text:
Biology EOC Updates 2012
Updates for 2012
End-of-Course (EOC)
Updates for 2012, Biology EOC Page 1
Copyright © October 2011 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.
Introduction .................................................................................................................................................. 4
End-of-Course Exam Development Information ........................................................................................... 4
Washington State K-12 Science Learning Standards ................................................................................ 4
Test and Item Specifications ..................................................................................................................... 4
Item Types ................................................................................................................................................. 5
Performance Level Descriptors ................................................................................................................. 5
Graduation Requirements ............................................................................................................................ 6
2012 Biology EOC Testing Window ............................................................................................................... 6
Major Changes in the 2012 Science Assessment .......................................................................................... 6
Resources for Educators ............................................................................................................................... 7
2011 Lessons Learned from Scoring Student Work .................................................................................. 7
Teacher Tool ............................................................................................................................................. 7
Sample Item Templates ............................................................................................................................ 7
New Samples for 2012 .................................................................................................................................. 8
Student Sample Pages ............................................................................................................................... 9
Teacher Answer Pages ............................................................................................................................ 28
Resources/Contact Information .................................................................................................................. 56
contains pertinent information for Washington educators. This document includes a summary of changes and new information in science assessment, links to resources for teachers, and sample test items.
has been customized into grade levels: Grade 5, Grade 8, and the
Biology End-of-Course Exam. The documents are available on http://www.k12.wa.us/Science/EducatorResources.aspx
End-of-Course Exam Development Information
Washington State K-12 Science Learning Standards
In 2009, the
K-12 Science Learning Standards
were formally adopted. Along with the new standards, the legislature provided direction for the redesign of the assessment system. The Measurements of Student
Progress (MSP) replaced the Washington Assessment of Student Learning (WASL) and assessed the new science standards in grades 5 and 8 in the spring of 2011. A biology end-of-course (EOC) exam will replace the High School Proficiency Exam (HSPE) in 2012.
View the Washington State K-12 Science Learning Standards at: http://www.k12.wa.us/Science/Standards.aspx
Test and Item Specifications
provide guidelines for developing large-scale assessments based on the
Washington State K-12 Science Learning Standards. The science assessment includes systems, inquiry, and application scenarios which reflect the cross-cutting concepts and abilities in the standards. Most items in science assessments are connected to a scenario. Some stand-alone items also appear. Standalone items are clearly marked for students on the assessment.
The test specifications provide a grade-level or course test map that delineates the type and number of items. The document also provides a list of science vocabulary words that are necessary for the purposes of the assessment.
are periodically updated. Included with each updated version of the
will be a summary of the changes made since the previous version. The
documents can be accessed through the following link: http://www.k12.wa.us/Science/TestItemSpec.aspx
Item Types on the Biology End-of-Course (EOC) Exam
Items per operational test
Distinguishing Feature(s)
Each multiple choice item has four answer choices, the correct answer and three distractors.
Completion 1 1-4
Each completion item requires the student to write a number, word or short phrase.
Each short answer item requires a response in the form of phrases or sentences.
Short answer 2 5
Short answer items may ask students to do things like write a conclusion or procedure, solve a technological design problem, or describe aspects of biological systems.
Five additional pilot items will be embedded in the EOC. These items are not included in student scores.
Performance Level Descriptors
Performance Level Descriptors (PLDs) give teachers, parents/guardians and students more information about the typical skills and knowledge a student demonstrates on state assessments in each performance level. Committees of Washington state teachers, parents and community members develop the Performance Level Descriptors during the standard setting process.
The PLDs are in development for the Biology EOC and not currently available. Additional information about PLDs can be found at http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx
In spring 2012, all students taking a biology course will participate in an end-of-course exam as directed by the 2010 Engrossed Substitute Senate Bill 6444, section 513 (3). Students in 10th grade who are not in a biology course are also required to take the biology EOC because of the No Child Left Behind requirement to assess science in high school.
House Bill 1410 defined science assessment and graduation requirements as:
Students in the classes of 2012, 2013 and 2014
are not required to pass a state science exam for the purposes of graduation.
Beginning with the class of 2015
, students are required to pass the biology EOC. Those students can first take the biology EOC in spring 2012.
Refer to http://www.k12.wa.us/assessment/StateTesting/BiologyEnd-of-CourseExams.aspx
for further information.
2012 Biology EOC Testing Window
The 2012 biology EOC will be available from May 7 through June 15, 2012. The schedule for the administration of the end-of-course exam is to be determined locally. Administration is to occur during the last three weeks of the course. The exam may be administered in three 50 minute class settings, or in a single session of approximately 150 minutes.
Refer to http://www.k12.wa.us/assessment/StateTesting/default.aspx
Major Changes in the 2012 Science Assessment
The 2012 biology EOC will assess content standards from the
2009 Washington State K-12 Science
. The exam will include items assessing standards from EALR 1 (Systems), EALR 2
(Inquiry), EALR 3 (Application) and the Life Science Domain of EALR 4. Scenarios will be in the context of life science.
document found at http://www.k12.wa.us/Science/TestItemSpec.aspx
contains specific information about the format of the biology EOC.
Visit http://www.k12.wa.us/Science/EducatorResources.aspx
for links to the documents listed in this section. Check regularly for new resources.
2011 Lessons Learned from Scoring Student Work
The Science Assessment Team shares observations about student responses to items piloted in 2011 for the Biology EOC in
Lessons Learned from Scoring Student Work
. The purpose of this document is to provide teachers with insight into common misconceptions and errors that may keep students from earning full credit on state assessment items.
will be available in November and can be downloaded at: http://www.k12.wa.us/Science/EducatorResources.aspx
Teacher Tool
The Teacher Tool provides information about items on the previous year's assessment. A brief description of each item on the exam is provided as well as state-level performance data. The high school information on the Teacher Tool is for items from the 2011 assessment which were based on the previous standards.
The Teacher Tool is located at http://www.k12.wa.us/TeacherResourceTool2010-11/default.aspx
Sample Item Templates
Templates of questions and the scoring rubrics for common short-answer items used on the Biology EOC are available in the form of Word documents. The templates can be edited for use in classroom practice by incorporating content from any science curriculum.
The templates can be downloaded at: http://www.k12.wa.us/Science/ItemTemplates.aspx
New Samples for 2012
The scenarios and items on pages 10-27 are samples that are aligned with the
K-12 Science Learning
. These items have not gone through the comprehensive review process that test items must pass before placement on an actual state test. Teachers may still use these items as classroom exercises, or informal checks for understanding, as teachers have the ability and choice to clarify any questions about these items as students are working on them.
The Teacher Answer Pages (pages 28-55) provide the keys, rubrics, and sample student responses.
Printing tip: Print the student pages back-to-back, beginning with the cover sheet on page 9, to preserve pagination.
Student Sample Pages
Student Name:____________________________________________
Updates 2012 Biology EOC—Student
Directions: Answer questions 1 and 2 on pages 10 and 11. They are not connected to a scenario.
People sweat to help maintain body temperature. What type of feedback happens when sweating regulates body temperature? o o
. Positive feedback, because sweating can increase body temperature
. Positive feedback, because sweating can decrease body temperature o
. Negative feedback, because sweating can decrease body temperature o
. Negative feedback, because sweating can increase body temperature
Updates for 2012, Biology EOC Page 10
Plants use nitrogen to make proteins. What is present in the soil that makes nitrogen
available to plants? o
. Air o
. Water o
. Sugars o
. Bacteria
Foaming Spuds
Directions: Use the following information to answer questions 3 through 6 on pages 14 through 17.
Mike and Kelsey were studying how hydrogen peroxide (H
) in cells breaks down to form water and oxygen. When this reaction happens, bubbles of oxygen gas are released, producing foam. This reaction is described as follows:
A protein named
, found in all cells including potatoes, increases the rate of this reaction. Mike and Kelsey used potato juice as the source of
to do the following controlled experiment.
What is the effect of the acidity of potato juice on the volume of foam produced when hydrogen peroxide is added to potato juice?
As the acidity of potato juice decreases (higher pH), the volume of foam will increase.
graduated cylinders labeled pH 6, pH 7, pH 8, and pH 9 potato juice from the same potato, divided and adjusted to four acidities: pH 6, pH 7, pH 8, and pH 9 hydrogen peroxide (H
) beaker stopwatch stirring rods thermometer
Controlled Experiment Setup
Label four graduated cylinders, one for each acidity.
Put 10 milliliters of potato juice at pH 6 in the appropriately labeled cylinder.
Do the same for each of the other cylinders.
Monitor the room temperature to make sure the temperature remains the same throughout the investigation.
Add 5 milliliters of hydrogen peroxide to each graduated cylinder, stir for two seconds.
Wait three minutes.
Measure and record the volume of foam in each graduated cylinder as Trial 1.
Clean all graduated cylinders and stirring rods.
Repeat steps 1 through 7 two times for Trials 2 and 3.
Calculate and record the average volume of foam for each acidity of potato juice.
Acidity of
Potato Juice
Acidity of Potato Juice vs. Volume of Foam
Volume of Foam
(milliliters)
Trial 2 Trial 3
How could Mike and Kelsey be more certain the results of their experiment are
? o
. Test the reaction with other acidities of potato juice. o
. Repeat the experiment the same way. o
. Increase the volume of potato juice. o
. Use a different type of plant juice.
Write a conclusion for this controlled experiment.
In your conclusion, be sure to:
Answer the experimental question.
data from the Acidity of Potato Juice vs. Volume of Foam table.
Explain how these data
your conclusion.
Provide a
explanation for the trend in the data.
Question: What is the effect of the acidity of potato juice on the volume of foam produced when hydrogen peroxide is added to potato juice?
What did Mike and Kelsey do to make the results of their experiment
. Recorded the volume of foam in milliliters. o
. Calculated the average volume of foam for each acidity. o o
. Measured the volume of foam at each acidity three times.
. Waited three minutes before measuring the volume of foam.
Plan a controlled experiment to answer the question in the box. You may use any materials and equipment in your procedure.
Be sure your procedure includes: logical steps to do the experiment two controlled (kept the same) variables one manipulated (independent) variable
 one responding (dependent) variable how often measurements should be taken and recorded
Question: What is the effect of the temperature of potato juice on the time for bubbling to stop after hydrogen peroxide is added?
The Green Machine
Directions: Use the following information to answer questions 7 through 10 on pages 19 through 21.
While helping to plant a school garden, Becky and Juan observed many different types of plants. They drew the following diagram of a green pepper plant growing in the garden.
The green pepper plant has proteins that control the process of making glucose. How does the plant obtain these proteins? o
. The plant makes the proteins using the instructions in DNA. o
. The proteins are absorbed from the soil by the roots of the plant. o
. The light energy changes molecules in the plant cell into proteins. o
. The proteins are all present in the seed before germination occurs.
Becky and Juan want to increase the mass of food produced in the school garden. Which of the following questions could lead to a possible solution to this problem? o
. How much carbon dioxide do plants require? o
. Which mineral nutrients do plants need? o
. Which plants provide the most protein? o
. Which plant seeds are largest?
What is the role of cellular respiration in plants? o
. To absorb carbon dioxide o
. To release oxygen o
. To produce ATP* o
. To form glucose
Becky and Juan used a greenhouse as a model of a garden ecosystem to predict effects of amount of sunlight on green pepper production in a garden ecosystem.
ways the greenhouse model may lead to unreliable predictions about the effects of amount of sunlight on green pepper production in a garden ecosystem.
In your description, be sure to:
 Describe
differences that make a garden ecosystem more complex than the greenhouse.
 Describe how
difference could cause predictions about green pepper production in a garden ecosystem to be unreliable.
The Birds and the Beaks
Directions: Use the following information to answer questions 11 through 13 on page 23.
Nikki and Jon were studying a type of bird called the Medium Ground Finch shown in the picture. These birds live on one of the Galapagos Islands called Daphne Major shown in the map. Medium Ground Finches have beaks adapted for eating small, soft seeds.
Nikki and Jon learned that in 1977, a drought reduced the amount of small, soft seeds. The drought left mostly large, tough seeds that most Medium Ground Finches were unable to eat, and about 84% of the population died off. A year later the population of Medium Ground
Finches had an average beak size bigger than the average beak size of the population before the drought.
What caused the increase in the average beak size of the finch population after the
1977 drought? o
. Finches' beaks grew bigger because of the lack of water. o
. Finches with small beaks were able to grow bigger beaks. o
. Finches with bigger beaks were unable to leave the island. o
. Finches with bigger beaks were able to survive and reproduce.
Scientists must be careful that their activities in an ecosystem do not introduce any new organisms into that ecosystem. What might be an effect on the finch population of
Daphne Major if a new bird species were brought to the island? o
. The finch population would decline due to reproduction. o
. The finch population would increase due to adaptation. o
. The finch population would decline due to competition. o
. The finch population would increase due to predation.
Before the drought, Daphne Major had 720 finches living on 80 acres of land. What was the population density of finches on Daphne Major?
Write your answer in the box.
___________________________ finches per acre
Blueberry Blues
Directions: Use the following information to answer questions 14 through 17 on pages 26 through 27.
José and Tasha noticed last year the blueberry plants in their neighborhood garden had many flowers, but produced only three kilograms of berries. They wanted to change the garden so the blueberry plants would produce more blueberries this summer. While making the changes to the garden, José and Tasha documented the stages of their design process as follows.
Change the neighborhood garden so the existing blueberry plants will produce more blueberries.
Research the Problem:
Research what blueberry plants need to grow, be healthy, and produce berries.
Mineral nutrients
Needs of Blueberry Plants
Amount of light
Amount of water
At least 6 hours of full sunlight every day
Regular with moderate amount
Type of pollinating insects
Needs of the pollinators
Nectar, pollen, water, nesting place
Explore Ideas:
Add a layer of bark to the garden so the soil can hold more water.
Water the plants at night so the water will evaporate more slowly.
Add fertilizer to increase the mineral nutrients in the soil.
Add flowers like lavender, roses, or pansies.
Put a bee house near the plants.
Plan Summary:
Add a bee house and some lavender plants to the neighborhood garden to attract more bees to the blueberry plants.
Steps to Do the Plan:
Put a bee house in the middle of the blueberry plants.
Plant lavender plants around the edge of the blueberry plants.
Water the garden every day.
Remove the weeds in the garden every week.
Diagram of Solution:
Test Solution:
Measure and record the mass of all the blueberries harvested this year.
Compare the mass of the blueberries this year to the mass of the blueberries last year.
Ten kilograms of blueberries were harvested, which is seven kilograms more than last year.
Why are the offspring of flowering plants genetically different from the parent plants? o
. Sexual reproduction produces offspring with new combinations of genes. o
. Sexual reproduction produces offspring with half the number of genes. o o
. Asexual reproduction produces offspring with twice as many genes.
. Asexual reproduction produces offspring with a variety of genes.
What part of the cell produces ATP for the blueberry plant to grow? o
. Mitochondrion o
. Cytoplasm o
. Ribosome o
. Nucleus
Blueberries contain sugars like glucose. What is the source of carbon for the glucose in blueberries? o
. Carbon atoms in fertilizer o o o
. Carbon dioxide gas in air
. Carbon dissolved in water
. Carbon molecules in the soil
Jose and Tasha want to improve the soil in the garden by increasing the population of worms in the soil. Describe how to begin solving this problem.
Be sure to describe the following stages in your design process:
Describe any scientific information needed to solve the
 problem and how to collect that information.
Describe several possible solutions to the problem, including any useful scientific concepts.
Problem: Increase the population of worms in the soil
Updates 2012 Biology EOC—Teacher
Teacher Answer Pages
The following pages provide:
An Answer Key Table for each scenario with: o
Item Specification text o
Item Specification code
For example: LS2A(2) is the second item specification for content standard LS2A. o
Correct answers for the multiple choice questions o
Cognitive level of the questions, based on Webb's Depth of Knowledge*
Rubrics for completion and short-answer items (student words are in italics)
Annotated (scored) student responses for each of the short-answer items (student words are in italics)
* See Appendix A of the
Test and Item Specification
document for more information about cognitive levels.
Stand Alone Items
Answer Key Table
Title: Stand Alone Items
Items not attached to a scenario
Grade: Biology EOC
Item Specification Text
Determine whether a given system involves positive feedback or negative feedback.
Describe the cycle of nitrogen through ecosystems.
SYSA
LS2A
Foaming Spuds Scenario
Title: Foaming Spuds Grade: Biology EOC
An inquiry scenario of a controlled experiment in the context of life science
Describe how to increase the reliability of the results of an investigation.
Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific investigation.
Evaluate an investigation in terms of validity.
Describe a plan to answer a given question for a controlled experiment.
INQF
INQC
INQB
Scoring Rubric for Item 4: Foaming Spuds Conclusion
2-point response
demonstrates the student understands the Content Standard INQF: It is important to distinguish between the results of a particular investigation and general conclusions drawn from these results. Item Specification 1: Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific investigation.
Potato juice at an acidity of pH 8 had the greatest volume of foam. The volume of foam produced at pH 6 was only 24 mL. When the pH was 9, the amount of foam was 30 mL. The lowest pH gave the smallest volume of foam. A low pH damages the enzyme.
demonstrates the student has partial understanding of the Content Standard. 2-3
demonstrates the student has little or no understanding of the Content
Attributes of a Conclusion
Note: The italicized print is the part of the "Example" credited for the attribute.
Conclusive statement
correctly answers the experimental question (or correctly states whether the hypothesis/prediction was correct):
Potato juice at an acidity of pH 8 had the greatest volume of foam.
Attribute Notes:
A vague conclusive statement (e.g.,
the acidity did affect the volume of foam
) cannot be credited for this attribute, but other attributes can be credited.
A response with an incorrect conclusive statement or no conclusive statement may not be credited any attributes.
A response with both a correct and an incorrect conclusive statement (e.g.,
foam increased as acidity increased
the lower the acidity the more foam
) cannot be credited for this attribute but other attributes can be credited, if separate from any contradictory statements.
Supporting data should at least be over the entire range of the conditions investigated. Thus the minimum reported data are the lowest and highest conditions of the manipulated variable for quantitative data (responding variable when the manipulated variable information is descriptive).
Supporting Data for pH 6:
The volume of foam produced at pH 6 was only 24 mL.
When the pH was 9, the amount of foam was 30 mL.
Explanatory language
, separate from the conclusive statement, is used to connect or compare the supporting data to the conclusive statement:
The lowest pH gave the smallest volume of foam.
This attribute can only be credited when at least one numeric value (or the text from a descriptive data
table) for the manipulated or responding variable is included in the response.
A copy of the conclusive statement cannot be credited for explanatory language. However, a re-phrased credited conclusive statement can be credited.
Explanatory language comparing the range of the manipulated and/or responding variables may be credited (e.g.,
When the acidity was pH 6, the volume of foam was the
, 24 mL.)
If a response misquotes trend data between the highest and lowest conditions, this attribute cannot be credited (e.g.,
The acidity of pH 7 gave 34 mL foam
Transitional words (e.g.,
however, therefore, because, so, then, clearly, but
) cannot be credited as
explanatory language even when added to a conclusive statement.
A compound sentence as a conclusive statement may be read as two separate sentences.
This point can only be credited if the results for pH 8 are included somewhere in the response. (E.g.
A pH of 8 produced the greatest volume of foam.
Scientific Explanation
provides a plausible scientific reason that explains the trend seen in the data table in terms of established scientific knowledge.
A low pH damages the enzyme.
Enzymes are most active at a neutral pH.
Acids/bases denature enzymes.
Writing Note: This attribute is only included when the scientific reason is expected knowledge for high school life science students based on the
and directly connected to the effect on the dependent variable, as determined in Item Writing and/or Content Review.
Total Possible Attributes
General Notes:
Copying the Data Table
: Responses copying the whole data table verbatim may not be credited the supporting data attribute even with a correct conclusive statement and explanatory language. a) b)
For grades 4-5, a translation of the whole data table into sentences is acceptable.
For grades 6-8 and high school, a discussion of the whole data table
be acceptable when the data table is minimal with a very small number of data cells.
: Responses must give the precise numerical values or precise descriptive language from the data table for both the manipulated and responding variables. a) Average data (if given) or data from the end of the investigation, must be included for grades 6-8 and high school. b) c)
For grades 4-5, consistent trial data, or data before the completion of the investigation when measuring a responding variable over time, can be credited.
Rounded numerical values cannot be credited (e.g.,
about 20 mL
cannot be credited for
However, a zero after a decimal point may be omitted (e.g.,
can be credited for
). d) e) f)
Units are not necessary for credit (e.g.,
(e.g., NA).
For grades 4-5, the manipulated variable may be implied.
Minor language differences in descriptive data may be acceptable as decided in range finding
Derived Data:
Responses giving their own derived data between conditions can be credited for supporting data
explanatory language (e.g.
Increasing the pH by 3 caused the volume of foam to increase by 6 mL
.) a) When the derived data uses the lowest and/or highest conditions, one or both supporting data b) attributes can be credited.
Minor arithmetic errors in derived values can be acceptable as decided in range finding
Responses including a misconception about the relationship between pH and acidity may be credited (e.g.
higher pH is more acidic
Annotated example of a 2-point response for Item 4
In this investigation, the prediction that if the acidity of potato juice is decreased then the volume of foam was increased was proven incorrect. Catalase is damaged by acid. The lowest foam volume was 24 ml with the highest acidity, pH6, However the highest foam volume was an average of
42 ml with the second lowest acidity level,pH8 The third highest volume was 35 ml with the second highest acidity level pH7, and the second lowest foam volume was 30 ml with the lowest acidity level pH9
Conclusive statement:
…the prediction …was incorrect
… the lowest foam volume was 24mL with the highest acidity, pH 6 ...
… foam volume was 30mL … pH 9
Explanatory language:
… the highest foam volume was an average of 42mL with the second lowest acidity level
Scientific explanation:
Catalase is damaged by acid
Total Attributes & Score Points
In conclusion the acidity of potatoe juice does affect the volume of foam produced. When there is more potatoe juice the volume of foam increases, but at one point the volume of the potatoe jucie starts to decline once again. A beaker with 6pH of potatoe juice had a avg of only 24 foam volume. and the one with 9pH had a volume of 30. The one with 8pH had a volume of 42.
…the acidity of potatoe juice does affect the volume of foam produced.
…6 pH … 24 foam volume.
…9 pH … 30.
… 6pH of potatoe juice had a avg of
24 foam volume
Note: credited because of reference to
8 pH
Ph8 has the most foam at 42. The more Ph does not mean the more foam, but the least Ph does mean the least foam. When the Ph got to 8 it went down again at ph9. Ph7 is higher that Ph9. Ph9 is higher that Ph6. Ph8 caused the most foam than any other.
Ph 8 has the
foam at 42.
…the least Ph does mean the least foam
Acidy of potato juice's effect on foam produced by adding hydrogen peroxide is it how quickly the
converts into oxygen and water. The higher the pH, the less amount of bubbles (which means a slower reaction time). Acidity of 9 was 30 mL.
The higher the pH, the less amount of bubbles...
Incorrect conclusive statement
Conclusive statement attribute note 2: A response with an incorrect conclusive statement or no conclusive statement may not be credited any attributes.
Scoring Rubric for Item 6: Foaming Spuds New Procedure
demonstrates the student understands the Content Standard INQB:
Scientific progress requires the use of various methods appropriate for answering different kinds of research question, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying data. Item Specification 1: Describe a plan to answer a given question for a controlled experiment.
demonstrates the student has partial understanding of the Content Standard.
Attributes of a Procedure
Manipulated
Responding
Trials are
Validity Measure
Logical Steps
Description of Attribute
At least two controlled variable are identified or implied in the procedure or the materials list (e.g.,
volume of potato juice, volume of hydrogen peroxide, pH
Only one manipulated variable (temperature of potato juice) is identified or implied in the procedure or data table (if given). The manipulated variable must have at least three conditions to be credited
The responding variable (time for bubbling to stop) is identified or implied in the procedure or data table (if given).
The procedure states or implies measurements are recorded periodically or gives a data table.
If artificial data for the responding variable is given, this attribute cannot be
credited.
take measurement
cannot be used to mean
More than one trial for all conditions is planned, or implied in a data table, to measure the responding variable.
The procedure includes a validity measure
included in the scenario experiment (e.g., more controlled variables, better measuring technique, increased range of conditions, control for sample bias).
The steps of the procedure are detailed enough to repeat the procedure effectively (examples of illogical steps: no ending time indicated; states
Set up as diagrammed,
but diagram is inadequate; recording vague data or results).
Inappropriate Procedures:
If the response does not plan an appropriate procedure for the given question, the response may not earn any of the possible procedure attributes.
Examples: a) Repeats the procedure from the scenario b) c) d) e)
Measures only one condition (therefore cannot establish the controlled or manipulated variables)
Purposefully changes more than one variable simultaneously
Writes a procedure that is too vague to possibly be appropriate
Writes a prediction instead of a procedure
Naming Attributes:
If the response names a bulleted attribute listed after "Procedure that includes:" without including that attribute in the procedure, the attribute cannot be credited. When a bulleted attribute is named and implied in the response, both must be correct to be credited.
Clarifying Vagueness in Procedures:
a) Vague materials or processes used in the procedure (e.g.
add 1 mL
) may be credited if the vagueness b) is clarified in a materials list (e.g.
1 mL, 2 mL, and 3 mL of solution
) if given.
Measuring a vague parameter (e.g.
the bubbling
time of bubbling
) may be credited as a c) d) e) f) g) h) manipulated or responding variable. However, a vague parameter is difficult to repeatedly measure, so the logical steps attribute cannot be credited.
The term "repeat" at the end of a step refers to that step only.
The term "repeat" as a separate step (or in a new paragraph) refers to the whole procedure.
The term "repeat," when qualified, cannot be credited for multiple trials (e.g.
repeat if necessary, repeat as desired
A vague action that calls for the manipulated variable to be changed (e.g.
increase the temperature by
5˚ C
) without indicating how many times, gives no end to the investigation so the logical steps attribute cannot be credited.
At high school, a vague action that calls for the manipulated variable to be changed without indicating how many times cannot be credited for more than two conditions of the manipulated variable
When a procedure conflicts with a given labeled diagram, the procedure is too illogical to be effectively repeated. Therefore, the logical steps attribute cannot be credited, but the procedure can be scored for attributes that are not in conflict.
Annotated example of a 2-point response to Item 6
Be sure your procedure includes:
 logical steps to do the experiment two controlled (kept the same) variables one manipulated (independent) variable
1. Set up the graduated cylinders and put 10 millileters of room temperature potato juice into beaker A.
2. Monitor the room temperature to make sure it stays the same throughout the experiment.
3. Add 5 milliliters of hydrogen peroxide to the cylinder, stir for two seconds, start timer
4. Measure and record the time the mixture is bubbling.
5. Repeat steps 1-4 three more times only heat the potato juice to 72°F (label B) 82°F (label C) and
92°F (label D). Use the same thermometer for all temperatures
6. Clean all graduated cylinders. 7. Repeat steps 1-6 two times for Trials 2 and 3 to verify results
8. Calculate and record the average time the mixture bubbled for each temperature of potato juice.
Attribute Name Credit Annotation
Step 1. ...
put 10 milliliters of potato juice...
Add 5 milliliters of hydrogen peroxide...
Four conditions:
... room temperature potato juice...
F...82
. Measure ... the time the mixture is bubbling.
. ... record the time the mixture is bubbling.
Repeat steps 1-6 two times for Trials 2 and 3
Extra Validity Measure 1 Step 5
. … Use the same thermometer for all temperatures
Logical Steps 1
The steps of the procedure are detailed enough to repeat the procedure effectively.
Total Attributes 7
Score Points
1)First put one drop of hydrogen peroxide on the potato juice that is room temp. Do this three times. and time how long it bubbles. Then get and average
2)Place one drop of hydrogen peroxide on potato juice that was kept in the refrigerater. Time how long it bubbles. 3)Repeat step 2 three times and get an adverage
4) Place one drop of hydrogen peroxide on potato juice that was put in the microwave for 30 seconds.
Time how long it bubbles. 5) Repeat step 4 three times and get an average.
6)Compare the manipulated variable tests (hot and cold reactions) to the Room temp. reaction
Steps 1, 2, 4.
...one drop of hydrogen peroxide...
Only one controlled variable
Three conditions:
... potato juice that is room temp...
potato juice that was kept in the refrigerater...
potato juice that was put in the microwave for 30 seconds.
...time how long it
(potato juice)
Do this three times...
Repeat step 2 three times...
Extra Validity Measure 0 None
1.Take 3 cylinders.
2.Pour the same amount of potatoe juice in each one Making one be 34°F, one room temperature, and the last 89°F.
3 Add the same amount of Hydrogen Peroxide to each cylinder
4 Measure the bubble data
Step 1. ...s
ame amount of potatoe juice
ame amount of hydrogen peroxide...
…34°F... room temperature...89
Measure the bubble data
Trials are not repeated
General note 3b: Measuring a vague parameter (
) may be credited as a manipulated or responding variable.
However, a vague parameter is difficult to repeatedly measure, so the logical steps attribute cannot be credited.
1.heat one beaker on the hot plate for 20 seconds with the potato juice in it.
2.pour H
in the beaker. stir
3. record the bubbles
4.repeat step 2 on unheated potato juice
Credit Annotation Attribute Name
Only two conditions
heat…for 20 seconds...
Step 4 ...
Record the bubbles
Extra Validity Measure
) may be credited as a manipulated or responding variable. However, a vague parameter is difficult to repeatedly measure, so the logical steps attribute cannot be credited.
Total Attributes
Green Machine Scenario
Title: Green Machine
A systems scenario in the context of life science
Describe the relationships among DNA, chromosomes, genes, amino acids, proteins, and/or traits.
Identify a question that scientists may investigate that is stimulated by the needs of society (e.g., medical research, global climate change).
Describe cellular respiration as the process cells use to change the energy of glucose into energy in the form of ATP and/or the process that provides the energy source for most living organisms.
Predict the possible consequences of a change in a given
complex system and/or describe why a simplified model may not be able to reliably predict those consequences.
SYSC
LS1E
LS1B
Scoring Rubric for Item 10: Green Machine Model
demonstrates the student understands the Content Standard SYSC: In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be possible. Item specification 1: Describe the inadequacies of the model, given a model of a complex system that is lacking sufficient detail to make reliable predictions about that system.
The response describes
ways the greenhouse model may lead to unreliable predictions about the effects of amount of sunlight on green pepper production in a garden ecosystem by:
Describing
Describing how
Ways the garden ecosystem is more complex:
How each difference causes predictions to be unreliable:
There are other plants in the garden Other plants may attract more bees
Temperature/humidity/rainfall is much more varied in the garden
Many more interactions between animals/ other organisms in the garden
Would not be able tell whether differences in production were due to light or changes in the weather
Animals ( deer, rabbits, raccoons, birds) damage or fertilize plants causing differences in pepper production
way results from the greenhouse may lead to unreliable predictions about the effect of amount of sunlight on green pepper production in a garden ecosystem by describing
difference that makes a garden more complex than the greenhouse and describing how
demonstrates the student has little or no understanding of the Content Standard.
Responses that describe two differences and give the same description of how those differences could affect reliability of predictions may be credited two score points (e.g.,
There would be wind in the garden that could cause pollination
Insects in the garden could pollinate as they move among the plants
Annotated example of a 2-point response to Item 10
Becky and Juan used a greenhouse as a model of a garden ecosystem to predict the effects of amount of sunlight on green pepper production in a garden ecosystem.
of the differences could cause the predictions about green pepper production in a garden ecosystem to be unreliable.
The weather in a greenhouse is stable, there is no rain or snow in a greenhouse. Weather conditions, such as snow can kill pepper plants and affect green pepper production
Other animals such as birds or deer are not in a greenhouse. The absence of consumers can increase the production of green peppers and make observations unreliable.
One way the garden ecosystem is more complex:
The weather in a green house is stable, there is no rain or snow in a greenhouse.
How this causes unreliable predictions:
Weather conditions, such as snow, can kill pepper plants and affect green pepper production.
Another way the garden ecosystem is more complex:
Other animals such as birds or deer are not in a greenhouse.
The absence of consumers can increase the production of green peppers and make observations unreliable.
A greenhouse tends to be warmer than a garden so they could predict a certain weather type that might be different than were they live
In the greenhouse the pepper plants grow all they want and they don't have to worry about consumers so there might be more in the greenhouse than in the actual garden
A greenhouse tends to be warmer...
In the greenhouse...don't have to worry about consumers....
...might be more
(peppers)
in the greenhouse...
There are hidden factors in a real garden. There may be hidden things in the dirt that contribute to the garden that a green house doesn't have.
In the garden there are constant weather/temperature changes
One way forest ecosystem is more complex:
There are hidden factors in a real garden.
Another way forest ecosystem is more complex:
In the garden there are constant weather/temperature changes.
Birds and Beaks Scenario
Title: Birds and Beaks
Describe that some traits will improve an individual's survival
rates and subsequent reproduction in environments with a finite supply of resources
Explain how a change to a factor (e.g., matter, energy, space,
predatory, or competing organisms) would limit the population of a species
Calculate population density given an area and the number of a given organism within the area.
LS2C
Scoring Rubric for Item 13: Birds & Beaks Population Density
demonstrates the student understands the Content Standard LS2B: Living organisms have the capacity to produce very large populations. Population density is the number of individuals of a particular population living in a given amount of space. Item specification 3
The response describes the population density of finches on Daphne Major by stating one of the following:
Blueberry Blues Scenario
Title: Blueberry Blues
An application scenario in the context of life science
Describe the relationship between the unique combination of
genetic information in an egg or sperm cell and the differing characteristics in offspring from a single set of parents.
Describe the essential function(s) of structures within cells (i.e.,
cellular membrane, cell wall, nucleus, chromosome, chloroplast, mitochondrion, ribosome, cytoplasm).
Describe the cycle of carbon through ecosystems (e.g., carbon dioxide in air becomes large carbon-containing molecules in the
tissues of plants through photosynthesis, these molecules can be cycled to animals that consume the plants, then returned as carbon dioxide to the atmosphere through cellular respiration, combustion, and decomposition).
Given a description of a problem that can be solved using a
technological design process, describe research that would facilitate a solution to the problem and/or generate several possible solutions.
LS1I
APPB
Scoring Rubric for Item 17: Blueberry Blues New Research & Explore (
page 1 of 2)
demonstrates the student understands the Content Standard APPB: The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. Item Specification 2: Describe research that would facilitate a solution to the problem and/or generate several possible solutions given a description of a problem that can be solved using a technological design process.
demonstrates the student has partial understanding of the Content Standard. 2–3
Attributes of a Scientific Design Process
Research the
Information needed to solve the problem is described or pertinent questions are given (e.g.,
what type of soil do worms survive in, how much water do worms need, find out how long worms live
Stage Notes:
Listing objects given in the prompt or scenario cannot be credited.
Repeating an appropriate process from the scenario can be credited.
Related scientific information (e.g.,
predators/diseases of worms, nutritional needs of worms
) OR how to scientifically collect related data is described
(e.g.,
ask a biologist about the life cycle of worms, test the survival rate of worms in different temperature soils
Scientific information involves relevant general scientific concepts (e.g.,
predators, diseases, environmental needs of different worm species
Related information gathered from appropriate sources of scientific information.
(e.g.
, ask a master gardener about the types of soil that support large worm populations
Scientific collecting of data involves systematically collecting pertinent data over a period of time or a number of conditions.
This attribute may be credited even when the information being gathered is too vague to credit the "Research the Problem" attribute.
Scoring Rubric for: Blueberry Blues New Research & Explore (
Explore Ideas
More than one idea that could solve the problem is described (e.g.
add compost, keep the soil moist, put mulch on top of the soil, bring in young worms
Listing objects may not be credited.
Ideas may involve materials not given.
A sentence should be read as one idea (e.g.,
Use a container with soil and gravel
is one idea, not two or three). Run-on sentences may be read as more than one idea. Sentences containing the term "or" may be read as more than one idea (e.g.,
Use a metal, plastic, or glass container
are three ideas).
Scientific Ideas
An idea includes scientific concept(s) for considering the idea (e.g.,
add dark mulch on top of the soil to increase the temperature and hold in moisture
Stage Note: This attribute may be credited even when only one idea is given.
Copying the Scenario:
Responses that copy the whole scenario cannot be credited for any attributes.
However, responses that appropriately copy a stage from the scenario may be credited.
What kind of worms are in the soil? Collect worms and ask science teacher what nutrients they need.
What is the best temperature? How much water is good for worms? Google worm environment
Cover with black plastic to increase temperature. Count worms before and after putting down plastic
Add compost to the soil as food for worms
Attribute Name Credit Annotations
What kind of worms are in the soil? What is the best temperature?
How much water is good for worms
ask science teacher what nutrients
(worms)
Explore Ideas 1
Cover with black plastic ...
Cover with black plastic
to increase temperature
Find out what worms like to eat. They might like a certain amount of water or live in warmth better than cold. I would go to a garden store and ask a master garderer.
There are books or google the information
Make sure the soil is wet enough for worms. I might also have to add sand to the soil
Find out what worms like to eat. They might like a certain amount of water or live in warmth better than cold
... ask a master garderer. There are books or google the information
Make sure the soil is wet enough for worms. ...add sand to the soil
Find out where to buy worms
Dump worms on the soil
0 Only one idea:
Get involved and keep informed:
SALT (Science Assessment Leadership Team)
Science educators in Washington are invited to participate on the Science Assessment Leadership Team to provide content and grade-level expertise throughout the process of developing state tests. To get more information and to join the team, please fill out the application located on our website: http://www.k12.wa.us/Science/ProfDevelopment.aspx
PEPPER (PreSALTers Enthusiastically Providing Powerful Educational Resources)
Washington educators who want to receive periodic science assessment information and updates, and notifications about meeting and workshop opportunities are invited to join the PEPPERs email distribution list. To join, please send a request to [email protected]
Resources/Contact Information
Science Assessment Webpage:
http://www.k12.wa.us/science/
OSPI Moodle Server:
http://moodle.ospi.k12.wa.us/
Kara Monroe
OSPI Science Assessment Specialist [email protected]
Linda Smith
Name________________________________ Date________ Period_______ C.P. Biology Characteristics of Living Things Biology Book pg. 5-6
2 point - Issaquah Connect
Vocabulary for _____________________________________________
1. 3. To win a carnival game, Keisha must
Quick Sheet-Accessing Reports in Genius Progress (1)
Return to the Biology and Marine Biology Office
Biology Honors Course Syllabus
Name _______________________________ Date ___________ Hour ________
Biology 1 Honors 2015-2016


text:
Muitas culturas aborígenes australianas têm uma linguagem cifrada manualmente, uma língua de sinais como contrapartida da sua linguagem oral. Isto parece estar relacionado com vários tipos de "discurso evasivo" (tabus da fala) entre certos parentes ou em determinados períodos, como durante um período de luto para as mulheres ou durante as cerimônias de iniciação para os homens, como já ocorreu também a língua gestual armeniana das mulheres, mas ao contrário de língua gestual dos Índios das Planícies, que não envolviam um discurso tabu ou uma linguagem gestual para surdos, que não são codificações da linguagem oral. Há alguma semelhança entre os grupos vizinhos, e alguns pidgins como ocorre com aquelas dos índios das grandes planícies dos Estados Unidos.

As línguas de sinais parecem ser mais desenvolvidas nas áreas onde há uso mais extenso de tabus da fala: o deserto central (particularmente entre os Warlpiri e Warumungu) e no oeste da [[Península do Cabo York . Sistemas gestuais complexos também têm sido relatados nas regiões desérticas do sul, central e ocidental, no Golfo de Carpentária (incluindo o nordeste da Terra de Arnhem e na Ilha Melville (Austrália)), algumas Ilhas do Estreito de Torres, regiões do sul do Fitzmaurice e áreas de [[Kimberley (Austrália Ocidental). Evidências de línguas de sinais em outros lugares são menores, embora tenham sido observados até o sul da costa sul (língua Jaralde de sinais) e há mesmo alguns relatos desde os primeiros anos do século XX do uso de sinais por povos do sul costa oeste. No entanto, muitas dessas línguas de sinais já estão extintas, e de muito poucas há bons detalhes registrados.

Os relatórios sobre o status dos membros surdos dessas diferentes comunidades indígenas com alguns escritores louvando a inclusão das pessoas surdas na vida cultural das comunidades, enquanto outros indicam que os surdos não aprendem a língua de sinais e, como outras pessoas surdas isolados em culturas de audição, desenvolveram um sistema simples de sinal doméstico para se comunicar com sua família. No entanto, um dialeto aborígene australiano de uma ilha do estreito de Torres, Auslan é falado e entendido no extremo norte de Queensland (entre Yarrabah e Cabo York), que é fortemente influenciado pelas línguas de sinais indígenas e sistemas gestuais da região.

Línguas de sinais foram observados no norte de Queensland desde 1908 (Roth). As primeiras pesquisas em sobre línguas indígenas de sinais foram feitas pelo linguista americano La Mont West e, mais tarde, com mais profundidade, pelo linguista inglês Adam Kendon.

Línguas
Kendon (1988) listou as seguintes línguas:
 Arrernte **
 Dieri (Diyari) ** (extinta)
 Djingili * (não-Pama–Nyungan)
 Jaralde (extinta)
 Kaititj (Kaytetye): Akitiri **
 Kalkutungu * (extinta)
 Manjiljarra
 Mudbura *
 Ngada
 Pitha Pitha * (extinta)
 Ilhéus do Estreito de Torres
 Umpila *
 Warlmanpa **
 Warlpiri **
 Warluwara * (extinta)
 Warumungu **
 Deserto Ocidental (Kardutjara, Yurira Watjalku) *
 Worora (p/ parentes)
 Yir Yoront *
 Yolŋu (Murngin)

* "Desenvolvida" (Kendon 1988)
** "Muito desenvolvida"

Notas

Bibliografia
 Kendon, A. (1988) Sign Languages of Aboriginal Australia: Cultural, Semiotic and Communicative Perspectives. Cambridge: Cambridge University Press. Pp. xviii+ 542.  (Presents the results of the research on Australian Aboriginal sign languages that the author began in 1978. The book was awarded the 1990 Stanner Prize, a biennial award given by the Australian Institute of Aboriginal and Torres Strait Islander Studies, Canberra, Australia. Reviews include: Times Literary Supplement, 25–31 August 1989; American Anthropologist 1990, 92: 250–251; Language in Society, 1991, 20: 652-659; Canadian Journal of Linguistics, 1990, 35(1): 85–86)
 Kwek, Joan / Kendon, Adam (1991). Occasions for sign use in an Australian aboriginal community. (with introduction note by Adam Kendon). In: Studies 20: 71 (1991), pp. 143–160
 Roth, W.E (1908), Miscellaneous Papers, Australian Trustees of the Australian Museum. Sydney.
 O'Reilly, S. (2005). Indigenous and Culture; the interpreting and access needs of Deaf people who are of Aboriginal and/or Torres Strait Islander in Far North Queensland. Sponsored by ASLIA, the Australian Interpreters Association.
 West, La Mont (Monty), (1963–66), original field report and papers 'Sign language' and 'Spoken language', and vocab cards, Items 1–2 in IATSIS library, MS 4114 Miscellaneous Australian notes of Kenneth L. Hale, Series 7: Miscellaneous material, Items 1–3 Correspondence 1963–1966

Línguas da Austrália
Línguas de sinais

redpajama_set_name: RedPajamaWikipedia


text:
/ Archive
Mondays with Milford
Research and Investigation: Heart Music
October 26–November 8, 2020
A collection of films chronicling Milford Graves's study of cardiology. Using a device known as an electronic stethoscope, Graves was able to hear and record the different patterns produced by each heartbeat. Through LabVIEW software, he translated these vibrations into audible frequencies that he called heart music. His research inspired several medical studies, including a collaboration with researcher Carlo Ventura which showed that exposure to heart music caused unassigned stem cells to develop into myocardial cells.
Cover: Milford Graves. in the laboratory. Image courtesy of the artist.
Major support for Milford Graves: A Mind-Body Deal provided by The Pew Center for Arts & Heritage, with additional support from the Andy Warhol Foundation for the Visual Arts and the Joseph Robert Foundation.
Milford Graves: A Mind-Body Deal, organized and presented by Ars Nova Workshop and Institute of Contemporary Art, University of Pennsylvania (ICA).
Bata Wormhole (2020)
16mm film transferred to digital
Runtime: 6:23 min
Cell Melodies (2020)
Produced by Stefano Croci
Runtime: 40:41 min
September 28, 2020 – January 24, 2021
Bi-weekly screenings of rare digital footage from Milford Graves's archives, along with additional video selections and dialogues that contextualize Graves's practice.
Join our newsletter. Support us with a donation.
What's On On
Through collaboration and passionate investment, Ars Nova Workshop elevates the profile and expands the boundaries of jazz and contemporary music.
Support us with a donation.
Copyright © 2022 Ars Nova Workshop

redpajama_set_name: RedPajamaCommonCrawl


Patchy rain possible Thursday, temperatures as high as 28°C / 82°F, low temperature around 27°C / 80°F, probability of precipitation 87%, wind out of the ESE 31 km/h / 19 mph. Barometric pressure 1013 mb / 29.91 in, visibility 19 km / 12 mi, humidity 77%.
Patchy rain possible Friday, temperatures as high as 28°C / 82°F, low temperature around 27°C / 81°F, probability of precipitation 89%, wind out of the SSE 34 km/h / 21 mph. Barometric pressure 1014 mb / 29.94 in, visibility 19 km / 12 mi, humidity 75%.
Patchy rain possible Saturday, temperatures as high as 27°C / 81°F, low temperature around 19°C / 67°F, probability of precipitation 89%, wind out of the SSW 13 km/h / 8 mph. Barometric pressure 1016 mb / 30 in, visibility 19 km / 12 mi, humidity 70%.
Light rain shower Sunday, temperatures as high as 26°C / 80°F, low temperature around 18°C / 65°F, probability of precipitation 86%, wind out of the NE 39 km/h / 24 mph. Barometric pressure 1017 mb / 30.03 in, visibility 17 km / 11 mi, humidity 79%.
Patchy rain possible Monday, temperatures as high as 27°C / 81°F, low temperature around 21°C / 69°F, probability of precipitation 89%, wind out of the NE 42 km/h / 26 mph. Barometric pressure 1016 mb / 30 in, visibility 19 km / 12 mi, humidity 79%.
Patchy rain possible Tuesday, temperatures as high as 27°C / 81°F, low temperature around 27°C / 80°F, probability of precipitation 85%, wind out of the ENE 35 km/h / 22 mph. Barometric pressure 1015 mb / 29.97 in, visibility 20 km / 12 mi, humidity 78%.
Patchy rain possible Wednesday, temperatures as high as 28°C / 82°F, low temperature around 27°C / 81°F, probability of precipitation 85%, wind out of the ENE 26 km/h / 16 mph. Barometric pressure 1015 mb / 29.97 in, visibility 19 km / 12 mi, humidity 74%.
Owen Roberts International Airport, Cayman Islands Weather Forecast - Find local Owen Roberts International Airport, Cayman Islands weather forecast and current conditions. Continually striving to be your best resource for Local Owen Roberts International Airport, Cayman Islands Weather!


text:
Woman Seriously Injured In 30+ Foot Fall During Concert At Wrigley Field (But The Cops Have No Record Of It)
A woman was seriously injured in a 30- to 50-foot fall from the terrace level of Wrigley Field during a concert Saturday night, according to multiple witnesses and a spokesman for the Chicago Cubs.
"We have reached out to the family to express our concern," said Cubs spokesman Julian Green.
Despite the woman's injuries—one witness said part of the victim's scalp had come off—no police report was filed according to the Chicago Police Department. The matter appeared to be handled exclusively by the team's private security and ambulance services.
If the team failed to notify authorities, it would be the second time in about a year that serious injuries went unreported at Wrigley Field.
Around 9:20 p.m., as 80's rock band Def Leppard began its performance, the woman fell from the third-baseline terrace level to a ramp between the first and second floors, according to Green and the witnesses. One witness estimated the woman to be in her early 50's, another said she may have been in her 60's. Green declined to give the woman's age or her condition citing health privacy laws.
Moments before a woman fell from above, a witness took this photo of Def Leppard going on-stage. | Provided.
"I was standing in the back of the stadium. My boyfriend was leaning against the rail when this woman came flying down, hitting the railings, and his hand as she fell from the 4th or 3rd story," one witness said. "It looked like she fell head first, and she looked limp like she was unconscious. We both thought it was fake, like a rubber doll, as there is only a few feet of space between the handrails."
Incredibly, the woman who fell remained conscious and was able to speak with a bystander. "People were yelling 'call 911', a man came crawling down the railings from the upper level from where she fell," the witness said. "I saw blood starting to pool beneath her head, I ran to get napkins, and put them beneath her head. I could see a portion of her head where the scalp was ripped completely from her skull."
"The injury looked really serious. A man was over her at this point compressing the wound. People were starting to become frantic. I ran to get more napkins and help when the Wrigley staff started to clear the area," she said. "I have been praying for her since this tragic event on Saturday night."
Green said the woman was transported by a private ambulance service that is contracted by the Cubs organization.
A second witness reported that stadium medical personnel and security were on the scene very quickly. "I called 911 at 9:23 p.m. They told me EMS had already been dispatched."
As of Tuesday morning, the Chicago Police Department had no record of the incident, according to its office of News Affairs.
In May 2017, a 42-year-old suburban fell about 12 feet from a railing after a Cubs game at Wrigley Field. As in Saturday's case, the incident was handled entirely by Cubs contractors and no authorities were notified. Advocate Illinois Masonic Medical Center was the first to notify police about the incident when the man died the next afternoon.
Two weeks later, the Executive Director of Chicago's Office of Emergency Management and Communications sent a letter to Cubs management demanding that, among other things, the police department be notified of any serious injury that occurs on Cubs property. "Currently, the Cubs are 'responsible for making the decision about whether the incident is criminal in nature, not the police,' [that is] an arrangement City Hall wants to change," the Sun-Times reported last year.
Green, the Cubs spokesperson, today said he was not aware of any reporting procedures that would require notification of police.
Update: After our story was published, Green called to report that the local 19th (Town Hall) Police District had been notified about the incident, but he did not know when that took place. Green said that because the matter was "non-criminal," police would not necessarily get involved. He did not say how the incident was deemed non-criminal without police involvement.
Provided with the Cubs' claim of notifying the local police district, CPD Chief Communications Officer Anthony Guglielmi said tonight that Town Hall Police Commander Marc Buslik, "did not have any prior knowledge of this incident. If the district was notified a report or call for service would have been generated."
Alderman Tom Tunney (44th) and his chief of staff, Bennett Lawson, did not respond to inquiries about Saturday's incident.


text:
<?php

namespace Application\NotepadBundle\Form;

use Symfony\Component\Form\AbstractType;
use Symfony\Component\Form\FormBuilderInterface;
use Symfony\Component\OptionsResolver\OptionsResolverInterface;

class SignupType extends AbstractType
{

    /**
     * @param FormBuilderInterface $builder
     * @param array $options
     */
    public function buildForm(FormBuilderInterface $builder, array $options)
    {
        $builder
        ->add('email', 'email', ['required'=>true, 'attr'=>['class'=>'form-control', 'placeholder'=>'Ваша почта']])
        ->add('username', 'text', ['required'=>true, 'attr'=>['class'=>'form-control', 'placeholder'=>'Ваш ник']])
        ->add('password', 'password', ['required'=>true, 'attr'=>['class'=>'form-control', 'placeholder'=>'Пароль']])
        ->add('save', 'submit', ['attr'=>['class'=>'btn btn-success']])
        ;
    }

    /**
     * @param OptionsResolverInterface $resolver
     */
    public function setDefaultOptions(OptionsResolverInterface $resolver)
    {
        $resolver->setDefaults(array(
            'data_class' => 'Application\NotepadBundle\Entity\User',
            'validation_groups' => ['signup'],
        ));
    }

    /**
     * @return string
     */
    public function getName()
    {
        return 'signup';
    }
}

redpajama_set_name: RedPajamaGithub


text:
Ashok Vemuri (born April 22, 1968) is an Indian-American business executive, and Board of Director for Financial Policy and Public Responsibilities at Kroger. Vemuri was the former Chief Executive Officer of IGATE and Conduent.

Early life and education
Ashok Vemuri was born on April 22, 1968, and spent his childhood in India. He received a bachelor's degree in physics from St. Stephen's College, Delhi. Vemuri subsequently completed his postgraduate diploma in business management at the Indian Institute of Management, Ahmedabad, which is equivalent to a master's degree .

Career

Early positions and Infosys (1992-2013)
In 1992 Vemuri began working in investment banking at Deutsche Bank AG and Bank of America. Vemuri joined Infosys in 1999, where he went on to work closely with and be mentored by Narayana Murthy, the co-founder and then-CEO of the company. As of May 2003, Vemuri was serving as vice president and regional manager of sales for Canada and the northeast region of the United States. After management changes in June 2009, Forbes India reported that "Subhash Dhar, Ashok Vemuri, V. Balakrishnan and B.G. Srinivas... are now coming under [the limelight at Infosys]. These five are among a band of leaders being groomed to take over from the founding team." Vemuri was soon serving as a senior vice president of Infosys, and became a member of the company's executive council.

Vemuri went on to hold management roles at Infosys. For a time he served as chairman of the company's operations in China, also serving on the boards of Infosys in the Americas and Infosys Public Services. Beyond heading Infosys' operations in Canada and eastern North America, he furthermore headed both the Financial Services & Insurance Business division and the Banking, Capital Markets & Strategic Global Sourcing division. Vemuri was appointed to the board of Infosys in June 2011, while retaining his roles as senior vice president and chief of the banking division. Infosys appointed Vemuri the global head of its Manufacturing & Engineering Services division in April 2012. Despite speculation in the press that Infosys was considering Vemuri as a choice for CEO, in September 2013 the press reported that he would instead by joining iGATE.

Work with iGATE (2013-2014)
On September 16, 2013, Vemuri was appointed CEO and president of the IT services provider iGATE, Early in his tenure, Vemuri assured shareholders that the $770 million in debt accrued by iGATE in 2011 would be dealt with in the "near-term," and by March 2014 iGATE had raised $325 million to repay part of the debt.

After the company beat analysts expectations for first quarter earnings in 2014, that April the Economic Times reported that Vemuri had "abandoned the lofty revenue target set by his predecessor" in an effort to set "short-term, achievable growth targets for the company." In the first half of 2014, under Vemuri, iGATE engaged in a "hiring for growth" program and added 2,500 employees, bringing the headcount to 32,742 employees by June 2014. In July 2014, Vemuri was credited with securing a deal with CNA Financial, estimated to be worth around $200 million.

Capgemini acquisition (2015)
By March 2015, iGATE's stock value had increased since the start of Vemuri's tenure, with the company reaching a market capitalization of $3.3 billion. iGATE also had around 33,000 employees and revenues of about $1.3 billion, much higher than the annual revenue of $851.6 million from 2013. During his first eighteen months at iGATE, the press noted that Vemuri had helped "the firm's market capitalisation increase almost three times." In April 2015, the French IT company CapGemini announced it would buy iGATE for USD $4 billion, creating a larger company with clients such as General Electric and Royal Bank of Canada. Vemuri led iGATE's side of the sale, and in July 2015 was voted into Capgemini's group management board. Vemuri resigned as iGATE CEO in October 2015.

Conduent CEO (2016-2019)
Xerox Corporation announced on June 14, 2016 that Vemuri had been chosen as the CEO of Conduent, Xerox's business process outsourcing unit, which was in the process of being separated as a new independent company. The outsourcing division had been struggling to meet its financial benchmarks, with the Economic Times opining that "Xerox is betting on IT industry veteran Vemuri's experience to help the company revive its outsourcing business." Xerox chairman and CEO Ursula Burns stated Vemuri had been selected because of his "deep industry experience and proven track record of leading growth and corporate transformations." Vemuri was appointed executive vice president and CEO of Xerox Business Services LLC, effective July 1. He became the CEO of Conduent after the separation of Xerox into two companies later that year. In May 2019 he resigned from the post of CEO in 2019 Q1 Earnings call. He left Conduent early Aug 2019.

Boards and memberships
Vemuri served on the board of directors for a number of companies. Vemuri was elected to the Forum of Young Global Leaders (YGL) by the World Economic Forum in 2009, and from June 2011 until September 2013 he served on the board of Infosys Limited. While with Infosys, he also had tenures on the boards of Infosys Consulting, Infosys Public Services, and Infosys Technologies (China) Company Limited. From September 2013 until October 2015 he served on the board of iGATE Corporation, also joining the board of iGate Global Solutions on September 17, 2013. Vemuri joined the Board of IT Governors at the World Economic Forum in 2014, and Capgemini's group management board in July 2015. He served on the board of visitors of the Fuqua School of Business at Duke University.

Awards and recognition

Personal life
Vemuri lived with his wife in New Jersey as of 2009, where he continued to be based as of 2016.

Further reading

See also
 List of IIM Ahmedabad alumni
 List of chief executive officers
 List of Indian-Americans

References

External links

 Ashok Vemuri Biography by Xerox

1968 births
Living people
Telugu people
Indian chief executives
Businesspeople in software
American people of Telugu descent
Businesspeople from New Jersey
Businesspeople from Andhra Pradesh
American people of Indian descent
Indian emigrants to the United States
American technology chief executives
Indian philanthropists


text:
Q: JSON array .length property not working I have the following JSON array:
[
   {
      "orderStatus":"S",
      "x_ExtnIsModifiable":"N",
      "grandTotal":"24",
      "orderId":"",
      "grandTotalCurrency":"USD",
      "placedDate":"2015-05-11T17:56:27.406Z",
      "x_ExtnIsModifiableUntil":"2012-07-24 23:59:00.0",
      "externalOrderID":"29001e"
   },
   {
      "orderStatus":"S",
      "x_ExtnIsModifiable":"N",
      "grandTotal":"23",
      "orderId":"",
      "grandTotalCurrency":"USD",
      "placedDate":"2015-04-11T17:56:27.406Z",
      "x_ExtnIsModifiableUntil":"2012-07-24 23:59:00.0",
      "externalOrderID":"29001d"
   },
   {
      "orderStatus":"S",
      "x_ExtnIsModifiable":"N",
      "grandTotal":"22",
      "orderId":"",
      "grandTotalCurrency":"USD",
      "placedDate":"2015-03-11T17:56:27.406Z",
      "x_ExtnIsModifiableUntil":"2012-07-24 23:59:00.0",
      "externalOrderID":"29001c"
   }
]

This array is named "OrderStatusArray".  I'm trying to get the length of the array without hardcoding it (for obvious reasons), but I cannot figure out how to do it.  I've seen a dozen posts on SO saying that I should just be able to do OrderStatusArray.length to get the length of the array, but that isn't working for me.
How do I get the length of this array?

A: See this fiddle: https://jsfiddle.net/x983vvr6/2/
Essentially, assuming you have correctly set up the object you simply need to call
OrderStatusArray.length

And it will display the length of the array.
What length are you expecting? 3 is the correct answer and the answer which this fiddle shows.
Full code:
var OrderStatusArray = [{
"orderStatus": "S",
    "x_ExtnIsModifiable": "N",
    "grandTotal": "24",
    "orderId": "",
    "grandTotalCurrency": "USD",
    "placedDate": "2015-05-11T17:56:27.406Z",
    "x_ExtnIsModifiableUntil": "2012-07-24 23:59:00.0",
    "externalOrderID": "29001e"
  }, {
"orderStatus": "S",
    "x_ExtnIsModifiable": "N",
    "grandTotal": "23",
    "orderId": "",
    "grandTotalCurrency": "USD",
    "placedDate": "2015-04-11T17:56:27.406Z",
    "x_ExtnIsModifiableUntil": "2012-07-24 23:59:00.0",
    "externalOrderID": "29001d"
   }, {
"orderStatus": "S",
    "x_ExtnIsModifiable": "N",
    "grandTotal": "22",
    "orderId": "",
    "grandTotalCurrency": "USD",
    "placedDate": "2015-03-11T17:56:27.406Z",
    "x_ExtnIsModifiableUntil": "2012-07-24 23:59:00.0",
    "externalOrderID": "29001c"
     }];

console.log("Your order length array is: " + OrderStatusArray.length);

A: var data = [
   {
      "orderStatus":"S",
      "x_ExtnIsModifiable":"N",
      "grandTotal":"24",
      "orderId":"",
      "grandTotalCurrency":"USD",
      "placedDate":"2015-05-11T17:56:27.406Z",
      "x_ExtnIsModifiableUntil":"2012-07-24 23:59:00.0",
      "externalOrderID":"29001e"
   },
   {
      "orderStatus":"S",
      "x_ExtnIsModifiable":"N",
      "grandTotal":"23",
      "orderId":"",
      "grandTotalCurrency":"USD",
      "placedDate":"2015-04-11T17:56:27.406Z",
      "x_ExtnIsModifiableUntil":"2012-07-24 23:59:00.0",
      "externalOrderID":"29001d"
   },
   {
      "orderStatus":"S",
      "x_ExtnIsModifiable":"N",
      "grandTotal":"22",
      "orderId":"",
      "grandTotalCurrency":"USD",
      "placedDate":"2015-03-11T17:56:27.406Z",
      "x_ExtnIsModifiableUntil":"2012-07-24 23:59:00.0",
      "externalOrderID":"29001c"
   }
];
console.log( data.length );

do you want this?

redpajama_set_name: RedPajamaStackExchange


text:
/*
 * We'll create our own content part now. This will be very simple: we'll use it to display the list of persons, filtered by their sex.
 * It's OK to place the part and the part record into the same code file if neither of them are particularly big.
 * Make sure to read the corresponding documentation:
 * http://docs.orchardproject.net/Documentation/Creating-a-module-with-a-simple-text-editor
 * http://docs.orchardproject.net/Documentation/Writing-a-content-part
 * Also it's probably the best time to read Bertrand Le Roy's corresponding overview about Orchard's extensibility:
 * http://msdn.microsoft.com/en-us/magazine/hh708754.aspx
 */

using System.Collections.Generic;
using System.ComponentModel.DataAnnotations;
using Orchard.ContentManagement;
using Orchard.ContentManagement.Records;
using Orchard.Core.Common.Utilities;
using Orchard.Environment.Extensions;

namespace OrchardHUN.TrainingDemo.Models
{
    /*
     * We most of the time need to use the OrchardFeature attribute if we have multiple features in a module.
     * The attribute tells Orchard that the marked class belongs to a feature, so don't use it if the feature isn't enabled. This is especially
     * important for migrations: if you wouldn't mark a subfeature's migration with this attribute it would get run when other features of the
     * module is enabled, e.g. creating tables and content types. This would be really bad...
     * The argument needed for the attribute is the feature ID given in the Module.txt.
     */
    [OrchardFeature("OrchardHUN.TrainingDemo.Contents")]
    /* Notice that a part should derive from ContentPart or ContentPart<TRecord>. We now use the latter one. This means that our part uses a record
     * to store data. This however is not mandatory: e.g. you could have a part that fetches data from some other source (like if this part would
     * only contain that LazyField) but doesn't store anyting. Then you wouldn't need a record, so you could let the part derive from ContentPart.
     */
    public class PersonListPart : ContentPart<PersonListPartRecord>
    {
        // Normally we expose most of the properties of the record in the part too.
        // Making it required will make sure a user can't save the part without filling out the property.
        [Required]
        public Sex Sex
        {
            get { return Record.Sex; }
            set { Record.Sex = value; }
        }

        [Required]
        public int MaxCount
        {
            get { return Record.MaxCount; }
            set { Record.MaxCount = value; }
        }

        /*
         * LazyField<T> is something special. We use it to load some data into the part from an external source lazily. So if you want some
         * data be available in the part that's not stored in the corresponding record you should use LazyField.
         * LazyFields are filled from the outside. This is also needed because parts (just as records) should have a parameterless ctor: this
         * means they can't use dependencies to fetch data themselves.
         * We'll fill this field with data from a handler in a later step.
         * Note that there is another LazyField: Orchard.Core.Common.Utilities.LazyField<T>. That one also has a setter delegate
         */
        private readonly LazyField<IEnumerable<PersonRecord>> _persons = new LazyField<IEnumerable<PersonRecord>>();
        internal LazyField<IEnumerable<PersonRecord>> PersonsField { get { return _persons; } }
        public IEnumerable<PersonRecord> Persons
        {
            get { return _persons.Value; }
        }
    }

    /*
     * A part record should derive from ContentPartRecord but otherwise the same rules apply as for normal records (see PersonRecord).
     * Here we write a ContentPart, meaning that the part won't get versioned. We could also write a versionable part that's data is stored
     * separately every time the corresponding content item is published. For this we would derive the record from ContentPartVersionRecord.
     * Otherwise only a change in migrations is necessary (you'll see it there) and the part is automatically versioned.
     */
    [OrchardFeature("OrchardHUN.TrainingDemo.Contents")]
    public class PersonListPartRecord : ContentPartRecord
	{
        public virtual Sex Sex { get; set; }
        public virtual int MaxCount { get; set; }

        public PersonListPartRecord()
        {
            MaxCount = 10;
        }
	}

    // NEXT STATION: ContentsMigrations
}


this reminds me of a scene from a movie. At that scene, the car first appeared new and when they went into the cave and came out the car became very old and covered in plants just like this.
Looks like an abandoned school bus. It is kinda weird seeing it sitting there in a middle of nowhere. Cool subject though.
This bus should be turned into scrap metal. It's pretty useless at this point.
Looks like this bus never made it to its destination. Such a weird place to get stranded.
Is that a complete bus or just the back part? Nicely taken photo!
I wonder how this got here. It remains a mystery.
A vehicle abandoned in the middle of no where. The photo looks so natural. This is a good combination of colors.
Is this an abandoned bus? I love the color of this photo. So alive.
I wonder what happened to that bus and how did it get stuck in there. Poor passengers inside when it got stuck.
it has already bailed on you because that vehicle is highly stuck in there. I like the greenish surrounding though.


West African regional bloc ECOWAS is sending a military delegation to Guinea-Bissau Monday in a bid to help resolve the country's political crisis.
The international community, in Africa and elsewhere, has strongly condemned last week's military coup and called for a return to civilian rule.
In a statement Sunday, United Nations Secretary-General Ban Ki-moon reiterated that he is monitoring the situation closely and is mobilizing pressure to restore stability and political order.
Guinea-Bissau political parties have been in tense negotiations for several days with the coup leaders. A spokesman for the parties, Fernando Vaz, said there will be a solution by Monday.
The power grab on Thursday disrupted campaigning for a presidential runoff vote in the unstable West African country that had been set for April 29.
The military junta seized Mr. Gomes and interim president Raimundo Pereira at their homes. Their whereabouts remained unknown on Sunday.
Political parties in Guinea-Bissau have rejected a proposal by the junta to form an interim government pending new elections. The parties have said they prefer a political solution based on the country's constitution.
The upcoming election was planned to replace late president Malam Bacai Sanha, who died in January following a long illness.


text:
Five Things Anyone Can Do To Combat Opioid Deaths
Tuesday, February 5, 2019 5:58 PM EST
Wednesday, February 6, 2019 7:00 AM EST
By Robin Newhouse, Dean, Indiana University School of Nursing
We've reached a tragic milestone in this country. For the first time ever, Americans are now more likely to die of an accidental opioid overdose than a car crash. At least 50,000 Americans—and possibly as many as 70,000—died from opioid overdose in the United States in 2017. And two out of every three Indiana residents knows someone battling addiction.
A crisis of this scale demands unprecedented collaboration and long-term investments from our state's major institutions. And from Jim McClelland's leadership of the state's Next Level Recovery initiatives to the work of my colleagues as part of Indiana University's Responding to the Addictions Crisis Grand Challenge initiative, it's clear that our core institutions have responded with urgency.
But this is not a crisis that will only be solved by universities, hospitals and lawmakers. As Hoosiers, we are anything but helpless to respond in our own ways and in our own communities.
Here are five steps anyone can take to make a difference in this crisis:
Get trained on naloxone use.
Fighting the opioid crisis must start with preventing overdose deaths. And naloxone is among our most powerful tools to do so. Administered by injection or as a nasal spray, the medication can rapidly reverse the effects of an opioid overdose.
At least three of every four Hoosiers believe that law enforcement officials and other first responders should be trained and equipped to administer naloxone. Yet, while fire fighters or EMS officials may often be first on the scene to help an individual who has overdosed, the scope of this crisis means that—at times—each of us may be best positioned to save the life of a friend, neighbor or family member.
Thankfully, various organizations across our state provide naloxone training and distribute the medicine for free. And a brief training is a small price to pay considering that it will equip us to be the difference in saving the life of someone we love.
Educate yourself about treatment programs.
Supporting friends and family may mean being the person that encourages and takes them to a clinician where they can be assessed and referred to a treatment program. Our path to end this crisis demands that we continue to improve access to treatment, while also ensuring that medication-assisted treatment (MAT) included as a standard option of care.
State officials and medical professions continue to improve formal referral programs for their Indiana patients. We now have access to a statewide database of addiction treatment programs that allow us to search for resources in our communities.
Acknowledge that addiction is a disease.
We must remember that addiction is a disease. Moreover, the language we use to speak about addiction—including those afflicted with substance use disorder (SUD)—has implications for whether our family, friends and neighbors seek treatment.
Through focus groups conducted in Indiana and Wisconsin, Pew Charitable Trusts found that the stigma associated with opioid use discouraged some participants from seeking the appropriate care. But by acknowledging that addiction is a disease we can extend our much-needed understanding and compassion to those suffering from addiction—and ultimately break down some of the barriers that may prevent them from seeking treatment. The state has also developed helpful publicly available resources at NextLevel Recovery Indiana.
Support local non-profits active in supporting those with suffering from addiction.
Community groups are also critical to tackling the substance abuse epidemic. For example, Centerstone offers mental health and addiction treatment services across the Midwest, and its 23 Indiana centers provide treatment to over 24,000 Hoosiers annually. And Fairbanks is a national leader in recovery that's treated those struggling with addiction in Indianapolis since 1945.
Volunteering with or donating to local organizations can help them ensure that individuals with substance use disorder have the adequate support systems they need and deserve.
Urge lawmakers to stay focused on addressing the opioid crisis, while adapting to new information.
In his state-of-the-state address, Governor Holcomb continued his advocacy for state-based initiatives to fight the opioid crisis. He also acknowledged the work still before us.
It's clear that we now have better and more accurate data about this crisis, and evidence-based strategies that work. We are increasingly identifying best practices in our public policy efforts. And we have the resources to become even more responsive to the most pressing challenges of this crisis.
Addiction is a disease that affects all of us, including our friends, colleagues and loved ones. And while this crisis demands a comprehensive response, we all have an opportunity to do our part.
Robin Newhouse is Distinguished Professor and Dean of the Indiana University School of Nursing and the principal investigator of IU's Responding to the Addictions Crisis Grand Challenge Initiative.


Light bulbs are one of those things we don't think much about typically. However, LEDtronics has a new direct replacement bulb that uses multiple LED lights. Not only do the bulbs look pretty cool, but they are available in several different colors as well.
Designed to be direct replacements for Type 2 incandescent bulbs, but with a hella lifespan of 100,000 hours (11 years!) this could be the last bulb you buy, at least for another ten years or so. The bulbs are also shock and vibration resistant as well as old fashioned burn out resistant. If you are the miserly type, the bulbs only consume 13 watts of power.Color choices are red, green, yellow and super-bright warm white and cool white. The only real drawback to the TRF-G30 LED bulbs is the cost. The retail prices range from $158.00 to $199.95. A 3-year limited warranty covers the bulbs as well.


text:
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OPPO solidifies global presence with FC Barcelona partnership
The rise of global smartphone brand OPPO has remained under the international radar for much of the company's 10-year history. However, all is set to change for the emerging mobile phone powerhouse thanks to a new three-year partnership with FC Barcelona, which is sure to increase public awareness and interest and cement OPPO's status as a true global player.
The partnership, announced on May 31st, will see OPPO serve as Barcelona's official partner for the mobile phone device category starting from the current season until 2018. The agreement covers a wide range of activities including soccer events, fan activities, TV advertisements and accessories. OPPO's logo will also be prominently displayed at the Spanish football club's home stadium, Camp Nou.
With Barcelona's position as one of the world's most recognized sports teams, this groundbreaking partnership is set to bring OPPO closer to the legions of fans that follow every move of the football club and its star players such as Lionel Messi and Neymar. Barcelona is the first sports team to amass more than 85 million fans on Facebook, with many of them in countries as diverse as Indonesia, Egypt, Brazil, and Mexico.
FC Barcelona Chief Executive Officer Ignacio Mestre expressed his enthusiasm for the collaboration, saying, "We are thrilled to team up with OPPO and hope that the partnership will excite fans around the world. As a global leading smartphone brand that values artistry of design and innovation in technology, OPPO is more than at home in Barcelona."
Driving expansion forward with cross-brand partnerships and campaigns
This deal with Barcelona comes as the smartphone maker charges forward with a new global expansion strategy that was put in place in 2014, as an integral part of OPPO's mid to long-term growth strategy. As of April 2015, the brand has been registered in 116 countries worldwide.
"OPPO has been focusing heavily on overseas expansion in recent years," says OPPO CEO Tony Chen. "From the very beginning, we have positioned ourselves as a global company and our dynamic expansion strategy fully demonstrates this commitment."
Founded in 2004, OPPO started its business journey as a global electronics and technology service provider by manufacturing high-quality MP3 and MP4 devices before adding Blu-ray DVD players to its line-up of products, the latter of which continues to do well in the US market. It started its foray into the mobile phone market in 2008 and made its first step overseas the following year, outpacing many of its rivals in terms of global outlook.
In 2009, OPPO entered its first overseas market, Thailand, with lively campaigns and creative marketing strategies. Today, it is a top smartphone brand in the country. OPPO smartphones are currently available in over 20 global markets as well as being sold online in an additional 50 countries via 3rd party online store OPPOstyle.com.
OPPO's global expansion
OPPO made a big splash in 2011 when it enlisted Hollywood superstar Leonardo DiCaprio to star in the commercials for its Find smartphone series. In 2014, the company took part in a co-branding campaign with the action movie Transformers 4 for its promotional tour in Thailand, Indonesia, and Vietnam. This was followed up in the following year by a similar agreement in 10 countries with the blockbuster film The Fast and the Furious 7. This year, has seen OPPO make huge advances into the fashion industry; participating in 2015's New York Fashion Week, with another major global fashion event this summer.
Thanks to its highly successful global marketing strategy that has put cross-brand partnerships and entertainment, fashion, and sports campaigns at the forefront, OPPO has seen its profile rise significantly, especially in Southeast Asia and South Asia. In 2014, the smartphone brand achieved registered market shares of 10% in Indonesia, 11% in Vietnam, and 12% in Malaysia, and has even established its first overseas assembly plant in Indonesia to service booming demand in the region. A second assembly plant is set to follow in India this year, as OPPO remains on target to ramp up its sales in the country to match that of the China market within the next five years.
In another recent global development, this July, saw OPPO enter into a partnership with leading Australian technology retailer Dick Smith to bring the full range of OPPO handsets to its 400+ outlets across the country.
With a series of diverse and worldwide partnerships in full swing, OPPO is well on track in its quest to establishing itself as a true global brand.
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text:
Embarcadero, the Spanish word for wharf, may also refer specifically to:

Places
 Embarcadero (San Diego), California
 Embarcadero Circle, waterfront re-development project in San Diego
 Embarcadero (San Francisco), a location on the eastern waterfront of San Francisco
 Embarcadero Center, office complex in San Francisco
 Embarcadero Freeway, former California State Route 480
 Embarcadero Station, an intermodal station serving mostly Muni services and BART

Transportation
 E Embarcadero, a suspended streetcar line in San Francisco

Brands and enterprises
 Embarcadero Technologies, developer tools and data management company


This decadent Christmas Day brunch is definitely one for seafood fans. Chef de cuisine of Ossiano Grégoire Berger was recently named the 10th best chef in the world, at the international Best Chef Awards and Seafood Speciality Chef of the Year at The Pro Chef Middle East Awards. Chef Gregoire's eight-course 'Spherification' festive menu will feature a range of dishes including Gillardeau oysters, foie gras "terrine", lobster and black truffle and the chef's signature dish, the rainbow trout "Floating Island". Salha and the Million Dollar Band will provide live entertainment all evening long. The restaurant is perfect for an extra-special Christmas – it's entirely underwater and has incredible views through to the Ambassador Lagoon.
The popular Argentinian meat restaurant will be hosting an a la carte brunch on 25th December. Diners can pick from a delicious four-course festive menu. Mains include rib-eye steak, a rack of lamb, sea break fillet – or of course – turkey. All mains are served with traditional festive trimmings, including Brussels sprouts, carrots, parsnips, beef bacon wrapped sausages, cranberry sauce and homemade Yorkshire pudding.
On Christmas Day Park Hyatt Dubai will be serving up an incredible festive feast on the hotel's beautiful piazza, with views over Dubai creek and the marina. There will be live cooking stations and chefs on hand to rustle up all of your favourite dishes, along with free-flowing bubbly. Popular dishes include pan fried foie gras with apples and calvados, pan fried scallops with black truffle, along with plenty of meats including lamb, quail, pigeon and duck. There's also plenty available for seafood fans and vegetarians. For dessert, guests can tuck into a number of specialties in the dedicated dessert room. There will be live music from a saxophonist and DJ, whilst the youngest guests will receive a surprise gift from Santa Claus.
If you're looking for a traditional British Christmas meal, Gordon Ramsay's restaurant at Atlantis The Palm is a great place to head to. Diners can tuck into roast turkey and all the trimmings, vegetarian Wellington, a wide range of hot and cold starters, a cheese and bread station and a seafood station. For dessert, there's a traditional British Eton mess and an eggnog panna cotta. There will be a singer performing festive hits throughout the brunch, and children's brunch pass comes with free access to the Lost Chambers aquarium.
Throughout the afternoon on Christmas Day, Aji will be offering turkey and all the trimmings for just AED 250 per person. Don't fancy dining during the day? From 8pm until close, the restaurant will be offering three free drinks to everyone who visits the restaurant in their festive best, along with a 30% discount on dinner bookings for women.
This year West 14th will be serving up a Christmas Day BBQ. Guests can enjoy a selection of salads followed by BBQ Christmas turkey, with or without stuffing, skewers, and lamb roast. For those with a sweet tooth, there's also a tempting selection of festive desserts. And there will be a free mocktail or glass of bubbly as a special Christmas welcome to you from DUKES Dubai.
The wanderlust brunch includes live cooking stations with cuisines from all over the world. For 25th December there will be a festive twist on the menu (diners can expect popular Christmas favourites such as turkey and trimmings). In total, there will be 11 live food stations, with 360 dishes from all over the world.
If you fancy getting out of the city for 25th December this is the brunch for you. The family friendly restaurant will be offering a festive buffet brunch from 1pm-4pm on Christmas Day. There will also be plenty of kids' activities to keep the youngest members of the family entertained. Children can enjoy flying kites, face painting, pony and camel rides. There will also be jugglers and a magician's performance. And – of course – Santa Claus will be on hand to chat to his fans during the brunch and will distribute presents to all the young guests. While children enjoy their time in the kids' outdoor area, adults can enjoy the live band, and Christmas carols performed at the al fresco terrace overlooking the gardens and the golden desert of Dubai.
The Urban Picnic brunch will be serving up festive favourites on 25th December. Spend the afternoon relaxing by the pool in one of the many cabanas and fill up your picnic basket with your favourite festive dishes at the live grill and indoor buffet.


text:
Швянтас (; устар.: Швинта, Швенте) — озеро в Зарасайском районе Утенского уезда на востоке Литвы. Акватория озера полностью располагается на территории . С западной стороны к озеру прилегает территория , с южной — территория  Игналинского района. Озеро относится к бассейну Швянтойи (приток Вилии).

Швянтас является самым крупным озером Литвы без постоянного поверхностного стока. Находится на высоте 158,5 м над уровнем моря, в пределах территории регионального парка . Длина озера — 3 км, максимальная ширина — 2,1 км, площадь — 425,9 га. Протяжённость береговой линии — 10,45 км. Наибольшая глубина — 18,2 м, средняя — 6,4 м. Озёрная котловина ледникового происхождения. Площадь водосборного бассейна — 15,8 км². Озеру свойственны долговременные колебания уровня воды, достигающие 2,5—3 м; во второй половине XX века произошёл существенный спад уровня воды.

Примечания

Бассейн Швянтойи (притока Вилии)
Озёра Зарасайского района
Турмантское староство