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YALSA National Research Agenda
Download the print version of YALSA's National Research Agenda (PDF) or view the web version.
Priority Area 1: The Impact of Libraries as Teen Formal and Informal Learning Environments
Priority Area 2: Library Staff Training, Skills and Knowledge
Priority Area 3: Equity of Access
Priority Area 4: Cultural Competence, Social Justice and Equity
Priority Area 5: Community Engagement
YALSA would like to thank Linda Braun, Sandra Hughes-Hassell, Crystle Martin, Mega Subramaniam, and the 2015–2016 YALSA Research Committee for their critical role in creating this document.
History of the YALSA Research Agenda
The mission of the Young Adult Library Services Association (YALSA) is "to support library staff in alleviating the challenges teens face, and in putting all teens — especially those with the greatest needs — on the path to successful and fulfilling lives." In meeting the mission the association understands the value of providing library staff working with teens, and other stakeholders, with the research required to support ongoing service and development.
Since the time of the publication of the last YALSA Research Agenda, in 2011, funding from a 2012 grant awarded by the Institute of Museum and Library Services (IMLS), enabled YALSA to host the "National Forum on Teens and Libraries." This gave the association the chance to bring the library community and other youth development organizations together to engage in a conversation about how those working in and with libraries can better meet the needs of teens in a time of rapid demographic and technological change. An outcome of the Forum and the year-long work associated with that event, was the seminal report, "The Future of Library Services for and with Teens: A Call to Action" (a.k.a. "Futures Report").
Additionally, between 2011 and the present, the landscape of teen services in libraries has changed quite dramatically, as the way teens use technology, learn, interact, and socialize continues to progress. Opportunities, issues, challenges, and best practices have evolved significantly since the last YALSA Research Agenda was published.
The five priority areas in the 2011 YALSA Research Agenda helped inform the framework and development of the "National Forum on Libraries and Teens" and the resulting "The Future of Library Services to Teens: A Call to Action" report. However, as indicated above, emerging issues in teen services and materials led the YALSA Research Committee to re-evaluate how the existing priority areas reflect these emerging trends and issues. To that end, the Committee has reframed the priority areas to fit the current needs and landscape.
Framing the 2017-2021 Research Agenda
This edition of the YALSA Research Agenda focuses squarely on incorporating the principles outlined in YALSA's 2014 report on "The Future of Library Services for and with Teens: A Call to Action." This report challenges libraries to re-envision teen services in ways that recognize the resources available to libraries as well as the changing needs, and demographics, and information practices of today's teen population. Additionally, significant developments in technology led to the need to rethink how services for and with teens are best designed and delivered.
In order to effectively incorporate the principles and guidelines offered by the Futures Report into the current YALSA Research Agenda, it was essential to identify the conceptual gaps in the previous YALSA Research Agenda that the Futures Report helps bring to the forefront.
It is important to point out that the priority areas in this document are not autonomous areas of research. Rather, YALSA views these areas as interconnected and informed by similar bodies of literature and theoretical frameworks. In this way, scholars who conduct research on teens should consult the literature in each of these interrelated areas to build more robust findings that emerges from a broader understanding of the issue being examined.
Priority Area 1
The Impact of Libraries as Teen Formal and Informal Learning Environments
Understanding how informal and formal learning environments have an impact on adolescent development, college and career readiness, and acquisition of literacies is crucial in determining how library staff must serve teens in the 21st century. Informal environments include physical and virtual spaces in which teens take part in activities that inherently lead to learning, but do not have a strictly educational focus. Formal learning environments include physical and virtual spaces, such as school classrooms and online courses, where teens spend time specifically to learn content.
The importance of libraries to support flexible learning communities and connected learning opportunities for teens is essential. Connected learning is a framework that brings together three foundational principles of learning - learning that is powered by personal interests, learning that is peer supported, and learning that brings together interest with academic subjects and potential college and career pathways. Underlying these three principles, connected learning requires learning experiences that are designed to enable teen produced content; learning is openly networked allowing for connections between teens themselves and adults who can act as role models, mentors, and coaches; learning that has a shared purpose with others; and learning that brings learners together to reach a common goal.
The connected learning framework highlights the type of learning environment that Lee Rainie pointed to as lacking in many libraries that focus on school research and homework. In his presentation at the 2011 YALSA Forum, Rainie noted that because teens use social networks and the internet they live in a different learning and living ecosystem than previous generations of adolescents. (Braun et al., 2014, p.5).
The MacArthur Foundation's 10-year Digital Media and Learning project, launched in 2006, funded and guided explorations of formal and informal learning environments and "how digital media are changing the way young people learn, socialize, communicate, and play" (MacArthur Foundation, 2011, p. 1). The YOUmedia project at the Chicago Public Library is an example of research that is leading to an understanding of the place that media, technology, and learning environments play in teen acquisition of knowledge and 21st century skills. In early 2016 the Whitney Museum of American Art released the report "Room to Rise: The Lasting Impact of Intensive Teen Programs in Art Museums." The report highlights the value that informal learning environments (in this case museums) have for teens and which research is beginning to show is true through libraries as well. "Room to Rise" notes, "Our findings revealed five significant areas of long-term influence: a growth in confidence and the emergence of personal identity and self-knowledge; deep, lifelong relationships to museums and culture; a self-assured, intellectually curious pursuit of expanded career horizons and life skills; a lasting worldview grounded in art; and a commitment to community engagement and influence." (Linzer, et al. 2015, p. 24.)
The importance of 21st century skills is also highlighted in the 2009 report from IMLS titled Museums, Libraries, and 21st Century Skills. This report provides an overview of what 21st-century skills are within a museum and library context and through real-life examples demonstrates how institutions serving youth are moving forward with aiding young people in acquiring the necessary skills. The report states: "While it is true that libraries and museums are — and always have been — well-equipped to provide critical learning experiences to their audiences, this potential must be further developed, defined, and made more accessible. All libraries and museums — and the people they serve — stand to benefit from becoming more intentional and purposeful about accommodating the lifelong learning needs of people in the 21st century, and doing this work collaboratively in alignment with community needs." (Institute of Museum and Library Services, 2009, p. 6)
Recently, IMLS turned its focus in part on better understanding how librarians can work to create participatory learning opportunities for their patrons. In their 2015 report, IMLS Focus: Learning in Libraries, the agency described how participatory learning can be a transformative experience when library staff embrace the elements of active learning and social learning when developing participatory learning programs for their patrons. Similarly, the 2016 Aspen Institute Report, Libraries in the Exponential Age notes, "As the role of the library evolves beyond access and lending to providing a platform for learning, innovation and creativity, libraries need to think in dramatically different ways and develop new approaches to their work in line with this changing role." (Garmer, p. 13) The teens of today are part of an ever global and competitive society. They need skills sets that go beyond the traditional academic and into learning and innovation skills. Currently many teens lack these skills for job readiness and success for the future. There is opportunity for libraries to meet these needs in the physical and virtual spaces to provide connected learning opportunities with experts and community members (Braun et al., 2014, p. 3).
1. How does funding for teen services correlate to providing high impact informal and formal learning opportunities for teens?
2. What differences in college and career readiness do teens exhibit based on their participation in library related formal and informal learning opportunities?
3. How are young adult 21st century and emerging literacies skills supported and enhanced through the use of libraries?
4. What are the possible intersections between youth peer culture, interests, and academic subjects that library staff can use to build meaningful learning among youth that take advantage of both the library's and the community's existing resources (virtual, human, community, etc.)?
5. How can library staff help teens develop emerging literacies, creating new ways of interaction and thinking?
6. How might library staff create opportunities for youth to connect their home, community and emerging literacies with traditional library programming?
7. How can the Connected Learning Framework be effectively employed in school and public libraries to develop meaningful and powerful literacies and 21st century skills instruction?
8. How does the integration of youth voice practices in teen library services have an impact on teen learning through libraries?
9. How can public libraries and schools work together to develop connected informal and formal learning opportunities for teens?
10. How are libraries creating and using new models of program evaluation and outcomes-based measurements to assess the effectiveness of teen informal and formal learning opportunities?
Library Staff Training, Skills and Knowledge
As the needs and demographics of teens have changed over the past decade, the skills that library staff serving the age group have needed to change. Schools of library and information science, iSchools, and associations such as YALSA need to understand the skills needed and help those going into the library field as well as those that are already in the field gain the skills required. In the 2015 research study conducted by Kyungwon Koh, and June Abbas, "Competencies Needed to Provide Teen Library Services of the Future: A Survey of Professionals in Learning Labs and Makerspaces" researchers found that "The most frequently reported competencies that participants said they did not learn from higher education fall into the areas of (1) contemporary technologies, (2) Makerspaces, (3) management, (4) community advocacy and partnerships, and (5) teaching and programming. These competencies are closely related to the tasks they did not feel prepared to do, such as (1) working with new technologies and Making tools, (2) advocacy, (3) obtaining funding, and (4) facilitating learning." (http://www.yalsa.ala.org/jrlya/2016/06/competencies-needed-to-provide-teen-library-services-of-the-future-a-survey-of-professionals-in-learning-labs-and-makerspaces/)
Institutions such as the University of Maryland iSchool are starting programs that will provide library staff with educational opportunities needed. The UMD iSchool program, titled Youth Experience YX, "...will prepare leaders, educators, and change agents who deeply understand the dynamic contexts of youth." Education is no longer confined to the school building – youth are learning across both formal and informal learning spaces, including libraries, museums, community centers, and online environments. Information professionals must be prepared to meet youth in their own spaces (online, in person, and in between), use technology to facilitate existing interests, and be in tune with what they find relevant and motivating." (iSchool announcement http://ischool.umd.edu/news/marylands-ischool-announces-youth-experience-opportunities-post-masters-certificate-mlis)
Data is not available on how training for professional teen services librarians helps to guarantee that the teen library program has impact on adolescent lives is valuable. So too is data that shows how the role of a professional library staff member working with teens helps the library to meet the educational, informational, and recreational needs of the age group. Without statistics that demonstrate that library staff specifically trained to support teen needs is a return on investment for a community, it is difficult to advocate for inclusion of that type of position in a library's budget.
Outcome measures are required to better understand the role of library staff as facilitators of learning for teens and as connectors to coaches and mentors who can support teen learning. YALSA's Futures Report states, "Degreed library professionals focus on developing and managing teen services in a public or school library at the programmatic level while face-to-face encounters are made up of a hybrid of staff and skilled volunteers who act as mentors, coaches, and connectors to the information and resources needed by individual teens in the community. Library staff, mentors, and coaches build relationships with teens with the goal of supporting their academic, career, and civic engagement and growth. Serving teens is embraced as a role that all library staff must play, regardless of job title, position, or department," (Braun, et al., 2014).
1. What are the prevalent staffing models for public library service to teens that best demonstrate a strong impact on supporting teen informal and formal learning needs?
2. How do the skills and knowledge that a professionally trained teen services librarian brings to a library impact teen 21st century skill development, college and career readiness, and development of critical literacies?
3. What skills and/or knowledge are required of librarians and library staff to successfully support informal and formal learning opportunities for teens?
4. What skills and/or knowledge do library staff need to be able to empower non-dominant youth to voice their needs and interests?
5. What skills and/or knowledge to library staff need to empower youth voice?
6. How does the introduction of coaches, mentors, and experts into teen library services help to expand library staff knowledge, skills, and ability to support young adults in their informal and formal learning endeavors?
7. How can associations such as YALSA best work with library schools and professional learning networks to guarantee library staff have the skills needed to support teen needs and interests?
8. How do we ensure that library staff continue to be trained in new approaches to facilitating learning?
There is growing gap between "the progressive use of digital media outside of the classroom, and the no frills offerings of most public schools that educate our most vulnerable populations. This gap contributes to widespread alienation from educational institutions, particularly for non-dominant youth" (Braun et al., 2014, p. 9).
How teens gain access to and use technologies is another crucial research topic. The digital divide used to mean the gulf between those who had ready access to technology and those who did not. Mobile devices (such as smartphones and tablets) may have narrowed that gap to some extent, perhaps only for the more repetitive communication tasks. Nonetheless, in 2015 the digital divide is a divide not of access to technology but a divide in access to specific resources (such as databases) as well as an understanding of how to use those resources successfully. In her article "Many low income students use only their phone to get online" Crystle Martin notes, "This can be a barrier to learning for young people. It can limit their access to resources to complete their homework, as well as create barriers for other learning. Thirty-five percent of youth who have mobile-only access look online for information about things they are interested in. But this goes up to 52 percent when young people have access to an Internet-connected computer." (https://theconversation.com/many-low-income-students-use-only-their-phone-to-get-online-what-are-they-missing-54213). Even if the device is available, we do not know to what extent government-required or parental imposed filters limit teens' access to the information they want or need. Questions still linger about how skilled teens are at using technologies to access accurate information and even more important how adept they are at assessing accuracy or creating information. Finally, research based on needs has produced technologies that provide immensely enhanced access to differently-abled users, including teens, and that could be productively incorporated into contemporary library practice.
The Joan Ganz Cooney Center's 2016 report, "Opportunity for all? Technology and learning in lower income families" highlights the need to provide equitable technology solutions to youth and families. Their key findings include data that demonstrates that while low-income families may have internet access at home in many instances that access is limited. One report finding states, "...many lower-income families are under-connected. For example, one quarter (23%) of families below the median income level and one third (33%) of those below the poverty level rely on mobile-only Internet access. And many experience interruptions to their Internet service or constrained access to digital devices. Among families who have home Internet access, half (52%) say their access is too slow, one quarter (26%) say too many people share the same computer, and one fifth (20%) say their Internet has been cut off in the last year due to lack of payment. Among families with mobile-only access, three in ten (29%) say they have hit the data limits ontheir plan in the past year, one-quarter (24%) say they have had their phone service cut off in the past year due to lack of payment, and one fifth (21%) say too many people share the same phone for them to be able to get the time on it that they need." (Rideout & Katz, 2016, p. 5).
Along with the Joan Ganz Cooney Center's work, the Pew Research Center has published a rich set of research findings related to teens, media, technology, and learning environments includes a fundamental ongoing inventory of the technologies with which youth are engaged and to what extent and whether/how this differs with income, gender, and ethnicity (Lenhart, 2015). The Center's most recent report on teens and technology, published in April of 2015, highlights the ways in which different gender and ethnic and cultural groups use technology in formal and informal settings. The research within this report helps library researchers as they further their work to better understand how different teen populations access and use technology and what are some of the barriers faced by various demographic groups.
1. How can librarians and library staff best ensure access to a variety of materials for teens in the face of challenges, including intellectual freedom?
2. How can librarians and library staff guarantee digital equity in their collections and programmatic activities including access and content variety?
3. What are the effective library practices for embedding access to technology, resources, and learning within families and communities?
4. How do teens themselves enact, create, and develop information practices and its associated literacies as they move between segments of their everyday life: school, after-school, leisure, health, social, etc.?
5. How does a lack of access to technologies in schools and libraries limit digital equity for teens?
6. What barriers exist in the information practices of today's teens and how might libraries address them?
7. What role have libraries played in reinforcing these barriers and preventing or limiting the information practices of teens?
8. What is the impact of lack of access to new and emerging technologies in schools and libraries on teens' successful and safe use of technology for informational and recreational purposes?
9. How can libraries respond best to socio-economic, ethnicity, gender and ability differences in supporting access to technology?
10. How can libraries support the development of digital literacy skills among youth who have limited access to technology or other resources?
11. How does the library's historic focus on information access impact the ways in which digital equity practices are embedded into service?
Cultural Competence, Social Justice and Equity
Perhaps the biggest paradigm shift in libraries is connected to the changing cultural demographics of today's teen population. YALSA captured these demographic shifts in an infographic that was recently published (YALSA, 2015). If we look at one dimension of this cultural shift pertaining to race/ethnicity, the Futures Report provides the following illustrative snapshot of teens today: "Children of mixed race grew at a faster rate than any other group over the past decade, increasing by 46%. The number of Hispanic children grew by 39%. The number of non-Hispanic Asian and Pacific Islander children grew by 31%" (Braun et al., 2014, p. 2).
Given this demographic reality, the primary question for the research community becomes: to what extent, if any, has our research reflected and responded to this shift? How we respond to this shift is in large part driven by our collective sense/level of cultural competence as a profession. In other words, is our profession primed to understand, appreciate, and integrate the culturally diverse backgrounds and ways of knowing of teens today into our research and practices? Have we responded to these shifts through our teen services and collections? Do we honor the cultural capital that teens from diverse backgrounds bring into library spaces from their homes and communities or do we view them as a problem to be dealt with? Have we as a library community looked reflexively at our own views, dispositions, and interactions with teens from diverse backgrounds to see how they might reinforce stereotypes or conversely provide opportunity for cross-cultural learning? These are just some of the questions that can serve as point of entry for research and action in the area of cultural competence. Scholars interested in learning more about this topic might look to YALSA's wiki resource on cultural competence (YALSA, nd, http://wikis.ala.org/yalsa/index.php/Cultural_Competence).
Among the scholarly resources featured on this wiki is that of LIS scholar Patricia Montiel. Overall, who articulates a definition for cultural competence related to the field of library and information science, which she described as: "a highly developed ability to recognize the significance of culture in one's own life and in the lives of others; and to come to know and appreciate diverse cultural backgrounds and characteristics through interaction with individuals from diverse linguistic, cultural, and socioeconomic groups; and to fully integrate the culture of diverse groups into services, work, and institutions in order to enhance the lives of both those being served by the library profession and those engaged in service," (p. 1).
The work of Paul C. Gorski (2014) is also worth exploring within the teen library services context as it can help staff to understand exactly what's required to develop equitable learning spaces. Gorski states "... if we are committed to creating equitable, biasfree learning spaces, cultural proficiency describes only part of the skill set we need. In fact, when it comes to equitable education, cultural proficiency has a few limitations. For example, like many of the recent models for teaching with diversity in mind — culturally relevant teaching, cultural competence and intercultural communications — cultural proficiency focuses primarily on culture and cross-cultural knowledge. However, I wonder whether we have become so focused on culture in education that we have failed to address inequities like heterosexism, ableism or racism sufficiently."
1. What are the techniques library staff are using to successfully engage with teens to build reflective and responsive collections?
2. To what extent does the current body of young adult resources adequately meet the needs of today's diverse teens?
3. How can the emerging literacies skills of low literacy teens, English language learners, and reluctant readers be enhanced through the services that libraries provide?
4. How do factors such as race, ethnicity, culture, class, sexual orientation, gender, socioeconomic status, language spoken and read, and geographic location (i.e. rural vs. suburban vs. urban) shape need for and use of library services and resources?
5. How do youth of color perceive libraries and library staff in their schools and communities?
6. To what extent do library staff understand their own cultural biases and blind spots with respect to supporting the needs of youth of color?
7. What are the models or conceptual frameworks that might drive the development of library programs that bridge development of emerging literacies between a teen's home and community?
Community engagement is another aspect of the work required of library staff to guarantee that diverse community members are heard and supported. Community engagement is a process in which library staff build relationships and understanding of the needs of the community in which they work, and as noted in The Principles of Community Engagement 2nd edition "Acknowledging diversity in background, experience, culture, income, and education and examining how society produces privilege, racism, and inequalities in power should be central to the process of community engagement" (Clinical and Translational Science Awards Consortium, 2011).
In a 2014 report from the Building the Field of Community Engagement collaborative the value of community engagement is clearly stated. "Community engagement creates more sustainable, long-term progress for communities because it is rooted in relationships. Many organizations driving a specific issue or campaign agenda build transactional relationships, which are less personal and built specifically to obtain a desired result. Authentic community engagement, on the other hand, depends on developing a relational connection to the community that is focused on achieving long-term results rather than short term gains. As one event attendee said, 'It can't just be about a project, because projects end.'" (Building the Field of Community Engagement, 2014, p. 5)
Another opportunity for community engagement and increased connections between libraries and the teens that they work with is through Research Practices Partnerships (RPP). As stated on the RP+P Collaboratory website, "Jointly-conducted research builds relationships that can lead to more relevant questions and more usable results. It can produce tools and findings that speak directly to the concerns of educators. This approach may also represent a more ethical approach to education research by giving equal voice to the insights, experiences, and complex working conditions of practitioners on the frontlines of advancing equity and excellence…." (Why Research + Practice, 2016) In 2013 the William T. Grant Foundation laid out a framework for research practice partnerships that can be integrated into teen library services research. The Foundation noted these five conditions for successful partnerships: 1. They are long-term, 2. Focus on problems of practice, 3. Are committed to mutualism, 4. Use intentional strategies to foster partnership, and 5. Produce original analyses. (Research-Practice Partnerships, 2013, p. 2.)
There are barriers to building community engagement with and through libraries. When discussing External Collaborations in Libraries in the Exponential Age, Brian Bannon, Chicago Public Library Commissioner and CEO states, "One of the things we learned from the work with IDEO [a design company] was allocating the time to people to do the work, and to give them the support and structure around it. The original idea was that they can do it on the side. But no, you can't do it on the side. You have to invest in people and give them the time. There was a huge change in our organizational culture as a result of doing this — allocating the time to the support line folks, and that's how change happened." Siobhan Reardon, President and Director of the Free Library of Philadelphia goes on to say, "Our work of moving the library system is from the inside out. We had to change the internal structure so that staff knew we were serious about the need to meet community needs. We had to look at the staff and create the possibilities for the staff to get out from behind their desks and get into the communities." (Garmer, 2016) Research needs to occur place to demonstrate the value of teen library staff moving beyond their buildings so to guarantee teens have the skills needed to succeed in the 21st century.
To succeed in community engagement library staff must move from designing services in a vacuum and then informing teens and youth development stakeholders that the services are available to using participatory design strategies, community discovery processes, assessment techniques, and relationship building outside of library buildings.
1. How can we leverage participatory design methods to support community engagement and teen library services?
2. What training do library staff need to effectively implement successful community engagement techniques?
3. What are the models in community engagement and community discovery that libraries need to implement to best serve teens?
4. How do library staff engage with underserved teen communities including those representing teens living in poverty, those from underrepresented cultures and ethnic groups, and those in rural, suburban, and tribal areas?
5. What are the library infrastructure barriers that limit community engagement opportunities and how can they be overcome?
6. What are the benefits and models to teens, their families, and communities when libraries embed research practice partnerships into their work?
7. What is the impact on teens when library staff implement community engagement activities?
Answers to the questions posed in the five priority areas above will aid librarians and library staff as they move further into the 21st century. The agenda is forward-thinking in its framework with a strong focus on the areas librarians and library staff need to be well-versed in to support the informational and recreational needs of young adults who are born into a world of e-content, technology, mobile devices, and social media.
The research that is an outcome of this agenda will provide information librarians, library staff, administrators, policy makers and community members need to advocate for high-quality library services for young adults. Teens will therefore have access to library staff, programs, services, and collections that will help them to develop successfully and succeed well after their adolescent years.
Read the bibliography used to prepare this agenda.
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Which of the following are sentence fragments?
Question: Which of the following are sentence fragments?
I. Sarah who works at the CD store.
The correct answer is: I and III.
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text:
Axminster bypass £6.7 million loan plan is backed
Published: 3:01 PM November 6, 2018 Updated: 11:41 AM November 7, 2020
A north-south bypass will reduce Axminster's town centre congestion problems say campaigners. Picture: ALEX WALTON - Credit: Archant
East Devon Council Cabinet approves funding scheme to fast track town's much needed inner relief road
Plans to borrow almost £7 million to fast track a start on Axminster's long-awaited north-south relief road have been given the green light.
A funding scheme to enable the £17million bypass to be built ahead of a massive housing development to the east of the town was unanimoulsy approved by East Devon District Council's (EDDC) Cabinet last week.
EDDC intends to jointly commission the road with Devon County Council and deliver it before the homes are built, many years sooner than origianlly planned.
They will use £10million of Housing Infrastructure Fund (HIF) money secured by the council earlier this year, and borrow £6.7m to cover the shortfall.
The loan would ultimately be repaid by developers from the sale of some 650 houses planned for the site.
Cabinet members agreed this was the best way forward for the relief road and the town.
There was some discussion around residents' concerns over problems with Weycroft Bridge to the north of the town and the junction with the A35 to the south.
Axminster county and district councillor Ian Hall said these junctions were being looked at with the relevant agencies to see what could be done, but that this should not hold up progress on the bypass.
Cabinet's decision sets out principles for delivering the road, ensuring that it is in place in its entirety early in the development of the site, thereby minimising the impact and disruption within the town as the site is built out - something that is likely to take many years.
The principles for the delivery of the road will be worked up into a detailed proposal and reported back to council members for them to consider at a future meeting.
Cllr Hall said: "I am delighted that cabinet agreed to take such a proactive and positive role and invest in the delivery of the Axminster relief road. The road is vital to the future of the town and the fact that the council is willing to borrow nearly £7 million is a massive vote of confidence in Axminster and its community."
To read the report in full, visit the East Devon website. http://eastdevon.gov.uk/media/2670608/311018combinedcabinetagenda.pdf

redpajama_set_name: RedPajamaCommonCrawl


systemd-swap - HardCoder - powered by josense!
It is configurable in /etc/systemd/swap.conf.
Q: WTF?! Why you merge swapFC and swapFU?
Q: How can i migrate config swapFU from 3.X to 4.X?
A: Most of switches are same, to get configuration like swapFU from swapFC, set swapfc_max_count to 1 and swapfc_chunk_size to size of swapFU.
Q: Do we need to activate both zram and zswap?
A: Nope, it's useless, as zram is a compressed RAM DISK, but zswap is a compressed "writeback" CACHE on swap file/disk.
Q: Do i need use swapfc_force_use_loop on swapFC?
A: Nope, as you wish really, native swapfile must work faster and it's more safe in OOM condition in comparison to loop backed scenario.
Q: When would we want a certain configuration?
A: In most cases (Notebook, Desktop, Server) it's enough to enable zswap + swapfc (On server tuning of swapfc can be needed).
In case where SSD used, and you care about flash wear, use only ZRam.
Q: Where is the swap file located?
Q: Can we use this to enable hibernation?
A: Nope as hibernation wants a persistent fs blocks and wants access to swap data directly from disk, this will not work on: zram, swapfu, swapfc (without some magic of course).


text:
The Last Major Voyage of Queen Elizabeth II
BCS01 Code - BCS01The Last Major Voyage of Queen Elizabeth II carried cover £25.00 Buy Now
BCS01S Code - BCS01SThe Last Major Voyage of Queen Elizabeth II carried cover signed by Captain Ian McNaught £30.00 Limited Availability
Commemorating the last major voyage of Queen Elizabeth II
With a 1st class Queen Mary 2 stamp and Southampton postmark (1st May, 2004)
Doubled with a £1 Isle of Man stamp and postmark
Also features a New York postmark
Carried onboard the final voyage
Available signed by Captain Ian McNaught
Issue Name: The Last Major Voyage of Queen Elizabeth II
When the brand spanking new QM2 arrived on the scene in 2004, she took over the role as the Flag Ship of the Cunard's Line. This was the end of an era as the QE2 had been first Lady of the Seas up until then.
This cover was officially carried on her last Blue Riband voyage from Southampton to New York and back. A number were signed while on board by the Master, Captain Ian McNaught, in gold pen.
RMS Queen Elizabeth 2
RMS Queen Elizabeth 2, often called the QE2 was the flagship of t he Cunard Line from 1969 until the RMS Queen Mary 2 succeeded her in 2004. She is one of the great transatlantic ocean liners and was the last oil fired passenger steamship to cross the Atlantic in regularly scheduled liner service before she was refitted with a diesel power plant. At 70,327 tons and 963 ft (294m) long, with a top speed of 32.5 knots, she is one of the largest and fastest passenger vessels afloat despite the fact that she is smaller than bother her predecessor and her successor.
Queen Elizabeth 2 Final Voyage to Dubai Carried Cover
Queen Elizabeth II cover carried Five Times
Queen Elizabeth Maiden Voyage Carried Cover
Queen Elizabeth Final Transatlantic Voyage
BCS01 The Last Major Voyage of Queen Elizabeth II carried cover Sign-In for wish-list
BCS01S The Last Major Voyage of Queen Elizabeth II carried cover signed by Captain Ian McNaught Sign-In for wish-list


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Winter Haven man shot, killed after confrontation with another driver
Posted: Jan 12, 2020 / 03:14 PM EST / Updated: Jan 13, 2020 / 04:58 AM EST
POLK COUNTY, Fla. (WFLA) – A Winter Haven man was shot and killed Saturday night after initiating a confrontation with another driver.
According to Polk County deputies, the incident happened around 9:30 on Lake Ned Road in Winter Haven.
Deputies say the man was the driver of a pickup truck. As he was driving down Lake Ned Road, an SUV, occupied by a male driver and female passenger, was driving behind.
The man and woman inside of the SUV told detectives the pickup truck came to a sudden stop, forcing them to stop suddenly as well. The driver then approached the SUV, cursing at the man and woman about following too closely and stated that he should kill them, according to deputies.
That's when the two told deputies the man returned to his truck but turned around and began walking back toward their SUV.
The man driving the SUV told deputies he feared the other driver was coming to kill him, so he grabbed a gun from a dash compartment, pointed it out of his window toward the other driver and fired, deputies say. The woman called 911.
Deputies say the truck driver suffered a gunshot wound to the lower abdomen and was taken to Winter Haven Hospital but died shortly after.
Both the driver and passenger in the SUV remained at the scene for law enforcement to arrive.
No arrests have been made at this time. An investigation has been started by deputies as they are currently looking for more evidence to support the victim's statements. The driver of the SUV has been interview by detectives.
According to deputies, witnesses said they heard three gunshots. One witness said he heard a man yell, "I don't want to kill you" and a female yell, "Don't kill him, don't kill him!"
If you have any information relating to this incident, please contact the Polk County Sheriff's Office 863-298-6200.
Forecast / 33 mins ago
Polk County / 32 mins ago


This week's episode of the Forgotten Classics podcast saw the explosive conclusion of Julie Davis' reading of the "scientific classic" The Green Girl by Jack Williamson. This short novel was one of our SFFaudio Challenge #5 audiobooks and so now Julie has won a prize (as well as our enduring respect)!
When I added The Green Girl to the challenge Rick Jackson, of Wonder Publishing described it to me as "early sense of wonder SF." I think that's right. I guess I knew what that meant, vaguely anyway, but now that I've heard it I'd suggest the fantastic events, with their grandeur of scale, are magnificently preposterous. That said, The Green Girl is never quite cartoonish as there is a reverence, if not slavishly accurate reverence, for both science and the value of scientific knowledge. It's this that distinguishes The Green Girl from many of its contemporary pulps.
Melvin Dane has been seeing a vision of a green girl since he was a child. Images of her came over the ether. Is she just fantasy? Or a reality that managed to cross time and space? And now, with the Earth under threat of extinction, will Melvin ever meet that girl of his dreams? With an alien force trying to bring Earth back to the Ice Age, Melvin and his foster father, scientist Sam Walden, embarked on a heroic quest to save their world. Their adventures took them from their sleepy little cottage in the beaches of Florida to the unexplored and totally unexpected world beneath the ocean. First published in the March and April 1930 issues of Amazing Stories. Later collected in 1950 as Avon Fantasy Novel #2.
Thanks for doing this Julie. I can't wait to listen to it.


NAGPUR: Taking Gita ka gyan beyond the realms of the aged and experienced, the KML Mankar Shekshanik Vikas and Sewa Pratishtan have jointly organised a collective reading of all the 18 chapters of the holy book by students of 18 schools on Thursday at Chitnis Park.
The event conceptualised by retired educationist Dr Baba Nandanpawar aims to propagate Bhagwad Gita and its teachings. The students are from class 8, 9 and 10. Each school was allotted one chapter and the students were given a copy of the holy book in the month of June and were asked to memorise the chapter allotted to them. Says Nandanpawar, "We have checked the progress and are confident the children will be able to read it out."
Students have been mastering the verses under the tutelage of the Sanskrit teacher of their school. There are 700 verses in the entire book. All the participants will read out the 12th chapter together. It is about the conduct of students. The entire reading would take less than two hours.
Pt Bachraj Vyas Vidyalaya has got the largest number of students participating. 185 students of the school would be reading the 76 shlokas of the 18th chapter which is last and the longest. Archana Joshi, the Sanskrit teacher who has been coaching the students, says, "I have divided the entire chapter into three parts and allotted three sections of standard IX to learn them. This has helped in dividing the load and the students too have been able to master it in six months' time. As the last chapter contains the essence of the entire Bhagwad Gita, I feel that this knowledge acquired at such a young age will benefit them throughout their lives."
The holy book will be carried to the venue in a palki from Navyug Vidyalaya and the reading will commence at 2 pm with the blowing of a conch.


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THE WORK OF THE MISSIONS ABROAD
Pastor Walstone Francis, President, Cyril Jervis,; Vice-President, Dianna Walkine; Secretary Esmaralda Ford Crittenden; Treasurer, Jeffrey Crittenden; Past President, Wayne Saunders and Honorary Consul Fountain.
Mr. Kelley Foxx, Cook County State's Attorney Kim Foxx, Mrs. Tanya Fountain, Honorary Consul Fountain.
Bahamas Association Chicago Founding Member and Past President Wayne Saunders.
Bahamas Association Chicago Founding Member Donna Johnson.
Bahamas Association Chicago Founding Member Mavis Simpson-Cargill.
Washington D C
WASHINGTON, D.C. — His Excellency Dr. Eugene Newry (right), Bahamas Ambassador to the United States, met with H.E. Mr. José Ramón Cabañas Rodriguez, Ambassador of Cuba to the United States, on Tuesday, March 6, 2017, at the Embassy of The Bahamas, 2220 Massachusetts Avenue, N.W. The two envoys discussed matters of mutual interest to their countries, including a collaboration on a Washington, D.C.-based cultural project. Ambassador Cabañas was accompanied by Ms. Karen Diez, First Secretary.
WASHINGTON, D.C. –Following their meeting on Tuesday, March 6, 2017, at the Embassy of The Bahamas, 2220 Massachusetts Avenue, N.W., when matters of mutual interest to their respective countries were discussed, His Excellency Dr. Eugene Newry, Bahamas Ambassador to the United States, and H.E. Mr. José Ramón Cabañas Rodriguez, Ambassador of Cuba to the United States, are pictured with diplomatic staff members of their respective Embassies. From left to right: Mr. Mikhail Bullard, Second Secretary, Embassy of The Bahamas; Miss Krissy Hanna, Second Secretary, Embassy of The Bahamas; Ms. Karen Diez, First Secretary, Embassy of Cuba; Ambassador Cabañas; Ambassador Newry; Mr. Chet Neymour, Deputy Chief of Mission, Embassy of The Bahamas; Miss Tracee Dorestant, Second Secretary, Embassy of The Bahamas; and Ms. Jade Williams, Third Secretary, Embassy of The Bahamas.
WASHINGTON, D.C. — His Excellency Dr. Eugene Newry, Bahamas Ambassador to the United States, is pictured signing the Book of Condolences for former Haitian President René Garcia Préval at the Embassy of the Republic of Haiti, 2311 Massachusetts Avenue, N.W., on Thursday, March 9, 2017. Mr. Preval, a two-time president of Haiti, died Friday, March 4, at the age of 74, at his home in Laboule, a suburb of the capital city of Port-au-Prince. Mr. Preval was President of Haiti from 1996 to 2001 and from 2006 to 2011.
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You can never be too prepared for college admission.
Please use the tools on this page for information from the selection process to visiting a campus.
Selecting a College
The college admission process plays an important role in planning for the future. When considering a college, consider 3 major categories:
REACH schools (schools the student would love to attend, but may not meet required criteria)
TARGET schools (schools the student has a likely probability for admission and that significant desirable features)
SAFETY schools (schools the student is most likely to be admitted with many desirable features)
Discuss as a family what you want and can do, together. Assist each other in gathering information, visiting and applying, and always discuss options for paying for college.
Department of your intended major
Highest attainable degree in your major
Facilities such as library, research and equipment
Faculty credentials
Religious orientation
Financial aid programs
Scholarship offerings
Factors in Admission Decisions
College admission committees consider a variety of factors.
Most colleges consider the factors below; however, each college could place these in a different order of importance:
High school GPA
Rank in class (RIC)
Rigor of the course work (regular, honors, or advanced placement)
College entrance exam scores
High school's reputation and standing
Recommendations from teachers, counselors and/or principals
Quality of the application
Special talents
Visiting College Campuses
Visiting a college is the only way to find out your impressions of a college and to get a feeling for the school. The more colleges you visit, the more general knowledge you will have about college and the more specific knowledge you will gain about what you like and do not like. Loyola allows two visit days for Juniors and Seniors per year, but extended time may be granted by the Principal or Assistant Principal/Prefect of Discipline if needed. Students should try to plan college visits when Loyola is not in session if possible.
PLANNING A VISIT:
Call or visit the website in advance to find out about appointments and tours. Smaller colleges will probably arrange individual appointments and larger colleges will have set times for tours and group sessions. Some colleges will provide overnight lodging on campus, so ask if you are interested.
If you would like to sit in on a class or talk to a coach or professor, let the admissions office know.
If you are visiting other colleges, be sure to plan enough time between visits to get to your appointments on time and to absorb what you see.
BEFORE THE VISIT:
Read over information (brochures, catalogs and/or websites) about the college so that you are prepared and knowledgeable when you visit.
Prepare questions. Remember that the purpose of this visit is for you to get information and a feeling for the college. Ask questions that you want to ask - there are no right questions to ask.
Get directions! The admissions office would be happy to provide them for you.
WHEN YOU ARRIVE:
Relax and take in as much as you can.
Take a tour.
Have a meal in the cafeteria. This is the place to acquire the best impressions of student life.
Locate a campus newspaper and read it.
Check out bulletin boards. What are people posting and what is advertised?
Try to see a dorm room.
Ask your guide personal questions - such as why he chose the school or what she does not like. Your guide can provide invaluable information that will not be found in publications.
Spend time in the library. Is this a place where people study or socialize?
Listen in on conversations.
THINGS TO LOOK FOR:
Social Climate
What do people do on the weekends?
What social and cultural activities are offered on campus? Are these activities that you would like?
What facilities are there for socializing? Is there a social center or student union?
What clubs, organizations, and groups are evident and popular on campus?
Are the students friendly? Are they positive about their school?
How would you generalize about the "type" of student that you see - ie. preppy, nonconformist, intellectual, career oriented ...
What is the political climate on campus?
Intellectual Climate
What is the student attitude toward learning?
How competitive or intense is the learning environment?
What are opportunities for special programs? ie. cooperative programs, study abroad, research...
Do you feel that this would be an intellectual "fit?"
Does the appearance of the campus please you?
What are the living accommodations like? Is there a variety of housing from which to choose - ie single sex/coed, suites, single rooms, "quiet" dorms, off campus apartments?
Where does one find a "community"? ie. clubs, residential communities, Greek system, learning communities, religious affiliations?
What is the difference between where freshmen and upperclassmen live?
What would you do when you go off campus?
Is the campus safe? Are you comfortable with the security in all areas?
When you visit, try to get a feeling for what your life would be like if you attend. Remember that you can gather facts from websites and guidebooks. Your visit should give you should provide you with an impression of and opinions about the college. Often, this "feeling" is the deciding factor in your decision.
LA Board of Regents Minimum Admission Standards
Minimum Admissions Criteria
Selective school admission needs to be a top priority of all Loyola students today. With the exception of the state's two-year institutions, all public four-year institutions have adopted selective admission policies. The LA Board of Regents/TOPS high school core curriculum must be completed as a minimum to be considered for admission into any of the four-year institutions. Because of this change, Loyola, as a college preparatory school, was compelled to adjust its requirements for graduation to meet this standard. For a listing of the core curricular requirements and the LA Public University Minimum Admissions Criteria, click this link.
Louisiana Core Four curricular requirements became effective beginning with the Class of 2012 . All Loyola students graduate with the mandatory Core Four requirements.
Academy Admissions
From year to year Loyola students seek admission to one or more of our U.S. Service Academies. These include West Point, U.S. Naval Academy, U.S. Air Force Academy, The Merchant Marines Academy, and the U.S. Coast Guard Academy. Qualifications for admissions are high and the application process is rigorous. Because of this, those students interested must begin the process at the beginning of their junior year.
September: notify college placement counselors of your interest
October: initial meeting with parents and interested students
December- January: apply for summer seminar programs at the Service Academies
April: meet with college placement counselor to begin the application process
Summer before:
Senior year: request nomination packets from U.S. Congressman and U.S. Senator
Begin applications to the academies
Begin application for ROTC scholarship
Senior Year:
September-November: complete all applications and nomination packets
November-December: interviews for nominations
Performing/Visual Arts Program Admissions
Finding the right performing or visual arts program is a unique and individual decision. There many different types of schools offering a quality education in the arts.
Four-Year Colleges/Universities: For those who want a broad liberal arts curriculum. The ability to switch majors is a very useful safety net for those who aren't 100% certain of their choices.
Four-Year Performing and Visual Arts Schools: Generally offer art instruction with a liberal arts program of study. All degrees are art-related. Most of these schools have the words "Art" or "Design" in their names.
Conservatories: Professional schools designed to preserve and perfect the knowledge of the performing arts, generally without the traditional liberal arts curriculum. For the most part, conservatories are looking for polish from a prospective student.
Some resources:
National Youngarts Foundation-High school seniors (17+ years old) are eligible to apply to the NFAA's Arts Recognition and Talent Search (ARTS) program. Simply applying provides the opportunity to qualify for scholarships and the chance to be named a Presidential Scholar in the Arts. This is for the areas of dance, jazz, film and video, music, photography, theater, visual arts, and voice.
Resources for Dance interests:
http://www.a2zcolleges.com/Majors/Dance.html
http://www.ehow.com/list_6789916_list-top-ten-danc...
Information For The Arts (Theater)
http://www.backstage.com/advice-for-actors/resources/10-theater-colleges-kick-start-your-career/
http://musicschoolcentral.com/discover-the-10-best-colleges-for-musical-theater/
http://www.collegefactual.com/majors/visual-and-performing-arts/drama-and-theater-arts/rankings/top-ranked/#
In the spring of the Junior year, or the early summer as a rising Senior, students interested in playing sports at the college level are encouraged to register with the NCAA Clearinghouse. Coaches and athletic recruiters can visit this site to access your academic information to determine academic eligibility.
NCAA Guide for College Bound Athlete
NCAA Initial Eligibility Guidelines
Division I Academic Requirements
Division II Academic Requirements
Play NAIA
(90 students)
93% matriculating to a 4 year institution.
60% matriculating in state, 39% matriculating out of state
80% of graduates earned over $10 million in scholarships (excluding TOPS scholarships)
High School Code
Loyola's High School Code is 192690. Please include it on all college entrance examination registration forms. College applications and/or scholarship applications may require the number also.
College Admission Terms
Candidate's Reply Date
The date by which students must notify each college that has accepted them whether or not they plan to attend that college in the fall. The deadline is usually May 1.
Candidate Notification Date
The date the college/university will announce its decision on a student's application for admission.
Deferred Admission
A plan used by colleges whereby students who have been admitted can delay or defer their enrollment for a year or a semester. Also, it can mean an early action applicant's admission is put into the regular decision pool of applicants to be re-evaluated.
Demonstrated Interest
The number and quality of contacts you have had with the college. Colleges are interested in qualified students who have taken the time to return postcards and other mailings, research, visit, email and/or call. Demonstrating interest can be an advantage in admissions.
Early Action
A plan used by some colleges in which students apply in early fall by the early action deadline, learn of the decision earlier than other students (usually December), but have until May 1 to accept or reject the offer of admission. Unlike early decision, students may apply to other schools and are not obligated (if admitted) to attend that school.
A plan in which students apply early in the fall by the set deadline and learn of the decision earlier than other students, usually in December. This plan is suggested only for students who are highly qualified and know that this particular college is 'the one'. Accepted students are required to withdraw their applications to other colleges and to agree to matriculate to the college that accepts them early decision.
Early Notification
A plan that is a cross between early action and early decision. Requirements and notification deadlines vary college to college. Ask an admission counselor to explain their school's plan.
A general education of humanities, science and technology considered a foundation for life, as opposed to career-specific or professional studies. Liberal Arts institutions may not offer as many advanced technical or scientific undergraduate opportunities as comprehensive universities.
Matriculate
To enroll in a college or university as a candidate for a degree.
A plan whereby colleges admit all applicants who apply.
The high school profile is a demographical description of your high school and the academic characteristics of the most recent graduates. A Profile is sent to colleges with applications.
Some colleges review applications for admission on a first come-first served basis. Students are notified of the admission decision shortly after their application and credentials are complete with the college. A deposit may be required to hold a place in the class.
Selective Colleges
Those that accept fewer students than apply. The degree of selectivity is dependent upon the number of applicants per seat a school receives. Highly selective colleges (or top tier colleges) may accept 30% or fewer applicants. Most selective colleges require additional information about the applicant to help in their decision, such as a resume', an essay, and letter(s) of recommendation. They will also expect a transcript showing course rigor.
A term used by institutions to describe a process in which they may initially delay offering or deny admission. Rather, the institution extends the possibility of admission in the future. Colleges offer admission to wail list candidates if insufficient numbers of regularly admitted candidates accept their offers of admission.


THERE is a high probability that arson was to blame for the fires which razed ten houses and severely damaged three more at St Francis Bay on 18 December 2018.
The first fire broke out near the waste site at Sea Vista and was reported to Kouga's Fire Department at 10:45am.
"It can safely be assumed that fire no 2 was set deliberately and with malicious intent in an extreme gusting westerly wind. The puffs of smoke could also indicate the use of some sort of flammable liquid," the assessors found.
"Although it could be possible that fire no 3 was started from flying embers from fire no 2, such an assumption is not consistent with the wind direction at fire no 2 at the time," the report states.
The assessors further praised the manner in which Kouga and other roleplayers rallied together to fight the fire.
Kouga Mayor Horatio Hendricks said the police investigation into the suspected arson was ongoing.
My question of December 18 again: Must we now live in fear?


text:
Termination of translesion DNA synthesis
DNA Repair (Homo sapiens)
DNA Damage Bypass (Homo sapiens)
Translesion synthesis by Y family DNA polymerases bypasses lesions on DNA template (Homo sapiens)
Termination of translesion DNA synthesis (Homo sapiens)
The initiation and extent of translesion DNA synthesis (TLS) has to be tightly controlled in order to limit TLS-induced mutagenesis, caused by the low fidelity of TLS-participating DNA polymerases. Since monoubiquitination of PCNA at lysine residue K164 is a prerequisite for the assembly of TLS complexes on damaged DNA templates, PCNA deubiquitination is a key step in TLS termination that allows DNA polymerase switching from Y family DNA polymerases involved in TLS to replicative DNA polymerases delta and epsilon (Povlsen et al. 2012, Park et al. 2014).
24768535 Modification of PCNA by ISG15 plays a crucial role in termination of error-prone translesion DNA synthesis
Park, JM, Yang, SW, Yu, KR, Ka, SH, Lee, SW, Seol, JH, Jeon, YJ, Chung, CH
Mol. Cell 2014
23000965 Systems-wide analysis of ubiquitylation dynamics reveals a key role for PAF15 ubiquitylation in DNA-damage bypass
Povlsen, LK, Beli, P, Wagner, SA, Poulsen, SL, Sylvestersen, KB, Poulsen, JW, Nielsen, ML, Bekker-Jensen, S, Mailand, N, Choudhary, C
Nat. Cell Biol. 2012
TRIM25 binds monoUb:164-PCNA (Homo sapiens)
UBE2L6:TRIM25 ISGylates monoUb:K164-PCNA (Homo sapiens)
USP10 binds monoUb:K164,ISG:K164,ISG:K168-PCNA (Homo sapiens)
USP10 deubiquitinates monoUb:K164,ISG:K164,ISG:K168-PCNA (Homo sapiens)
USP43 binds ISG:K164,ISG:K168-PCNA (Homo sapiens)
USP43 deISGylates ISG:K164,ISG:K168-PCNA (Homo sapiens)
POLD,POLE binds deISGylated PCNA after TLS (Homo sapiens)
POLD,POLE complete replication of damaged DNA after TLS (Homo sapiens)
KIAA0101 double monoubiquitination (Homo sapiens)
hasEvent
Translesion synthesis by Y family DNA polymerases bypasses lesions on DNA template
Orthologous Events
Termination of translesion DNA synthesis (Bos taurus)
Termination of translesion DNA synthesis (Canis familiaris)
Termination of translesion DNA synthesis (Danio rerio)
Termination of translesion DNA synthesis (Drosophila melanogaster)
Termination of translesion DNA synthesis (Gallus gallus)
Termination of translesion DNA synthesis (Mus musculus)
Termination of translesion DNA synthesis (Rattus norvegicus)
Termination of translesion DNA synthesis (Schizosaccharomyces pombe)
Termination of translesion DNA synthesis (Sus scrofa)
Termination of translesion DNA synthesis (Xenopus tropicalis)
BioModels Database
BIOMD0000000220, BIOMD0000000293
Orlic-Milacic, M (2014-12-11)
Borowiec, JA (2015-01-07)


If you're big on a meal with a view, SkyTower's Orbit restaurant is your one-stop shop (or, in this case, restaurant). The 190-metre high dining room rotates once every hour, providing 360-degree views of the city, Hauraki Gulf and beyond. The Kiwi-inspired a la carte menu features a range of vegetarian, gluten free and dairy free dishes. We recommend going all out and opting for the three-course set menu. Visit during the weekend for the ultimate high (hah) tea.


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How fair were the 2016 elections in Tennessee? By one account, very.
Mike Reicher
It may seem counter-intuitive considering Tennessee's Republican dominance, but by one measure the 2016 election here could be considered exceptionally balanced.
A new voting data analysis by the Associated Press shows the state's political representation essentially reflects the number of votes cast for each party.
While that sounds like it should be the norm nationwide, some states have lopsided representation because lawmakers crafted district boundaries that gave one party advantage over another.
With skewed districts, lawmakers have less incentive to compromise, leading to hyper-partisanship and congressional gridlock. Voting map manipulation is at the heart of a potentially landmark upcoming U.S. Supreme Court case that could determine the legality of partisan redistricting.
► Related:Supreme Court to rule on how election districts are drawn
► More: What is gerrymandering and what does it really mean in practice?
The term gerrymandering was coined after Elbridge Gerry, a Massachusetts's governor who in 1812 approved a voting district shaped like a salamander, and improved his party's electoral chances.
Tennessee's balanced results, however, don't necessarily mean lawmakers were altruistic when they drew the state's maps.
"A lot of that is less about gerrymandering, and more about the way our population has self-sorted itself," said Middle Tennessee State University political science professor Kent Syler. "Democratic-leaning voters are more concentrated in urban areas and Republican-leaning voters are more concentrated in suburban and rural areas."
Voting districts — especially those for Congress — tend to reflect the geographic divide. Also, Syler said, the sheer number of Republican-leaning voters renders partisan gerrymandering unnecessary in many cases.
"There are very few competitive House districts in the state," Syler said, "and there are really no congressional seats that are competitive between Democrats and Republicans."
► At heart of landmark Supreme Court case: a gerrymandered map that has helped lock in huge legislative majorities for Wisconsin GOP
► Supreme Court upholds offensive trademarks as form of free speech
Seven of nine congressional seats, and 74 of the 99 state House seats, are held by Republicans.
The Associated Press examined the results of the 2016 elections for the lower chambers in state legislatures and the U.S. House of Representatives. It excluded state senate races because they weren't held on the same year throughout the country.
Using a statistical method called an "efficiency gap" analysis, the AP compared the share of votes cast for candidates of each party to the share of seats won by each party.
In states with skewed voting maps, the thinking goes, a party would capture a disproportionate share of seats compared to the vote. Wisconsin is a prime example. Republicans there won 52 percent of the vote statewide for 2014 Assembly elections, but captured 63 of the chamber's 99 seats.
Republican lawmakers in Madison controlled the statehouse after the 2010 census and drew district boundaries that contributed to the big gains. Now, the Supreme Court is reviewing a ruling that struck down the Wisconsin Assembly's map.
Nationwide, the analysis found four times as many states with Republican-skewed state House or Assembly districts than Democratic ones.
But Tennessee was one of the most proportional states. In congressional and state House districts, the average share of Republican voters ranged between 61 percent and 64 percent.
That translated to 78 percent of congressional seats and 75 percent of House seats —nearly the expected result, according to the formula developed by researchers at the University of Chicago and the nonpartisan Public Policy Institute of California.
For each percentage point gain over 50 percent in its statewide vote share, a party normally increases its seat share by 2 percentage points.
Traditional battlegrounds such as Michigan, North Carolina, Pennsylvania, Florida and Virginia were among those with significant Republican advantages in either their U.S. or state House districts. All had districts drawn by Republicans after the last Census in 2010.
The majority party in the state legislature redraws Tennessee district maps to account for population changes every 10 years, based on the decennial census. Many other states follow the same process.
"I think we did everything we could to be fair and equitable in drawing the lines," said House Speaker Beth Harwell, R-Nashville. "Overall, I'm very proud."
But critics of gerrymandering say balanced results don't mean the process is fair. U.S. Jim Cooper, D-Nashville, has introduced legislation that would require states to use independent bipartisan commissions for redistricting. Another bill he introduced would add more transparency to the process.
"The people in power draw it up for themselves," said Cooper, who likens the process to a restaurant operating without independent health inspectors. "Who would eat in the restaurant if it hadn't been inspected? No one. A lot of people think the whole system is corrupt. Often they're right."
Reach Mike Reicher at 615-259-8228, at mreicher@tennessean.com, and on Twitter @mreicher.


text:
Casaletto may refer to the following communes in Italy:

Casaletto Ceredano, in the province of Cremona
Casaletto di Sopra, in the province of Cremona
Casaletto Lodigiano, in the province of Lodi
Casaletto Spartano, in the province of Salerno
Casaletto Vaprio, in the province of Cremona

redpajama_set_name: RedPajamaWikipedia


On December 15, 2012, a new Police Station was inaugurated in the Maya Beach area, now designated as a precinct of the Placencia Formation in the Stann Creek District. The fully furnished and outfitted Police Station is the product of effective collaboration between the Ministry of National Security, the Placencia Police Formation and the business community and residents of the Peninsula, over 70 of whom have donated material, cash and labor.
Present for the inauguration was Commissioner of Police, David Henderson and the Officer Commanding the Placencia Formation, Inspector Mark Flowers. Speaking on behalf of the local business community and residents were Mr. Doran Yount, Coordinator for the Peninsula Community Crime Watch; Mr. Dan Edwards, co-organizer of the group; and Miss Deb Coston, Justice of the Peace and Warden of the US Embassy. The Building was blessed by Reverend Jeanne Marechal.
Following the inauguration, the Commissioner of Police and the Officer Commanding the Placencia Formation presided over the swear-in of 16 new Special Constables for the area. Another 12 additional Special Constables will soon be sworn in, for a total of 28 new Special Constables for the Peninsula. The names of the 28 special constables are Shaleni Cawich, Kenneth Ferris, Joel Bo, Herman Choc, Aaron Krohn, Benifacio Cal, Jamie Leslie, Herman Ack, Adolphus Molina Jr., Jamal Martinez, Marion Muschamp, Norman Leslie Jr., Charlene Guzman, Juan Choc, Marcelo Pou, Michael Sheppard, Pedro Mas, William Parada, Patrick Patnett, Dennis Weiss, Jamal Martinez, Wilkie Garbutt, Egbert Feiger, Leonides Ramirez, John Rash, Neville Lopez, Eugene Paul Leslie, and Sinclair Diego.
Hon. John Saldivar and the Ministry of National Security commend and congratulate the business community, special constables and residents of the Peninsula for their invaluable contribution, participation and partnership as we work together to restore safety and security throughout our community.


text:
Natalie Bridgeman Fields: Holding the Powerful Accountable
Natalie Bridgeman Fields, who is the founder and executive director of a nonprofit called Accountability Counsel, isn't so sure. Accountability Counsel is one of several…
Inside the Campaign to Support Communities Harmed by Development
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Introducing the Schwab Foundation's Social Entrepreneur of the Year 2017 Awardees
The Schwab Foundation's 2017 Social Entrepreneur of the Year Awardees include 17 outstanding leaders at the helm of 13 organizations pioneering solutions for social and…
Gina Clayton Named Winner of 2017 Grinnell College Innovator for Social Justice Prize
The winner of the 2017 Grinnell College Innovator for Social Justice Prize and $100,000 is Gina L. Clayton, an attorney, activist and advocate for women,…
Design that Matters 2016 Programs Report
Design that Matters recently released their 2016 program report for the year that highlights the impact their products have had on saving hundreds of lives, as well…
Melinda Gates Interviews Barbara Bush on Her No. 1 Priority...Healthcare
Recently, Melinda Gates sat down with DRK Entrepreneur, Barbara Bush, to discuss what inspired her to launch Global Health Corps, the women who have contributed to…
2017 Skoll Awardee: Build Change
The Skoll Foundation has announced the four recipients of the 2017 Skoll Award for Social Entrepreneurship and two of the recipients are DRK grantees: Build Change and Last…
2017 Skoll Awardee: Last Mile Health
The Skoll Foundation has announced the four recipients of the 2017 Skoll Award for Social Entrepreneurship and two of the recipients are DRK grantees: Last Mile Health…
Louise Dubé Named 2017 DvF People's Voice Award Winner
Louise Dubé, Executive Director of iCivics, has won the 2017 DVF People's Voice Award and $50,000 to continue to reach iCivics' goal of energizing children to get…


Steve's - Forum - Acoustat - Spectra 11, Setup of Spectra 11s ?
Home > Forum > Acoustat > Spectra 11, Setup of Spectra 11s ?
Spectra 11, Setup of Spectra 11s ?
Hi guys thanks for putting such a great source of information up for this type of speaker I already have learned sooo much :-) I bought a pair of Spectra 11s yesterday off ebay they look in excellent condition and have a guarantee etc.I have a good setup with a marantz pre amp receiver and 2 kenwood power amps the bigger one being 150wrms channel but I never have owned or set up electrostatics before and they are being shipped to me in boxes so any pointers would be appreciated. Also room placement campared to conventional speakers?
If you send me your email address, I can provide a Spectra 11 manual, in case you don't have one.
hi, i have a pair of 2+2s and need the panels repaired. any idea of who?


* MUST HAVE EXPERIENCE WITH MANHATTAN SKY RISE BUILDINGS AND WORKING WITH UNION. MUST ALSO HAVE EXPERIENCE WITH BUILDINGS WITH A FOOT PRINT OVER 1 MILLION SQUARE FEET* RESPONSIBILITIES Plans, implements, coordinates and manages all mechanical operations, maintenance, communications, energy management, and manpower development programs for a facility, campus or portfolio of buildings. ESSENTIAL DUTIES AND RESPONSIBILITIES Manages all facets of inspections and surveys, including energy audits and analysis, HVAC, electrical and plumbing systems, environmental compliance, accessibility compliance, acquisition and third party surveys. Supervises and reviews all technical operations to include system air balancing reports, boiler, chiller and cooling tower performance testing; mechanical and electrical system noise and vibration control, tenant work orders, CFC chiller replacement and conversions. Develops and provides for ongoing improvement of preventive maintenance and engineering procedures, hazardous materials communications plan, indoor air quality programs, preventive maintenance programs, budget operating costs estimates and comparisons. Oversees implementation of programs to ensure compliance with life safety programs and procedures, domestic water quality control and water treatment programs to include environmental and safety compliance. Designs and develops construction management including HVAC system comparisons and make appropriate recommendations to include HVAC systems and start up monitoring. Assist with due diligence and building evaluations for possible acquisitions or development projects.. Evaluates and recommends building automation, energy management and automatic temperature control systems. Perform value-engineering studies and evaluate contractor qualifications and recommendations. Performs other duties as assigned. SUPERVISORY RESPONSIBILITIES Provides formal supervision to individual employees within single functional or operational area. Approves subordinate's recommendations for staff recruitment, selection, promotion, advancement, corrective action and termination. Effectively recommends same for direct reports to next level management for review and approval. Plans and monitors appropriate staffing levels and utilization of labor, including overtime. Prepares and delivers performance appraisal for staff. Mentors and coaches team members to further develop competencies. Leads by example and models behaviors that are consistent with the company's values.* MUST HAVE EXPERIENCE WITH MANHATTAN SKY RISE BUILDINGS AND WORKING WITH UNION. MUST ALSO HAVE EXPERIENCE WITH BUILDINGS WITH A FOOT PRINT OVER 1 MILLION SQUARE FEET* \n\nQUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and EXPERIENCE Bachelor's degree (BA/BS) from four-year college or university and a minimum of seven years experience and/or training. Or equivalent combination of education and experience. Knowledge and understanding of all applicable practices and techniques, laws, project controls and environmental regulations to include safety regulations. One or more of the following preferred: Local Operating Engineer's License or Trade License, Systems Maintenance Administrator (SMA), Real Property Administrator (RPA) Proficient computer skills; familiar with energy Management System (EMS) programming and fire alarm systems. CERTIFICATES and/or LICENSES Universal CFC certification required. Additional certification in three or more of the following: HVAC, electrical, mechanical, HVAC and refrigeration systems, process controls, mechanical power transmissions, painting, plumbing, carpentry or engine repair. Certifications/licenses as may be required by local or state jurisdictions. COMMUNICATION SKILLS Ability to comprehend, analyze, and interpret the most complex business documents. Ability to respond effectively to the most sensitive issues. Ability to write reports, manuals, speeches and articles using distinctive style. Ability to make effective and persuasive presentations on complex topics to employees, clients, top management and/or public groups. Ability to motivate and negotiate effectively with key employees, top management, and client groups to take desired action. FINANCIAL KNOWLEDGE Requires in-depth knowledge of financial terms and principles. Ability to calculate complex figures. Ability to forecast and prepare budgets. Conducts financial/business analysis including the preparation of reports. REASONING ABILITY Ability to solve advanced problems and deal with a variety of options in complex situations. Requires expert level analytical and quantitative skills with proven experience in developing strategic solutions for a growing matrix-based multi-industry sales environment. Draws upon the analysis of others and makes recommendations that have a direct impact on the company. OTHER SKILLS and ABILITIES Intermediate skills with Microsoft Office Suite, Outlook, and intranet/internet. Ability to use work order system. Working knowledge of asset management, property management, leasing, disposition, and construction. SCOPE OF RESPONSIBILITY Decisions made with in-depth understanding and interpretation of procedures, company policies and business practices to achieve complex results. Responsible for setting project, department and/or division deadlines. Errors in judgment may cause long-term impact to line of business and/or overall company. SAFETY Responsible for personal safety and the safety of those who are affected by your work. This includes but is not limited to: 1. Complete all required and assigned HSE training at a satisfactory level, 2. Follow all activity policies and procedures, including all HSE-related requirements at all times, 3. Participate in all HSE-related programs & activities as required, including incident investigations, interviews, auditing and assessment, etc. 4. Report any conditions which you feel could result in an accident or injury and / or stop work if required. As a Manager: 1. While adhering to all HSE requirements established for CBRE employees, supervisors and managers are additionally required to: a. Provide sufficient distraction-free time for employees to complete all required HSE training & support the HSE training program implicitly, b. Investigate and resolve (if possible) all reported unsafe conditions / acts and communicate results back to the affected stakeholders, c. Support "stop work" authority when it is exercised in good faith, d. Communicate any / all potential workplace hazards and workplace procedures.


text: Q: Creating Perpendicular lines between groundwater contours and flow direction I have groundwater contours and flow direction arrows, each in their own feature class. I'm wondering if there is a way to draw the flow direction arrows so that they cross over the groundwater contours at a perpendicular angle?

redpajama_set_name: RedPajamaStackExchange


This was the third installment of the Type Talks conference, organized by David Březina and Anna Giedryś, and they have once again made one of the best type events I've had the fortune to attend. I happy to concisely report that this Type Talks was even better than the first one (besides the fact that I spoke at it)(and unfortunately I missed the second conference, so I can't say how awesome it was, but I'm sure it was also great).
• The event began with "Type Shorts", an informal Pecina Kucha style evening of many quick presentations.
• David donned his finest bow tie to host the day!
• The venue was incredibly beautiful.
• All of the talks were excellent.
• The food was actually great.
• For a couple days, Brno was the center of the type community.
• I want to offer some criticism of the event, but I simply had a great time and really enjoyed it all.
Organizing a day like this is no doubt stressful and takes months of planning. At the intersection of event organizational stress and relief of successfully pulling it off, David claimed that this is the last time they will do a Type Talks conference. I hope it really was just the exhaustion speaking and that they will do it again in a few years!
I am very excited to report about the TypeTalks conference in Brno this summer. It comes just after the ICTVC conference in Cyprus and directly before the 24th International Biennial of Graphic Design Brno. Three design conferences in a week, this might be some kind of record.


text:
The Payne Institute for Earth Resources presents: Jill Engel-Cox
« Thesis Defense: Fracture Optimization Based on Gradient Descent Methodology
Mines/NREL/Materials Science Distinguished Lecture Series/Physics colloquium: Imaging and Controlling Nanoscale Crystal Growth in the Transmission Electron Microscope »
Open to the Mines community and the public.
Seminar Title: Global Manufacturing and Trade of Renewable Energy Technologies
Jill Engel-Cox is the Director of the Clean Energy Manufacturing Analysis Center (CEMAC) and deputy director of the Joint Institute for Strategic Energy Analysis (JISEA) at the National Renewable Energy Laboratory (NREL). Over her 25-year career, Engel-Cox has been an engineer, researcher, program manager, and strategic planner for a diverse suite of renewable energy, clean technology, and environmental programs in the United States, Asia, and Middle East. Her first job was climbing smokestacks in Los Angeles, followed by leading industrial pollution prevention programs for small and medium sized businesses and R&D laboratories in the United States and internationally. In the past decade, she has led international strategic planning and technology assessments for renewable energy and environmental sustainability research programs, working extensively in Malaysia and Saudi Arabia. She also teaches industrial processes and environmental communications courses at Johns Hopkins University Engineering for Professionals Program and she taught an online course on environmental communications for the Colorado School of Mines. She has a Masters in Mechanical Engineering from Colorado State University and a Ph.D. in Environmental Science from the University of Maryland, Baltimore County.
Please join us on March 20 in Engineering Hall room 211.
Economics and Business, Payne Institute for Public Policy
Payne Institute
Engineering Hall
Golden, CO United States + Google Map


There's some pretty interestesting statistics there.
I find that some vulnerabilities are under represented in these stats.
For example, WSDL exposure is becoming more and more common in site that I had to test.
Why can't OWASP and WASc join hands to produce such reports especially when both are getting help from CVE MITRE to produce their reports.


text:
Over the years so many researchers, scientists and Christian archaeologists have claimed to have discovered the real location of the garden of Eden but each of this claimed discoveries are in different locations.
May 24, 2021 - 10:35 Updated: May 26, 2021 - 08:55
calvin et al claimed to have discovered the location of the Garden of Eden in a place called Babylonia which was a small ancient cultural area located in "central-southern Mesopotamia" which we all know today as Iraq with series of proofs and solutions to back his theory. Some creationists and so called experts today believe that the Ahwar marshes – one of the most diverse ecosystems in southeast Iraq which crosses over into Iran and Kuwait has been named a World Heritage Site by UNESCO which says that there have been settlements there since between the fourth and third millennia BCE – around the time when it is believed that the Earth was created, JOHN D. MORRIS, P.H.D. from the Institute for Creation Research believes that the awar marshes hides the garden of Eden backed up with very interesting theories.
in 1999 Dr JOHN published a paper titled "Where Was the Garden of Eden Located?" which explicated the already available biblical informations related to the location of the Garden and conjectured with a theory backed up with proofs and key points from bible verses which talked about the flood of noahs day. II Peter 3:6 says "the world that then was, being overflowed with water, perished" which was as a result of what happened in Genesis 6 - 9. Dr Johns theory states that since the whole world was Flooded and this flood would have totally restructured the surface of the globe which is very interesting to me because looking at it from that angle his theory could be right. the flood would have dissolved the land surface of the garden and redirected its sediments elsewhere. in the bible it was said that the Flood covered the whole world with processes operating at rates, scales and intensities far beyond what we have today which automatically means that world is gone.
Reland et al claimed to have discovered the Garden of Eden in Armenia while other scholars like Carl Krug from early times who claimed to have studied the and understood the Hebrew text of Genesis the second chapter where the four rivers that watered the garden where mentioned in the bible claimed to have discovered the garden of Eden in Damascene. while so many researches claimed to have discovered it in places like Somalilland, Arabia, some say like the legend of Atlantis, the garden of Eden is buried beneath the Persian gulf and many other discoveries backed with different theories.
according to my theory, discovery and beliefs after a very deep penetration into the cosmography and geography of the ancient east i believe Africa has a Major role to play in biblical history if you have studied the bible clearly you would realize that Most of the people and nations mentioned in the Bible belonged to Africa and Africans, not to Europe and Europeans. as a matter of fact it was clearly stated in the bible that the Garden of Eden itself was planted in the East Africa, in a place known as Ethiopia to be precise. the Book of Genesis, chapter 2, verses 10–14 tells us that the river that watered the Garden is divided into four rivers that watered the Earth which are the Pishon which we know today as the white Nile, Gihon in known today as the white Nile, the Tigris and the Euphrates still go by the same names. all four of this rivers belong to Africa but even until now many people still argue that only the Pishon aka White Nile and Gishon aka Blue Nile rivers belong to Africa but it is shown in the bible that all four of these rivers belong to Africa.
Ill break it down
in history before the African map which we all have today was ever made, the original Africa included places mentioned in the Bible like the Land of Canaan, Palestine and Israel, all of these places were like an extension of Africa's mainland before it was divided by a man made canal known as the Suez Canal which was built around 1859-1869.
it is said that after the Second World War the portion of land that was separated from Africa by the Suez canal is where we know today as the middle east. before the division, in the days of the original Africa that area was known as the North Eastern Africa.
according to history and research, it has been confirmed that the original Hebrews that were mentioned in the holy book were actually a group Ethiopians and Egyptians who were forced to migrate with their caravans on foot to the Land which Canaan ruled, which was a land of Africans in the North Eastern Africa now known as the middle east. this was revealed in the book of Genesis 46:5-7. the same Land where Abraham lived for 10 years and got married to Hagar the Egyptian (Gen 15: 3). according to (Gen 10: 19) in the holy book, the borders of Canaan land extends from "Sidon to Gerar to Gaza to Sodom and Gomorrah to Admah and Zoboim, even unto Lasha." All of these places were previously known to be within the North-Eastern Africa. a lot of people today would still have doubts and disagree with all of my theories but theyre just theories you dont have to proove that the land of canaan was african, lets establish who Canaan and his descendants were from the holy book. the book of (Gen: 10:20) says the sons of Ham and their families, countries and nations which they lived in and ruled were Cush, Mizraim, Phut and Canaan. Ham is an African man in the Bible His sons cannot be white, Cush ruled the Sudan and we all know Sudan is in African It was called the Land of Cush or kush in the bible. Canaan is the son of Ham, an African. The land he ruled was named after him as the Land of Canaan which was located in North-Eastern Africa, not Europe. His descendants are named after him as Canaanites in the Bible and They are Africans not white. Mizraim ruled Egypt, Egypt is also called Mizraim in the Bible and also the Land of Ham (Psalm: 105: 23-27). Egypt is in Africa not in Europe Its people are Africans, not Europeans Phut ruled the whole land known today as Libya, Libya is in Africa not Europe. The Libyans, excluding the Arabs there are the descendants of Phut, son of Ham an African in the Bible. His descendants are Africans, not white.The Bible proofs all of this. Both science and the holy book supports the fact that The Garden of Eden was originally located on the Eastern part of Africa.
hmm! interesting..
8 months ago Reply Like (0)
saidov
jajajajajajajajajaja, indeed.


Cosima is a ph D. student and one of the clones of Sarah Manning. Cosima, Alison Hendrix and Sarah grouped together to form "Clone Club", in order to find out where they come from. Cosima is suffering from an unknown respiratory illness.
In 1×05, after finding out that one of their other clones gets monitored in a science experiment, Cosima met Delphine and the two quickly grew closer over their love for science. Despite warnings from Sarah, Cosima continued to see Delphine, convinced she couldn't get hurt. Delphine seduced her in 1×08 in order to ransack her apartment and betrayed her to her employer. When Cosima found out, she was angry and the two fought but eventually Delphine chose Cosima's side in the Season 1 finale.
In the premiere episode, Delphine broke up with Cosima, and distanced herself from her, presumably in order to protect her and the other clones, though both Delphine and Cosima were clearly heartbroken. Delphine did not appear again until 3×06. Cosima went on a Tinder date with a girl named Shay in 3×05, brought her back to her place, and they started a brief relationship. Meanwhile Delphine became obsessive, started spying on Cosima and Shay and (with Cosima's knowledge), interrogated and threatened Shay in 3×09. Cosima and Delphine kissed again in the Season 3 finale, before Delphine was shot and apparently killed.
In Season 4 Cosima, still dying and looking for a treatment, lost herself to PTSD and survivor's guilt after Delphine's death. Despite the series producers' insistence to fans and media that Delphine was really dead and off the show for good, she returned at the end of Season 4 when it was revealed that she was alive and had been taken captive rather than murdered. Felix managed to talk Cosima down from a suicidal plan with the news (4×07). Cosima and Delphine are reunited in the finale.


text:
Q: Showing undefined when I press any number button in my Calculator App, showing the same in Console as well I'm new to react native and still a beginner, I was following a youtube video on react native where he was building a calculator app. For him it was working and the numbers were showing.
text is the parameter given to the buttonPressed function and it should display in the console.log(text)
constructor() {
   super();
   this.state = {
    resultText: ""
   }
}
buttonPressed(text) {
   console.log(text)
   this.setState({
    resultText: this.state.resultText+text
   })
}
 render() {
  let rows = []
  let nums = [[1,2,3], [4,5,6], [7,8,9], ['.',0,'=']]
   for(let i=0; i<4; i++) {
     let row= []
     for(j=0; j<3; j++) {
      row.push(<TouchableOpacity onPress={() => this.buttonPressed(nums[i][j])} style={styles.btn}>
        <Text style={styles.txt}>{nums[i][j]}</Text>
      </TouchableOpacity>)
     }
     rows.push(<View style={styles.row}>{row}</View>)
    }

   let operations = ['D','+', '-', '*', '/']
   let ops = []
    for(let i=0; i<4; i++) {
     ops.push(<TouchableOpacity style={styles.btn}>
      <Text style={styles.txt}>{operations[i]}</Text>
      </TouchableOpacity>)
    }

   return (
      <View style={styles.Container}>
        <View style={styles.result}>
          <Text style={styles.resultText}>{this.state.resultText}</Text>
        </View>
        <View style={styles.calculations}>
          <Text style={styles.txt}>121</Text>
        </View>
        <View style={styles.buttons}>
          <View style={styles.numbers}>
              {rows}
          </View>
          <View style={styles.operations}>
              {ops}
          </View>
        </View>
      </View>
    );
  }
}

It should have shown the numbers pressed but instead it was just showing undefined on the result section of the app and even on the console.

A: I think you missed a variable declaration inside for loop
here , j= 0 should be let j=0
for(let j=0; j<3; j++) {
      row.push(<TouchableOpacity onPress={() => this.buttonPressed(nums[i][j])} style={styles.btn}>
        <Text style={styles.txt}>{nums[i][j]}</Text>
      </TouchableOpacity>)
     }