

text: Fourth generation YZ450F 2006–2009[edit]

text:
Fourth Generation YZ450F

Production
2006-2009

Predecessor
YZ450F

Engine
Titanium five-valve, 449 cc, 95.0 x 63.4mm, compression ratio 12.3:1

Transmission
5-speed

Frame type
Aluminum

Fuel capacity
1.9gal

Related
YZ250F, WR450F

text: The YZ450F received a major update in 2006, with over 300 parts changed and improved. The power was smoothed out, and the bike was made easier to ride, putting to rest the complaint that the YZ had too much power.[13] The transmission was returned to a more traditional five-speed. An all-new aluminum single backbone frame shaved another 10 pounds off the weight.

text: The 2006 saw KYB SSS forks.

text: 2007 saw camshaft and exhaust changes, moving power from low-RPMs to mid-RPMs. 2008-2009 furthered pushed the powerband to mid-RPMs.

text: Fifth generation YZ450F 2010-2013[edit]

text:
Fifth Generation YZ450F

Production
2010-Present

Engine
Rear slant, titanium four-valve, 449 cc, 97.0mm x 60.8mm stroke, compression ratio 12.5:1

Transmission
5-speed

Related
WR450F, YZ450FX

text: September 8, 2009, Yamaha introduced its all-new YZ450F with fuel injection. The engine cylinder is rearward slanted, the crank rod angle has been changed to provide a more complete combustion, the 5-valve head is now a 4-valve head, the gas tank is located under the seat, the exhaust pipe exits the rear of the cylinder, and the air intake is now in the front of the bike. They have a new bi-lateral frame which allows for new improved steering and the new engine components. The entire package comes together to create a bike that is mass-centralized. The bike was introduced by Yamaha Factory Motocross rider James Stewart.The top speed has been recorded at 80 mph stock.


document_title: List of countries by military expenditures

question_text: who spends the most money on their military

text: List[edit]

text:
List by the Stockholm International Peace Research Institute
2017 Fact Sheet (for 2016)[1]
SIPRI Military Expenditure Database[3]
List by the International Institute for Strategic Studies
Top 15 Defence Budgets 2015[4]

Rank
Country
Spending
($ Bn.)
 % of GDP

World total
1,686
2.2

01
 United States
611.2
3.3

02
 China[a]
215.7
1.9

03
 Russia
69.2
5.3

04
 Saudi Arabia[a][b]
63.7
10

05
 India
55.9
2.5

06
 France
55.7
2.3

07
 United Kingdom
48.3
1.9

08
 Japan
46.1
1.0

09
 Germany
41.1
1.2

10
 South Korea
36.8
2.7

11
 Italy
27.9
1.5

12
 Australia
24.3
2.0

13
 Brazil
22.8
1.3

14
 United Arab Emirates[c]
22.8
5.7

15
 Israel
17.8
5.8

16
 Canada
15.5
1.0

17
 Spain
14.9
1.2

18
 Turkey
14.9
2.0

19
 Iran
12.3
3.0

20
 Algeria
10.6
6.7

21
 Singapore
9.9
3.4

22
 Republic of China
9.9
1.9

23
 Pakistan
9.9
3.4

24
 Colombia
9.9
3.4

25
 Poland
9.7
2.0

26
 Netherlands
9.2
1.2

27
 Oman
9.0
16.7

28
 Indonesia
7.7
0.9

29
 Mexico
6.8
0.6

30
 Kuwait
6.3
6.5

Rank
Country
Spending
($ Bn.)

01
 United States
597.5

02
 China
145.8

03
 Saudi Arabia
81.9

04
 Russia
65.6

05
 United Kingdom
56.2

06
 India
48.0

07
 France
46.8

08
 Japan
41.0

09
 Germany
36.7

10
 South Korea
33.5

11
 Brazil
24.3

12
 Australia
22.8

13
 Italy
21.6

14
 Iraq
21.1

15
 Israel
18.6

text: Notes[edit]

text:
^ Jump up to: a b SIPRI estimate.
Jump up ^ The figures for Saudi Arabia include expenditure for public order and safety and might be slightly overestimated.
Jump up ^ Data from 2014.


document_title: Lost in Space (2018 TV series)

question_text: where is the new lost in space tv series filmed

text: Lost in Space (2018 TV series)

text: Premise[edit]

text: In the year 2048 the Robinson family is selected for the 24th mission of the Resolute, an interstellar spacecraft which will carry selected families to colonize a new world. The Resolute was built after a celestial object, dubbed "The Christmas Star" by the media, crashed into Earth a few years earlier, threatening humanity's survival on Earth. Before they reach their destination, an alien robot breaches the Resolute's hull. Some of the families are forced to evacuate the mothership in their short range Jupiter spacecraft. The Robinsons and other colonists crash land on a nearby habitable planet where they battle the strange new environment and their own personal demons as they attempt to find a way back to the Resolute.[1]

text: Cast[edit]

text: Main[edit]

text:
Molly Parker as Maureen Robinson, a fearless and brilliant aerospace engineer taking her family on the mission to colonize Alpha Centauri for a new life on a better world. She is a mission commander. She is married to John Robinson and is the mother of three children.[3]
Toby Stephens as John Robinson, a former U.S. Navy SEAL, and husband to Maureen. He is the biological father of Maureen's two youngest children.[4]
Maxwell Jenkins as Will Robinson, the 11-year-old son and youngest child of Maureen and John Robinson.[5]
Taylor Russell as Judy Robinson, Maureen's 18-year-old biracial daughter and eldest child. She is a mission doctor, having received accelerated medical training.[6][7]
Mina Sundwall as Penny Robinson, the 15-year old daughter and middle Robinson child.[7][8]
Ignacio Serricchio as Don West, a mechanic who also smuggles luxury goods. He has a chicken named Debbie, which he claims to be lucky.[9]
Parker Posey as Dr. Smith. She is a criminal and a sociopath who uses other people's identities to claim their belongings. Dr. Smith, whose real name is June Harris, stole her sister Jessica's identity and place on the colony ship. There she impersonates a Dr. Zachary Smith, to take his seat on an evacuating Jupiter ship. After landing on the planet, Dr. Smith attempts to sabotage the Jupiters' chances of being rescued by the Resolute while manipulating and gaslighting the survivors to avoid prosecution for her crimes.[10] The theft of the doctor's identity is a reference to the corresponding Dr. Smith character of the original TV series.[11]
Brian Steele as the Robot,[12] an alien mechanoid being that Will encounters on the planet that his family crash lands on. The robot has a different form from the ones on the previous series and movie.[13]

text: Episodes[edit]

text: This section's plot summaries may be too long or excessively detailed. Please help improve them by removing unnecessary details and making them more concise. (May 2018) (Learn how and when to remove this template message)

text:
No.
Title
Directed by
Written by
Original release date

1
"Impact"
Neil Marshall
Matt Sazama & Burk Sharpless
April 13, 2018 (2018-04-13)

The spacecraft Resolute, a large ferris wheel style ship, is carrying colonists, including the Robinson family, to Alpha Centauri. The Resolute is attacked and colonists escape in their “family home” Jupiter landing crafts but are hurled into a wormhole, crash-landing on an Earth-like planet. The Robinsons' craft, Jupiter 2, crashes into a glacial bed. The family evacuates with some supplies before their craft sinks in rapidly freezing water. Eldest Robinson child, Judy, a doctor, dives to the ship to retrieve power equipment. She becomes encased in ice, and with five hours of oxygen left in Judy's suit, John and son, Will, set out to collect magnesium that will melt the ice. Judy guides her sister, Penny, through a medical procedure to treat their injured mother, Maureen. Inside a cave, Will falls down a chasm, landing at the edge of a forest. John radios Will, saying he will return after saving Judy. Alone, Will finds a crashed alien ship and a dismembered robot that he helps to self-repair. In return, it saves Will as a forest fire nearly engulfs them. The family attempt to free Judy, but a sudden rainstorm hinders their progress. Will and the Robot arrive, and the Robot rescues Judy. In a flashback scene, a woman steals the identity of Dr. Zachary Smith and boards a Jupiter landing craft, along with Don West and Tam Roughneck.

2
"Diamonds In The Sky"
Neil Marshall
Matt Sazama & Burk Sharpless
April 13, 2018 (2018-04-13)

Don West, Smith, and Debbie the chicken survive the Jupiter 18 landing. While looking for other survivors, they find Angela Goddard, who is barely alive. When a storm approaches, Don and Angela take cover while Smith heads out. Meanwhile, the robot melts more ice to allow the Robinsons to start the process of recovering the Jupiter 2. Maureen, John, Will and the robot hike to another Jupiter crash site and then later to the robot's ship. They leave Penny and Judy behind, instructing them how to carefully raise the ship out of the ice. Inside the alien ship, a holographic map of the planet is activated, showing John and Maureen they are in an unidentified galaxy. Outside, the robot touches the ship's hull, creating a mental connection to Will who learns what really happened on the Resolute. He decides to say nothing to his parents about the vision. When Penny sees the storm approaching and is unable to reach her parents to warn them, she raises the Jupiter 2 enough that the garage can be opened. She drives the ship's Chariot all-terrain vehicle to reach her family just in front of the storm. As they head back to Jupiter 2, they pass Don who sees them only to discover his flare gun is missing. The Robinsons see a flare and find Smith, who claims to be alone, returning with her to the Jupiter 2.

3
"Infestation"
Tim Southam
Zack Estrin
April 13, 2018 (2018-04-13)

In a flashback, Dr. Smith is revealed to be June Harris, the older, ex-con sister of Jess Harris, a successful businesswoman. Jess offers June her entire estate as she is leaving Earth, but June drugs Jess and assumes her sister's identity. Aboard the Resolute, she bumps into her sister's lover and there is a struggle ending in him getting blown out an airlock. June is arrested but escapes during the robot's attack. In the present, Maureen explains they are trillions of light years from Earth. At night, the ice layer over Jupiter 2 cracks, endangering the ship. They rush to complete repairs, but the engines are losing fuel. When Will and the robot discover large eel-like creatures in the conduits, the robot locks Will, along with Smith, in the storeroom for safety. The glacier shifts, which forces the crew to make an emergency take-off after flushing the eels from the engines. They escape with just enough fuel to land near a forest region. Comms pick up radio communication from other Jupiter survivors and also from Resolute, who are searching for survivors. Somebody hacks the onboard 3D printer to make a gun. Will finds it, and hides the gun under his mattress, unaware Smith is watching.

4
"The Robinsons Were Here"
Alice Troughton
Katherine Collins
April 13, 2018 (2018-04-13)

Stuck without fuel, the family initiates Jupiter 2’s colonization expansion protocol. Smith and Will discuss the robot, who does Will's bidding. Don West and Angela are rescued by the Watanabe family; Hiroki Watanabe reunites with John and Maureen at Jupiter 11 where Judy treats Angela. She tells Judy about the attack on Resolute. The Robinsons learn none of the other surviving families can fly due to the giant eels consuming fuel. John notices that one crash site is not a Jupiter ship. Maureen, John, and Don go there and discover the Resolute's comm dish. They realize the Resolute can't hear them. Maureen also discovers contraband whiskey that Don smuggled aboard. Judy confronts Will about the robot, and he reveals he knew it attacked the Resolute. They decide to hide the robot in a nearby cave, unaware Smith is following them. On the way, they're spotted by Vijay Dhar, the son of another survivor group. Penny blackmails him to say nothing about the robot, having found and keeping an item he dropped. While away, Maureen and John discuss their marital problems. The next morning, the kids return to Jupiter 2 before their parents arrive. Smith talks to the robot inside the cave, attempting to instill distrust in it about Will. When John and Maureen return home, the kids tell them that the robot wandered away.

5
"Transmission"
Deborah Chow
Kari Drake
April 13, 2018 (2018-04-13)

The surviving colonists build a light tower to try to signal the Resolute. Maureen, noticing strange weather phenomena, conducts an experiment using a weather balloon. She discovers the sun is paired with a deadly black hole, and that the disturbances will only get worse until the planet is entirely unhabitable. Will ignores Penny and Judy's advice to tell their father about the Robot. Penny develops a crush on Vijay, flirting with him as they move supplies. Don confronts Dr. Smith about the stolen flare gun, though she claims she took it by mistake. In a flashback, Maureen and the kids discuss pros versus cons of going to Alpha Centauri. Judy and Don discuss his smuggling activities. He also reveals his suspicions about Dr. Smith's identity. Judy confronts Dr. Smith about this, but she lies and instead casts doubt on Don. When the colonists activate the light signal, Dr. Smith sneaks away and shuts off the perimeter fence, allowing a large reptilian creature to enter the camp and destroy the light tower. Smith tells John about the kids hiding the robot. When another creature shows up, Dr. Smith tells Will to call the robot. It does save the survivors, but only after Will tells it to defend itself against the creatures. It assumes its original multi-limb form to do this. The colonists witness all of this and recognize the robot from the attack on the Resolute.

6
"Eulogy"
Vincenzo Natali
Ed McCardie
April 13, 2018 (2018-04-13)

Maureen tells her family about the black hole but is afraid the other colonists might panic. John has a heated argument with the other survivors about the robot. In the end, despite an enraged Angela claiming it killed her husband, John convinces the community to allow the robot to stay and takes Will on a hike to discuss Will's responsibility for the robot's actions. He has Will fetch 27 large stones to build a memorial to the casualties. Don takes the community leader and Vijay's father, Victor Dhar, to his Jupiter which crashed in the desert where there are none of the eel-like creatures, and wants money for its fuel. Don also retrieves identification of the real Dr. Smith, later showing Judy. Maureen learns that Hiroki also knows the planet is dying. Penny tells Vijay about the black hole but swears him to secrecy, and they share a kiss. Back at camp, Dr. Smith makes the distraught Angela recount the horrifying details of the robot attack. The emotional Angela enters the hub with the gun Dr. Smith has taken from Will's bunk and arranged for her to find. When she shoots at the robot it goes into attack mode and accidentally injures John before Will gets it to stop. Distraught, Will takes the robot to a cliff and orders it to walk off. He then places a stone on the memorial for the robot.

7
"Pressurized"
Tim Southam
Vivian Lee
April 13, 2018 (2018-04-13)

While driving back to Jupiter 2, Judy is about to tell Dr. Smith she knows the truth about her when Don stops her. When Will is confronted by his mother, he confirms the robot 3D-printed the gun and that he hid it. Anyone could've taken the gun, though. Dr. Smith refuses blame for Angela's attack, and suggests Victor Dhar might have taken the gun. John and Maureen's rover gets stuck in a tar pit. As they sink to the bottom, Maureen admits to doctoring Will's test results. To escape the vehicle, Maureen uses the helium weather balloon to create a shielded path to the surface. Meanwhile, Smith locates the destroyed robot, but cannot get it to reassemble. Don's group speeds through a dangerous geyser field but a tube shakes loose and when Evan fixes the problem, a geyser blast flips the tanker on top of him. Victor realizes that a rock has punctured the tanker and if they move it they'll lose most of the fuel. Despite this Don reluctantly sides with Judy and lifts the tanker, spilling the fuel, but Evan dies anyway. Back on Jupiter 2, Dr. Smith finally manages to reactivate the robot. When Victor returns home, Vijay tells him about the planet's coming demise. Victor decides to use what fuel they did retrieve to launch their own Jupiter 4.

8
"Trajectory"
Stephen Surjik
Katherine Collins & Kari Drake
April 13, 2018 (2018-04-13)

Maureen can't talk Victor out of launching, but John sneaks aboard the Dhar's Jupiter 4 and triggers the emergency shut down. Later, he explains to the gathered colonists how the planet is about to become inhabitable. Penny breaks off with Vijay for him telling his father. Maureen has a plan on how to launch despite the limited fuel, stripping out non-essential modules, and relying on old-school manual piloting. Judy tells Maureen the truth about the real Dr. Smith aboard Don's Jupiter. Returning to Jupiter 2, Maureen confines Dr. Smith to a holding cell. Dr. Smith now claims she is really Jessica Harris, a physicist. Maureen tells John about Smith, and he tells her that Don believes the Jupiter 4 is still too heavy to take off. With life support also removed, the pilot now needs a spacesuit and will need to withstand extreme G-forces. They select John, but not even he can regain consciousness fast enough to make all the maneuvers alone. When the Resolute sends a message that due to Hawking radiation they must leave the planet's orbit within 24 hours, Don reluctantly agrees to help pilot the ship. With his assistance the test run is a success. As John and Don launch in the Jupiter 4, Dr. Smith tricks Will and escapes to knock out Maureen right when John needs her instructions. With everyone watching, the ship explodes mid-air and John and Don are presumed dead.

9
"Resurrection"
Tim Southam
Story by : Daniel McLellan
Teleplay by : Kari Drake
April 13, 2018 (2018-04-13)

Will tries to signal his father using simple radio, convinced he survived the explosion. Dr. Smith drives herself and Maureen to the alien wreck, and tells Maureen she didn't know Maureen was needed for the ship launch, and when she knocked her out, the ship exploded. She does promise helping Maureen get her kids off the planet, if she in return helps Dr. Smith with the alien ship. Will discovers that the rocks he collected in the cave are petrified biomass that can fuel the Jupiter ships to reach the Resolute. While the colonists gather to harvest the biomass, Judy leaves to find Maureen. The colonists find enough biomass to power all the Jupiters, but they must sneak it out quietly to not wake winged predators roosting in the cave. When John manages to send a signal, Penny and others are trapped inside when the blind creatures wake up Throughout the episode, flashbacks reveal the Christmas Star not to be a meteor but an alien craft, and that its engine was used to build The Resolute. The robot's attack was an attempt to retrieve the stolen engine. The group trapped in the cave manage to narrowly escape. Judy uses GPS to track Smith and Maureen. She manages to disable Dr. Smith, but the robot reactivates and is revealed to obey the Doctor's commands.

10
"Danger, Will Robinson"
David Nutter
Matt Sazama & Burk Sharpless
April 13, 2018 (2018-04-13)

John and Don survived the explosion and are clinging to ship wreckage in orbit, with only a few hours of oxygen left. Will is upset to learn the robot now serves Dr. Smith. John responds to Will, confirming that he and Don are still alive. Will tries to bond with the robot again but is rejected. Victor Dhar hails them from the Resolute, telling them it will leave in just over an hour. Maureen traps Dr Smith and the robot in order to search for John and Don. Just as they're about to retrieve them, Dr Smith and the robot escape. Maureen leads the robot into the garage, as an alien ship arrives to retrieve the engine. When the alien robot is about to kill Will, his robot remembers him and attacks the alien robot, saving Will. In the fight, both robots are flung out into space and the garage ramp is damaged. Will goes outside the hull to manually close the hatch. Afterwards, he loses his grip but is saved by his father, who was rescued by Dr. Smith. With everyone safely back on the Jupiter, Maureen is grateful to Dr. Smith, but still locks her up. Before they can dock with the Resolute, the alien engine aboard the Jupiter 2 sends it and the Robinsons to a different galaxy. Will recognizes its shape from the robot's sand drawing: Danger.

text: Production[edit]

text: Development[edit]

text: In October 2014, it was announced that Legendary Television and Synthesis Entertainment were developing a new reboot of Lost in Space and had hired screenwriting duo Matt Sazama and Burk Sharpless to pen the pilot episodes.[14] In November 2015, Netflix landed the project.[15][16] On June 29, 2016, Netflix ordered a full 10 episode season of Lost in Space, with Zack Estrin as executive producer and showrunner. Sazama, Sharpless, Kevin Burns, Jon Jashni, Neil Marshall, and Marc Helwig also serve as executive producers.[17]

text: Toby Stephens, speaking about the distinction between the original series and the new show:

text: "It's a very clever, modern reworking of a great story. Lost in Space is Swiss Family Robinson in space, so it was a story that existed before Lost in Space. The fundamental story is that it's a family that is lost in a difficult, life-threatening situation and how it challenges them and brings them closer together. That is essentially what the story of this is, it's just the context is a lot more modern. It's a more modern take on the '60s version. If you look at it now, it's charming, but it seems so innocent. Whereas this is a version that is for our time. I'm hoping it will still have humour and humanity in it, but it has obviously gotta be for a modern audience."[18]

text: Filming[edit]

text: Production on the first season began in January 2017, in Vancouver, British Columbia, and concluded in June 2017.[19][20]

text: Release[edit]

text: The series was released on April 13, 2018, on Netflix.[1] On March 31, 2018, the pilot of the series was screened at Awesome Con in Washington, D.C., followed by a Q&A session with series executive producers and writers Matt Sazama and Burk Sharpless.[21]

text: Reception[edit]

text: The review aggregator website Rotten Tomatoes reported a 68% approval rating with an average rating of 5.26/10, based on 49 reviews. The website's critical consensus reads, "Lost in Space's production values are ambitious enough to attract sci-fi adventure fans, while the story's large heart adds an emotional anchor to all the deep space derring-do."[22] Metacritic, which uses a weighted average, assigned a normalized score of 58 out of 100 based on 27 critics, indicating "mixed or average reviews".[23]

text: David Griffin of IGN gave the first season a rating of 8.5/10 calling it "an excellent sci-fi adventure with a slight villain problem," giving particular praise to the Robinson family, while criticizing Parker Posey's Dr. Smith as an unsophisticated and one-dimensional character that lacks redeeming qualities.[24] In contrast, Jen Chaney of Vulture characterized Posey's performance as providing "understated, sly comedic touches".[25]