text:
Drone wars: an update May 2010
Since the 11th May the United States has carried out three unmanned airstrikes:
15th May: US Predators fired missiles at a Taliban compound and "two truckloads of militants" in the first recorded airstrike with Pakistan's Khyber tribal agency. Between 5 and 15 Taliban fighters were killed in the attack, but none were reported to be senior figures. The location of the attack also remains unclear.
21st May: Unmanned aircraft fired four missiles at a Taliban compound in the village of Mohammed Khel, North Waziristan. Reports suggest that between 6 and 10 'terrorists' were killed in the attack. Initially it remained unclear if the casualties were al Qaida, Taliban or other Jihadists operating in the area. No senior figures were reported killed at the time. However on the 31st May As Sahab, al Qaida's propaganda arm, released statement confirming that its chief finance official Mustafa Abu Yazid was killed in the strike. Yazid is considered one of al Qaida's most senior figures. He served as al Qaida's leader in Afghanistan and was identified by the 9/11 Commission as its "chief financial manager." This would have made him responsible for the distribution of funds from al Qaida's treasury.
28th May: The United States launched its first unmanned airstrike in South Waziristan this year. Eleven terrorists were reported killed in strikes on 'militant targets' in the Nezai Narai area. No senior Taliban or al Qaida figures were initially reported killed. However on the 3rd June a Jihadist media outlet reported that a senior al Qaida operative and was killed along with a Taliban commander in the strike. Osama bin Ali bin Abdullah bin Damjan al Dawsari was reportedly meeting a local Taliban leader known as Omar Khaitab at the time of the attack. Daswari coordinated al Qaida operations in Afghanistan and was rumoured to have played a role in the 30th December 2009 attack inside Combat Outpost Chapman in Khost.
According to the Long War Journal the United States has now carried out 38 unmanned airstrikes in Pakistan in 2010. Despite the recent drop in airstrikes the United States remains on course to exceed the 53 attacks undertaken in 2009. In total there have now been 137 unmanned airstrikes since 2004; 127 of these have occurred since 2008. The death of Daswari is perhaps the most high-profile since the killing of Baitullah Mehsud � the overall leader of the Movement of Taliban in Pakistan � in August 2009.
Despite recent successes � and indeed a decline in the regularity of attacks � unmanned airstrikes by the United States remain the subject of international debate. On the 3rd June 2010 Philip Alston, the United Nations special rapporteur on extrajudicial, summary or arbitrary executions delivered a report to the United Nations Human Rights Council declaring that the "life or death power" of drones should be entrusted to armed forces. �Alston's proposals are underpinned by the contrast in how the military and the CIA respond to allegations regarding civilians killed during airstrikes. Whilst Alston considers the Department of Defense to be more accountable when attacks go wrong, the CIA by definition does not answer questions, provide information or publicly undertake any follow-up concerning the allegations. As a result, intelligence agencies that seek to remain unaccountable to everyone except their paymasters should have no say in the running of unmanned aerial programmes.
Alston's arguments were enhanced on the 29th May after the U.S. military released a report indicating that "inaccurate and unprofessional" reporting by drone operators led to the deaths of 23 civilians in February. In the aftermath of the attack General Stanley A. McChrystal, the top commander of American forces in Afghanistan, disciplined officers, announced further preventive initiatives and personally apologised to President Hamid Karzai. General McChrystal's response reflects an undertaking given in June 2009 to prioritise the protection of civilians and dramatically reduce the number of airstrikes. So as not to outstay their welcome in Afghanistan McChrystal also emphasises that the U.S. military will admit to its mistakes and do all that it can to rectify them.
McChrystal's commitment to transparency in Afghanistan stands in stark contrast with recent activities in Yemen. On the 25th May the deputy governor of Marib province, five of his bodyguards and two al Qaida in the Arabian Peninsula operatives were killed in an airstrike. The deputy governor was killed whilst trying to negotiate a settlement with an al Qaida leader. Whilst the Yemeni government has apologised for the attack rumours persist that unmanned U.S. Predators or Reapers were circling the area. However intelligence officials towed the official line by refusing comment about the airstrikes whilst confirming that the United States continues to provide logistical and intelligence support to Yemen.
Yet as criticism of U.S. unmanned airstrikes grows in the West, there is evidence from Pakistan that such activities are increasingly tolerated. A recent article in the Guardian indicated a survey from last year reported that only 9% of Pakistani supported drone strikes. However in recent months the airstrikes have gained a greater acceptance as the CIA widened its list of targets to include Pakistani Taliban militants. According to one Pakistan Muslim League-N figure the turning point was the killing of Mehsud. Anecdotal evidence also suggests that opposition to drone strikes is far greater in urban centres than in more rural locations where the Taliban exert greater influence. The airstrikes result in less civilian casualties and are deemed favourable by tribal elders wishing to rid remote regions of Pakistan from the grip of the Taliban.
As the second half of 2010 approaches it seems likely that the unmanned airstrikes will remain both a controversial and a lethal instrument in the 'war on terror.'
borders hotspots
global hotspots


text:
Q: add new div element after input text and add css I have an html form with input types texts and radio button with class = required. I am trying to validate the form. On submit of the form I need to validate the form and if it returns false, I need to add a new div (text "Please fill in the required field") and display it below the field in red. If the user fills in that field, it should become green color or red color should disappear. jQuery is in separate js file. So on click of the submit button I am doing the following
$('#test_form .required').filter(':visible').each(function() {
var input = $(this);
if($(this).is(':empty')){
    $(this).css("border","2px solid #FF0004");
    $(this).after('
Please fill in the required field
');
    return = false;
}else{
    return true;
}
});

There are couple of problems occurring now.
1. required text is coming below the fields.I need that in red color and font size - 10px. So how can I add css to the newly added div?
2. Consider there is a radio group of 5 radio button. So I need the Required text only if atleast one is not selected and display the text below that radio group. Now the Required text is coming for all the radio buttons.
3. Also if the user clicks submit 4 times, the text gets added 4 times for each field. I think this we can handle using a flag
Can anyone please guide me on this?

A:

*

*required text is coming below the fields.I need that in red color and font size - 10px. So how can I add css to the newly added div?

What about adding css ? Just add a class to the newly created div. That could help you better position your div and add other css.
Modify
$(this).after('
Please fill in the required field
');

to
$(this).after('
Please fill in the required field
');

And in CSS

2. Consider there is a radio group of 5 radio button. So I need the Required text only if atleast one is not selected and display the text
  below that radio group. Now the Required text is coming for all the
  radio buttons.
3. Also if the user clicks submit 4 times, the text
  gets added 4 times for each field.

Adding a flag could fix these problems

A: you have to set errorPlacement section of jQuery validate function.
$("#form").validate({
    rules: {
        name: {
            required: true
        },
        firstname: {
            required: true
        }
    },
    messages: {
        name: {
            required: "Enter name"
        },
        firstname: {
            required: "Enter firstname"
        }
    },
    errorPlacement: function ($error, $element) {
        var name = $element.attr("name");

        $("#error" + name).append($error);
    }
});

Example: http://jsfiddle.net/R3aEQ/

redpajama_set_name: RedPajamaStackExchange


text:
Q: How do I safely run a jq command with a | (pipe) character? I have program that lets users parse JSON data with jq. I am shelling out to jq rather than using a library because the ones I've found have weird and inconsistent behaviour. The problem I have is that jq often has | (pipe) characters and, that could potentially let users run non-jq commands. e.g.:
jq . | rm file.txt
How do I safely let users run this?
Right now, I invoke it as this in Go (where file.txt contains the raw json):
cmd = exec.Command("bash", "-c", fmt.Sprintf("cat file.txt | %s", cmd))

Thanks!
EDIT:
As pointed out several times, this question isn't about piping commands together. It is about how to safely execute a jq command that has pipes in it. I don't want users to do this: curl 'api.icndb.com/jokes/random/3' | jq -r '.value[] | .joke | rm file.txt'. Please re-open.

A: You can use io.Pipe() which basically creates a synchronous in-memory pipe and it can be used to connect code expecting an io.Reader with code expecting an io.Writer. For instance, if you have a json content like this:
{
  "fruits": [
    "apples",
    "oranges",
    "pears"
  ]
}

You can try something like this:
package main

import (
    "bytes"
    "io"
    "os"
    "os/exec"
)

func main() {
    c1 := exec.Command("cat", "/home/fruits.json")
    c2 := exec.Command("jq", ".fruits[0:2]")

    r, w := io.Pipe()
    c1.Stdout = w
    c2.Stdin = r

    var b2 bytes.Buffer
    c2.Stdout = &b2

    c1.Start()
    c2.Start()
    c1.Wait()
    w.Close()
    c2.Wait()
    io.Copy(os.Stdout, &b2)
}

It will gives you something like this:
[
  "apples",
  "oranges"
]

Even though you can pipe several commands like this, I would strongly recommend to use the json package from standard library to Marshal and Unmarshal JSON.


text:
Michael DweckSeriesExhibitionsPublicationsFilmsInterviews & EssaysProfile & NewsPressShopContactPrivate
SeriesExhibitionsPublicationsFilmsInterviews & EssaysProfile & NewsPressShopContactPrivate
Zurich 2020 Review: The Truffle Hunters
In their glorious documentary, Michael Dweck and Gregory Kershaw advise us to leave the gun, take the fungus
by Marta Balaga
Granted a gala premiere at the Zurich Film Festival, it seems that Michael Dweck and Gregory Kershaw's Cannes 2020 label documentary The Truffle Hunters [+] – a co-production between Italy, Greece and the USA – has already become one of the breakthrough hits of the year, following its Sundance showing. There is a good reason for this, too, as it would be hard to find a more effective crowd-pleaser, with its irresistible combination of a rather bonkers story and plenty of heart-melting shots of people talking to their beloved dogs. In other words, it's time to embrace the buzz. If it were the Tiger King of this year's pandemic, everyone would be much better off.
Whisking us away to Northern Italy, the home of the white Alba truffle, Dweck and Kershaw plunge us into a world of little secrets and lies – it's hilarious to witness the hunters, usually well into their eighties and uniformly male, engage in lengthy conversations, already well aware that not an ounce of truth or any useful information will come out of it anyway. But the directors show that even the most highly skilledhunters can be duped at one point as, isolated in their own universe, they know very little about how precious their cargo actually is. What they sell for a few hundred then changes hands for thousands. "I have no way of knowing what a fair price is!" exclaims one of them, exasperated, which pretty much sums it all up. But given the competition and, yes, the lack of communication, all they can do sometimes is to get really pissed off.
It's truly quite a selection of odd characters making an appearance here, more eager to take their secrets – and especially the location of their favourite truffle spots – to their grave than to share it with anyone else, and living their life according to one rule: "Trust your dog." But for all its oddness, their community is already well versed in the routine, and even a local priest doesn't think twice before giving someone a blessing so that he can continue "his work as an outstanding truffle hunter". With his dog, understandably, getting some divine attention as well.
Is it all cute and delightful? Not really, not with the back-alley deals going on or shady experts smelling out the best truffles for presidents. Climate change plays its part, and so does the threat of deforestation, looming over their heads all the time. But even though discussions are often held at the table, like in any self-respecting mobster flick, the approach is to leave the gun, take the fungus. As opposed to the cannoli.
There is a strong whiff of other popular films about folks sticking to the old ways in The Truffle Hunters, caring less about money and more for their freedom – in this case involving a clandestine night-time stroll with a dog, hoping the disapproving wife won't see. But that seems to be of little importance when a film is a delight from start to finish, bound to find viewers way, way beyond the festival circuit. And if its success influences the price of truffles again, so be it. Maybe the men behind them will finally get their share.
Produced by Michael Dweck and Gregory Kershaw, The Truffle Hunters was staged by Italy's Frenesy, Greece's Faliro House Productions, and US outfits Artemis Rising Productions, Bow and Arrow Entertainment, and Park Pictures. The international sales are handled by Submarine Entertainment.
©2020 Michael Dweck Studio

redpajama_set_name: RedPajamaCommonCrawl


For a perfect dish, suitable for even the fussiest of eaters, totally vegan free and absolutely delicious, you can't go past this Moorish aubergine plate from Jose Pizarro. Full of flavour and looking even more impressive, this dish, both Moorish and moreish, is now firmly on the Elldrew favourite list for future entertaining.
Cut the aubergines into ~1cm thick slices. Lightly sprinkle both sides with salt and set aside to draw out the moisture, for around 30 minutes.
In the meantime, combine the red wine vinegar and sugar into a small pan and boil vigorously until reduced, by 3/4s to around 50 ml. Remove from heat.
In a small frying pan add 2 tablespoons of olive oil and the garlic and start to heat up on a medium/low temperature, to infuse the oil. As soon as the garlic begins to sizzle, add the chilli and cook until the garlic is lightly golden (only a minute or so).
Quickly remove from heat and stir into the vinegar reduction. Doing this will quickly cool the oil and stop the garlic burning; left alone the hot oil will continue to cook the garlic.
Once the dressing's made and the aubergine slices have rested, heat up a dry griddle pan until it's smoking hot, then reduce to a medium heat.
Pat the aubergine slices dry with kitchen paper, brushing off any excess salt.
Brush the aubergine with the remaining oil on each side and place flat on the griddle for around 3 minutes each side, until they're tender and nicely browned (you may need to do them in batches).
Arrange the aubergine slices on a serving platter. Stir the chopped mint into the dressing and spoon the mixture over the aubergines.
Sprinkle around the mint leaves and pomegranate seeds to decorate.
Serve warm (but they're equally nice at room temperature).
Perfect for light lunches, salads, BBQs…oh who are we kidding, they go with virtually anything and believe us, they will go, fast!


text:
Home Law and order UPDATED: Sugarland woman killed in crash west of Dayton
UPDATED: Sugarland woman killed in crash west of Dayton
A two-vehicle crash west of Dayton near the Liberty-Harris county line Monday night claimed the life of one woman and sent three other people to area hospitals, according to Dayton Police Sgt. Eric Ibarra.
The rear-end collision took place around 5 p.m. in the 7900 block of US W near Whispering Meadows Baptist Church. The cause of the accident is still under investigation but what police know now is that a 1998 Ford Mustang carrying three people was eastbound on US 90 when it was rear-ended by a 2012 Ford Explorer driven by Corliss Viator, 61, of Liberty.
The front-seat female passenger in the Ford Mustang was killed. She has been identified as Cynthia Elizabeth Phillips, 52, of Sugarland. The 54-year-old female driver, Joann Basco, 54, of Mont Belvieu, and a young girl riding in the back seat were injured, Ibarra said. A Chihuahua dog that was riding in the backseat suffered injuries and later died.
Basco and the young child were airlifted to Memorial Hermann Hospital in Houston. The condition of both persons are unknown at this time.
Viator was transported by ambulance to LBJ Hospital in Houston with non-life-threatening injuries, according to Sgt. Ibarra.
The collision had rush-hour traffic backed up for a couple of hours while police worked to clear the roadway and investigate.
By Vanesa Brashier, editor@bluebonnetnews.com
Previous articleLiberty firefighters save home after fire breaks out in kitchen
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1 killed in crash west of Dayton – Bluebonnet News | Ford Mustang December 10, 2018 At 10:01 pm
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I kicked off the EO Seize the Future event held in Beijing at NakedHub Sanlitun on April 12, 2018 by spending 10 minutes on how businesses can better leverage WeChat in China. The talk was focused on providing business owners with the core knowledge they need to decide what type of WeChat presence is important for their success. I also gave specific examples from our experience with the yoli platform. Click on the slide below to start the video!


I opened the fridge to find this.
It was worrying. I was afraid. The squash had turned bad. It seemed I wasn't the only one who had noticed.
Turned out, the squash had been evicted from the fruit and veg cupboard, for some very good reasons.
There had to be some restorative justice, but luckily I managed to fix the issues and everybody is happy now. As you see, luckily, the mango got better.
The moral of this story is, don't feed your husband cupcakes which have squash in without telling him.


I know that I have been MIA for a while but I promise that my absence was not in vein. I could sit here and give this extensive run-down of all the tasks I have been knocking out but to be honest, I've just been living life. That includes the good, the bad and all that's in between!
I wasn't too far from you though. PRess and publicity has been oozing out of everyone's camps from Kayne to MJ so trust that I have MUCH to report.
And what would be better than coming back with one of the most anticipated comeback compilations of the year: Who's Real (Ruff Ryders Remix)!
Also, if you didn't catch my interview with Jadakiss in May's issue of Street Report Magazine, click HERE for your fix! Get some!


text:
Update - Homophobie und Transphobie im Sport
German Sport University Cologne
Centre for Human Integrative Physiology in Space (ZiP)
Centre for Preventive Doping Research (ZePräDo)
German Research Centre of Elite Sport (momentum)
Institue for Workplace Health Promotion (BGF)
Institute for Movement Therapy and Movement-Oriented Prevention and Rehabilitation
Professur für Präventionsforschung mit dem Schwerpunkt betriebliche Gesundheitsförderung
Section Neurology, Psychosomatic Medicine, Psychiatry
Section Science of Movement-Oriented Prevention and Rehabilitation
Institute for Quality Assurance in Prevention and Rehabilitation (IQPR)
Institute of Biochemistry
Institute of Biomechanics and Orthopaedics
Section Molecular and Cellular Sport Medicine
Section Preventive and Rehabilitative Sport Medicine
Institute of Communication and Media Research
Institute of Dance and Movement Culture
Institute of European Sport Development and Leisure Studies
Institute of Exercise Training and Sport Informatics
Cognition- and Sports Games Research
Training Science
Institut für Bewegungs- und Sportgerontologie
Institute of Outdoor Sports and Environment Science
Institute of Pedagogy and Philosophy
Section Pedagogy
Section Philosophy
Abteilung Didaktik und Methodik der Sportarten
Abteilung für Trainingspädagogik und Martial Research
Section Performance Psychology
Institut für Soziologie und Genderforschung
Institute of Sport Didactics and Physical Education
Abteilung Schulsport und Schulentwicklung
Abteilung Sportdidaktik
Institute of Sport Economics and Sport Management
Section Sport Business Administration
Section Sport Management
Institute of Sport History
Institute of Sport Law
Manfred Donike Institute
Olympic Studies Centre (OSC)
Research Institute for Inclusion through Physical Activity and Sport (FiBS gGmbH)
Non-textual form Contribution to conference Memorandum/exposition Patent Working paper Book/Report Other contribution Chapter in Book/Report/Conference proceeding Contribution to journal Contribution to memorandum/exposition
German English French Spanish Arabic Other Portuguese Russian Kazakh Tswana Spanish (Ecuador) Spanish (Mexico) Spanish (Colombia) Spanish (Chile) German (Austria) English (New Zealand) Spanish (Peru)
Choose year 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988 1987 1986 1985 1984 1983 1982 1981 1980 1979 1978 1977 1976 1975 1966 1954 to Choose year 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988 1987 1986 1985 1984 1983 1982 1981 1980 1979 1978 1977 1976 1975 1966 1954
Research Education Transfer
Has DOI Does not have DOI
Experiences of LGBTI* people in sport in Europe – Does discrimination based on sexual orientation and gender identity play a role?
Hartmann-Tews, I., Menzel, T. & Braumüller, B., 2019, World Congress of Sociology of Sport 2019: Book of Abstracts. Dunedin, p. 45 1 p.
The relevance of sexual orientation and gender identity in sport in Europe: Findings from the Outsport survey
Menzel, T., Braumüller, B. & Hartmann-Tews, I., 05.2019, Cologne: German Sport University Cologne, Institute of Sociology and Gender Studies, p. 1-39, 39 p.
Research output: Working paper › Research communication reports › Research


Part 3-90 inserted by No 68 of 2002, s 3 and Sch 1 item 2, effective 24 October 2002 and applicable on and after 1 July 2002 (see sec 700-1 of the Income Tax (Transitional Provisions) Act 1997 ).
Div 716 inserted by No 117 of 2002, s 3 and Sch 1 item 3, effective 24 October 2002 and applicable on and after 1 July 2002 (see sec 700-1 of the Income Tax (Transitional Provisions) Act 1997 ).
Subdiv 716-S inserted by No 56 of 2010, s 3 and Sch 5 item 4, applicable on and after 1 July 2002.
(f) the head company of the group makes a choice to apply this item, in accordance with subitems (4) and (5).
(e) section 118-20 of that Act.
The provisions referred to in subitem (2) can apply to the CGT event to the extent that any capital gain or capital loss from the event is attributable to currency exchange rate fluctuations.
(b) within a further time allowed by the Commissioner.
The way the head company prepares its income tax return is sufficient evidence of the making of the choice.
(g) in a case where the control entity is not the disposing entity - it is reasonable to conclude that the sum of the total participation interests held by the control entity and its associates in the disposing entity was 50% or more at the time the CGT event happened.
held in the other entity only once if it would otherwise be counted more than once because the entity holding it is an associate of the control entity.
(c) subsection 701-35(5) (setting value of registered emissions unit at tax-neutral amount).
This subsection does not affect the application of subsection 701-1(1) (the single entity rule).
(d) the requirement in paragraph (1)(b) would be satisfied if the reference in paragraph (1)(b) to membership interests in the joining entity included a reference to membership interests in the higher level entity.
Treat the reference in paragraph (1)(b) to *membership interests in the joining entity as including a reference to membership interests in the higher level entity.
The amendments made by this Part apply in relation to an income year in respect of an entity that becomes a subsidiary member of a consolidated group or MEC group under an arrangement that commences on or after the 2013 budget time.
Subitem (3) applies if the arrangement commenced before the start of the day on which the Bill that became this Act was introduced into the House of Representatives.
(c) subsection (2) of that section were repealed.
means 7.30 pm, by legal time in the Australian Capital Territory, on 14 May 2013.
(b) an entity that ceases to be a subsidiary member of a consolidated group or MEC group.
(b) for a market bid (within the meaning of that Act) - step 2 of the table in subsection 635(1) of that Act is completed.
the time is when the application for the order was made.
If subitem (2) or (3) does not apply, the time is when the decision to enter into the arrangement was made.


text:
Selena Gomez Details New Album 'Rare'
Her first record since 2015 features 6LACK and Kid Cudi
Selena Gomez recently returned with back-to-back singles, and now she's revealed full plans for a new album. Gomez will release Rare on January 10 via Interscope Records.
It marks her first full-length since 2015's Revival and her third overall.
In addition to previous singles "Lose You to Love Me" and "Look at Her Now," the album features collaborations with 6LACK ("Crowded Room") and Kid Cudi ("A Sweeter Place").
See the full tracklisting down below, as well as a trailer for the upcoming album. The Rare album artwork is pictured above.
Rare is now available for pre-order.
Rare:
1. Rare
2. Dance Again
3. Look At Her Now
4. Lose You to Love Me
5. Ring
6. Vulnerable
7. People You Know
8. Let Me Get Me
9. Crowded Room (ft. 6LACK)
10. Kinda Crazy
11. Fun
12. Cut You Off
13. A Sweeter Place (ft. Kid Cudi)
More Selena Gomez
More 6LACK
More Kid Cudi
Selena Gomez Is Getting Her Own Self-Isolation Cooking Show on HBO
Helping you spend your time at home, Selena Gomez is getting her very own quarantine cooking show. Today HBO Max announced Gomez would be...
Selena Gomez Drops New Song "Feel Me"
Selena Gomez returned with her new album Rare just last month, but the pop star has already delivered a new one-off single. "Feel Me" wa...
Selena Gomez's 'Wizards of Waverly Place' Song Apparently Inspired Billie Eilish's "bad guy"
Selena Gomez appeared on The Tonight Show Starring Jimmy Fallon earlier this week, and he revealed some surprising news about who the Rare s...
The Weeknd Just Registered the Song Title "Like Selena"
The Weeknd has been teasing a new track called "Blinding Lights," but apparently there's more to come, as he's registered the song title "Li...
Selena Gomez Reveals Release Date for New Album
It's official — Selena Gomez has a new album coming out, and it's due early next year. Today she confirmed the new as-yet-untitled record...
Gorillaz Team Up with Elton John and 6LACK for New Single
Cartoon art-pop crew Gorillaz have enlisted the help of plenty of their humanoid friends for the forthcoming Song Machine album. Following a...
Zack Fox Made a Much Better Version of the Gal Gadot Celebrity Singalong
Earlier this week, a bunch of tone-deaf celebrities made a cloyingly earnest a cappella cover of John Lennon's "Imagine" as some ill-fated f...
Jessie Reyez Shares 'Before Love Came to Kill Us' Tracklist with Eminem and 6LACK
Jessie Reyez is set to drop her highly anticipated debut album, Before Love Came to Kill Us, on March 27 via FMLY/Island Records. Now, the C...
Lauryn Hill, Vince Staples, Megan Thee Stallion Contribute New Songs to 'Queen & Slim' Soundtrack
The highly anticipated Melina Matsoukas-directed film Queen & Slim is due to hit theatres next month. But while we wait for its release, new...
ScHoolboy Q Unveils 'CrasH Talk' Tracklisting with Kid Cudi, 21 Savage, Travis Scott
Days after setting a release date for his CrasH Talk album, ScHoolboy Q has now detailed the effort's tracklisting. Fourteen tracks in l...
Kid Cudi's 'Man on the Moon III: The Chosen' Is a Triumphant Finale
In October 2016, Kid Cudi had hit rock bottom. He checked himself into rehab and shared a heartbreaking letter on Facebook in which he descr...
Kid Cudi's 'Man on the Moon III' Is Here
The wait is now officially over for Kid Cudi's new album Man on the Moon III: The Chosen, which you can stream now. As promised, the reco...
Kid Cudi Details 'Man on the Moon III: The Chosen'
After recently teasing the record's arrival, Kid Cudi has detailed the third instalment of his Man on the Moon trilogy. Man on the Moon III:...
Kid Cudi to Star in Ti West's New A24 Film 'X'
Ti West has announced his next feature will be a film called X, and it will star none other than Scott Mescudi, who you may better know as K...
Kid Cudi Teases 'Man on the Moon III' with New Trailer
If you've been itching for Kid Cudi to finally release his next album, it appears you're in luck. Today he shared a trailer for his Man on t...


text:
The General Education Curriculum Requirements
1 The General Education Curriculum Requirements
1.1 Overview of the College of Arts & Sciences General Education Curriculum
1.1.1 I. Foundational Skills (20 credits)
1.1.2 II. Knowledge & Inquiry (25-27 credits)
1.1.3 III. Values & Beliefs (6 credits)
1.1.4 IV. Applications (6 credits)
1.1.5 V. General Education Capstone Seminar (3 credits)
1.2 Critical Reading and General Education Capstone Seminar
1.3 Waivers and Advanced Standing for General Education Requirements
1.4 Courses Fulfilling General Education and Major Requirements
Overview of the College of Arts & Sciences General Education Curriculum
The general education curriculum teaches students the value of broad intellectual inquiry and fosters the resilience and inventiveness essential to success. At the same time, it helps students build foundational skills in reading, writing, communication, math and critical reasoning that will be essential to college learning and success.
In addition to fulfilling major requirements, Trinity students must complete the courses listed in the General Education Curriculum.
I. Foundational Skills (20 credits)
Students must complete designated courses in the following areas:
Critical Reading and Writing (complete below four courses for a total of ten credits)
CRS 101 Critical Reading and Writing Seminar IThis course strengthens critical reading and academic writing skills through engagement with liberal arts texts with a focus on ?Discovering your strength? as a Trinity woman. The ability to comprehend and write about arguments in academic texts is essential for success in all liberal arts courses and in lifelong learning. Students will develop the ability to identify a text?s main argument and the evidence used to support that argument. Students will also reflect comprehension by accurately and clearly paraphrasing and summarizing texts? arguments. Students will also use annotation and argumentation strategies to respond to liberal arts texts with their own ideas.
All students will be expected to work toward the following learning goals:
Explore and develop values, especially those relating to social justice, race, and gender, through the study of and response to a variety of academic texts;
Develop confidence as readers and writers;
Actively read, summarize, and analyze texts;
Articulate and support an argument;
Write clearly, logically, and with attention to audience;
Formerly CRS 101 - Critical Reading Seminar.
Prerequisitea: None.
CRS 102 Critical Reading and Writing Seminar IIThis course further develops the critical reading and academic writing skills addressed in CRS 101 through engagement with texts in a particular academic discipline. Students will choose a CRS 102 course that addresses an interesting, meaningful or important disciplinary question, and build reading and writing skills through close readings and written responses to the assigned texts. CRS 102 courses are offered on a variety of academic topics, and students choose the one that is most compelling to them.
-Describe and apply comprehension strategies
-Summarize textual ideas accurately and in their own words
-Compare, contrast and organize textual ideas and arguments into writing
-Apply revision and editing strategies to writing
-Acknowledge sources according to disciplinary conventions
-Locate, differentiate between and evaluate the credibility of academic sources
Formerly CRS 102 - CRS: Prof & Career Success in the Health Professions.
Prerequisite: CRS 101.
This course is usually taken simultaneously with English 107.*
ENGL 107 College CompositionEnglish 107 develops students? effective writing of evidence-based, thesis- centered academic essays. The course emphasizes development of the research and documentation skills necessary for successful academic writing. Students will primarily write argumentative essays, building to a substantive research paper. Students in the School of Professional Studies may not take this course pass/fail. Formerly ENG 107 College Composition.
Prerequisites for College of Arts and Sciences: None.
Prerequisites for School of Professional Studies: ENGL 105 with a grade of C or better OR score of 8 or higher on Writing portion of Accuplacer test.
General Education: Foundational Skills Area
FLC Area I Core Area I: Skills for Work and Life
Quantitative Reasoning (chose one course for a total of four credits)**
MATH 102 College AlgebraThis is a quantitative literacy course intended for mathematics, science (STEM), business, and economics majors. Topics covered include exponents, factoring, polynomials, quadratic equations, and rational and radical equations. Additional topics include functions, graphs, and systems of equations and inequalities. Unit conversions and dimensional analysis is also covered. Real-world applications will be emphasized throughout the course. Formerly MATH 102 Intermediate Algebra.
General Education: Foundational Skills
MATH 108 Finite MathematicsThis is a quantitative literacy and reasoning course designed for education majors and those students intending to study nursing and other allied health fields. Topics include: problem solving, set theory, logic, algebra, and measurement; including unit conversions and dimensional analysis. Additional topics include functions, graphs, systems of equations and inequalities, as well as probability and statistics. Real-world applications will be emphasized throughout the course. Formerly MATH 108 and MAT 108 Elementary Mathematical Modeling.
General Education Area: Foundational Skills
MATH 109 Foundations of MathematicsThis quantitative literacy course is intended for social science and humanities majors. The course is designed to teach quantitative reasoning by emphasizing topics, both useful and relevant to a liberal-arts program, that enable students to become quantitatively literate. Topics include financial literacy, unit conversions, an introduction to linear and exponential functions and mathematical modeling, probability and statistics as well as math in politics.Formerly MAT 109 Foundations of Mathematics. This course may not be taken pass/fail by School of Professional Studies students.
MATH 123 Pre-CalculusPrepares students for calculus. Subjects include the concept of a function, exponential and logarithmic functions, trigonometric functions and coordinate geometry. A student who already has a good grasp of these topics should elect MAT 125 instead of this course. Formerly MAT 123 Pre-calculus.
Prerequisites: MATH 102 with C or better or proficiency test with permission of instructor
FLC Area IV: Quantitative Analysis Cluster
Critical Reasoning (chose one course for a total of three credits)***
COM 150 Critical Reasoning and Oral ArgumentationThe course is designed to improve the capacity for reasoning and to gain the strategies necessary for assessing the variances in messages in everyday interactions. The course also assists students to construct convincing arguments and critically evaluate the claims and premises in written and oral communication. The course fits into the larger first year curriculum by giving a set of methodological tools with which to critique complex arguments, assess the sufficiency and relevance of social scientific evidence, and prepare creative and well-reasoned arguments in a variety of written and oral communicative contexts.
Prerequisites: None/PHIL 150 Critical Reasoning and Oral ArgumentationThe course is designed to improve the capacity for reasoning and to gain the strategies necessary for assessing the variances in messages in everyday interactions. The course also assists students to construct convincing arguments and critically evaluate the claims and premises in written and oral communication. The course fits into the larger first year curriculum by giving a set of methodological tools with which to critique complex arguments, assess the sufficiency and relevance of social scientific evidence, and prepare creative and well-reasoned arguments in a variety of written and oral communicative contexts.
*For students who matriculated before Fall 2016 the requirement is ENGL 105 Introduction to College WritingServes students working toward competence and fluency in college-level reading and writing. CAS and SPS students who place into English 105 must complete the course with a grade of C or better in order to register for English 107. Formerly ENG 105 Introduction to College Writing. This course may not be taken as pass/fail by students in the School of Professional Studies.
Prerequisites for College of Arts and Sciences: Placement test proficiency
Prerequisites for School of Professional Studies: Grade of C or higher in ENGL 103 OR score of 57 or higher on Sentence Skills portion and score of 7 or 8 on Writing portion of Accuplacer test. or ENGL 105S Intro College Writing with Supplemental InstructionServes students working toward competence and fluency in college-level reading and writing. CAS and SPS students who place into English 105 must complete the course with a grade of C or better in order to register for English 107. Formerly ENG 105 Introduction to College Writing. A weekly laboratory supplements instruction for this course.
**MATH 102 College AlgebraThis is a quantitative literacy course intended for mathematics, science (STEM), business, and economics majors. Topics covered include exponents, factoring, polynomials, quadratic equations, and rational and radical equations. Additional topics include functions, graphs, and systems of equations and inequalities. Unit conversions and dimensional analysis is also covered. Real-world applications will be emphasized throughout the course. Formerly MATH 102 Intermediate Algebra.
General Education: Foundational Skills is for science and mathematics majors; MATH 108 Finite MathematicsThis is a quantitative literacy and reasoning course designed for education majors and those students intending to study nursing and other allied health fields. Topics include: problem solving, set theory, logic, algebra, and measurement; including unit conversions and dimensional analysis. Additional topics include functions, graphs, systems of equations and inequalities, as well as probability and statistics. Real-world applications will be emphasized throughout the course. Formerly MATH 108 and MAT 108 Elementary Mathematical Modeling.
General Education Area: Foundational Skills is for education and health professions majors; MATH 109 Foundations of MathematicsThis quantitative literacy course is intended for social science and humanities majors. The course is designed to teach quantitative reasoning by emphasizing topics, both useful and relevant to a liberal-arts program, that enable students to become quantitatively literate. Topics include financial literacy, unit conversions, an introduction to linear and exponential functions and mathematical modeling, probability and statistics as well as math in politics.Formerly MAT 109 Foundations of Mathematics. This course may not be taken pass/fail by School of Professional Studies students.
General Education Area: Foundational Skills is for humanities and social science majors. If you are doing an individualized major please consult with your advisor to determine your math requirement.
***UND-N majors do not take this course. This learning goal is met in the nursing program.
II. Knowledge & Inquiry (25-27 credits)
Students must complete courses in the following areas:
Social Sciences (choose two courses in different disciplines for a total of six credits)
ECON 100 Principles of EconomicsIntroduces the basic principles of economics to students with no prior economic training and provides foundational skills for Economics 101 and Economics 102.
General Education Requirement: Knowledge and Inquiry
Prerequisites: successful completion of MATH 102, MATH 108, or MATH 109 is highly recommended
PSYC 101 Introductory PsychologyIntroduces the student to the scientific study of the mind and behavior. All major sub-areas of psychology (social, developmental, clinical, physiological, motivation and emotion, sensation and perception) are explored, as well as the major theoretical perspectives (behavioral, cognitive, psychoanalytic, and humanistic). Formerly PSY 121 Introductory Psychology.
General Education Curriculum: Knowledge and Inquiry Area
FLC Area V
Core: Area II
SOCY 100 Introduction to SociologyIntroduces students to the science of sociology and prepares students for upper-level social science course work. Formerly SOC 100 Introduction to Sociology.
Core Area II: Understanding the Self and Society
SOCY 105 Social ProblemsExamines the political and economic organization of society and its impact on social problems. The goal of this course is to enable students to understand the social nature of social problems. Students focus on how social problems result from cultural and social arrangements. Critical scrutiny of polity and economy provides clues for the bias of society. Explains how political and economic processes affect what is currently being done about social problems and thus why so many social policies fail. Formerly SOC 200 Social Crisis and Social Policy.
SOCY 131 Global Social IssuesSurveys the global problems of hunger, overpopulation, energy, pollution, war, and extremism (slavery, apartheid, relocation, genocide), and how they are built into society. Formerly SOC 254 Global Social Issues.
General Education Curriculum: Knowledge and Inquiry
POLS 201 Civil Rights and LibertiesProvides an introduction to legal opinions that focus on the 1st and 14th Amendments to the U.S. Constitution. The cases and the societal issues surrounding them are presented in their historical context. Some specific topics examined in the course are Supreme Court decisions that affect the civil rights movement, free speech, and privacy issues involving Internet communications. Formerly PSC 216 Civil Rights and Liberties.
General Education Requirements: Knowledge and Inquiry
POLS 211 Women and the LawExamines Supreme Court rulings, as well as federal and state statutes and court decisions affecting women. Topics include women and employment, sexual harassment, and legal issues involving pregnancy and privacy rights. Formerly PSC 328 Women and the Law.
POLS 231 Introduction to Comparative PoliticsOffers an introduction to the major concepts and analytical frameworks of the sub-field. While it is designed as the appropriate first course in comparative politics, its theoretical focus makes it appropriate for more advanced students as well. Formerly PSC 200 Introduction to Comparative Politics.
POLS 241 Introduction to International RelationsOffers an introduction to the theories, actors, arenas, and techniques of international politics. The course examines case studies on issues of current international importance. Formerly PSC 312 Introduction to International Relations.
Science (choose one course for a total of four credits)
BIOL 101 Introduction to BiologyExplores various aspects of biology from cell structure to metabolism, diversity and ecology. The course consists of two hours of lecture and three hours of laboratory per week. Recommended for non-science majors. There is an additional laboratory fee for this course. Formerly BIO 101 Introduction to Biology.
FLC Area I
Core Area II
BIOL 113 Biodiversity of Living SystemsWe will use experimental and scientific processes as we investigate how diversity among organisms and behavior is based on: genetics; interactions between living systems; the environment; and evolutionary principles. We will analyze data to determine how these principles support specific behavior of living organisms and contribute to novel scientific knowledge.
Prerequisite: MATH 102.
Corequisite: MATH 123.
BIOL 114 Cell BiologyThis course will provide an understanding of concepts in cellular biology, such as: the basic chemistry of life and the cell, the basic functional unit of all living things, with an emphasis on the relationship between structure and function. Students will be introduced to concepts such as cellular reproduction and Mendelian genetics. Students will also apply the methods and techniques of scientific inquiry, through lab experiences.
CHEM 101 Chemistry in a Changing WorldFocuses on chemistry in the news, including the energy crisis, global warming, acid rain, radioactivity, food, and drugs. These topics are used to introduce the concepts of chemistry and biochemistry to the non-science major. It is recommended that this course be taken after completion of the Area I math requirement. There is an additional laboratory fee for this course. Formerly CHE 101 Chemistry in a Changing World.
FLC Area IV
CHEM 111 Fundamentals of Chemistry IIntroduces some of the general principles of chemistry. Topics include stoichiometry and chemical reactions; the structure and properties of atoms, ions, and molecules; chemical bonding; thermochemistry; oxidation/reduction and acid/base chemistry. It includes an introduction to equilibrium and kinetics. This course emphasizes active student involvement; many concepts are introduced via direct experimentation. There is an additional laboratory fee for this course. Formerly CHE 105 Fundamentals of Chemistry I.
Prerequisites: MATH 123 (may be taken concurrently) or MATH 108.
General Education: Knowledge and Inquiry
CHEM 113 Chemistry for the Health SciencesIntroduces students to basic concepts in chemistry, including the nature of matter, chemical reactions, stoichiometry, solutions, principles of organic chemistry, and the chemistry of the most important biomolecules. The course also introduces students to the proper use of basic laboratory equipment as well as basic laboratory techniques. Lab experiments are designed to provide the student with the tools to understand connections between theory and results found in the lab.
General Education Requirements: Knowledge and Inquiry (Science and Mathematics)
Prerequisites: MATH 108
ENVS 101 Discovering Planet EarthIntroduces non-science majors to evolution, earth science, and plate tectonics with an emphasis on the mid-Atlantic region. Labs include use of the scientific method, development of observational skills, computer-assisted learning, and several field trips. There is an additional laboratory fee for this course. Formerly ENV 101 Discovering Planet Earth.
PHYS 111 General Physics ICovers mechanics in a calculus-based course in fundamental physics. Topics include Newton's laws, work and energy, rotational dynamics, conservation of energy, and momentum. Intended primarily for students in math and science but open to all qualified students. The course consists of three hours of lecture, three of laboratory, and a one-hour problem session per week. There is an additional laboratory fee for this course. Formerly PHY 115 General Physics I.
Prerequisite: MATH 125
General Education Requirement: Knowledge and Inquiry Area
FLC Area IV, Laboratory Science Cluster
History, Arts, and Humanities (choose three courses in different disciplines for a total of nine credits)
HIS 128 Creation of the Atlantic WorldExamines the emergence of the Atlantic World as the point of contact linking the peoples of Europe, Africa, and the Americas. The course details the migrations, voluntary and involuntary, of Africans and Europeans to the Western Hemisphere and their contact with native nations. Topics include pre-colonial West Africa, pre-Columbian cultures, dynamics of culture contact, the Conquistadors and the African slave trade.
FLC Area II, History Cluster
HIS 130 Introduction to American CivilizationsExplores the major themes that have shaped the American experience from the Colonial period to 1890. Topics include the Age of Exploration and Discovery, the American Revolution, the causes of the Civil War, and industrialization and urbanization.?
HIS 132 Twentieth Century United StatesIntroduces the critical issues of 20th-century United States, including the transition to a post-industrial society, the challenge of the Civil Rights and feminist movements, the development of the modern welfare state, and the consequences of the United States' role as a global superpower.?
General Education: Knowledge & Inquiry
HIS 133 Travelers' TalesConsiders travelers' accounts of their journeys as a unique window into the cultural interactions of the past. The course focuses on travelers from a variety of cultures and historical periods, and explores what their stories can tell us not only about the people they encountered but also, and perhaps more importantly, about the travelers themselves. The course explores the relationship between reality and fiction in travelers' tales, the assumptions travelers brought to these interactions, and the ways in which their experiences modified (or did not modify) their perception of the "others" whom they encountered.
HIS 135 The Upheavals of War: War and SocietyExplores the ways in which societies ensnared in the throes of war are permanently transformed by the experience. Among the issues considered are the impacts of war on social dynamics, class roles, economic order, gender identity, religious faith, and intellectual consciousness. In semesters focused on the modern era, wars to be considered include the World Wars, the Arab-Israeli Wars, the Vietnam War, and wars of colonial liberation.
HIS 361 Plagues, People and Epidemics: A History of DiseaseUsing both primary and secondary sources, this course explores the social, economic, and cultural impact of several historically significant epidemics. Students consider the origins and spread of these diseases; changing medical understanding and treatment; social reactions, including mass hysteria and violence; and the diseases? short- and long-term impact on society. Topics include the Black Death in medieval Europe (1347-50); the London cholera epidemic of 1854; and the great influenza of 1918.
FNAR 145 Introduction to Music LiteratureExamines the styles and diversity of Western music from the Middle Ages into the 21st century. This course introduces the materials of music including melody, harmony, rhythm, form, and orchestration. Students explore the vast cultural resources of Washington, DC's concert halls, art galleries, churches, and cathedrals offering musical performances. Formerly MUS 151 Introduction to Music Literature.
FNAR 241
FNAR 243 Blues, Jazz, Gospel, and RagtimeTraces the origin and development of styles and major forces that shaped American music from the late 19th century to the present. Topics include work songs and field "hollas," revival and camp meeting hymns, bebop and "cool" jazz, along with new rhythms, harmonies, and "blue" notes. This course requires attendance at live performances, written listening assignments and extensive oral presentations. Formerly MUS 226 Blues, Jazz, Gospel and Ragtime.
EDTE 232 Art and Movement in the ClassroomProvides students with a critical understanding of the visual arts, music, movement, and drama for young children and the importance of integrating arts into the curriculum. Students develop the knowledge, skills, and strategies needed to plan developmentally appropriate activities which integrate creative experiences in the visual arts, music, dance/movement, and drama within the early childhood and elementary classroom curriculum. Formerly FNAR 232 - Art and Movement in the Classroom.
General Education Area II: Knowledge and Inquiry (Fine Arts)* (UNDE-E students only)
ENGL 150 Writing about LiteratureThis course introduces students to the study of literature. Students will engage in critical reading, analysis and discussion, founding argument on close textual reading, and the development and writing of thesis-centered essays about literature. Literary criticism and theory, research methods, and documentation techniques will also be covered.
ENGL 220 African American LiteratureThis course introduces students to the study of African American literature, including the vernacular tradition, the New Negro Renaissance of the early twentieth century, periods of realism and modernism in the late 1940s and early 1960s, the Black Arts Movement of the 1960s, and newer voices at the end of the twentieth century and the beginning of the twenty-first century. Students will practice literary analysis and study the literary techniques and genres belonging to this literature, as well as the ways in which the texts attempt to reinvent, disrupt, or challenge traditional European/North American literary traditions and criticisms. Many of the texts will engage the meaning of race, the forced migration of Africans to the Americas, racism and black resistance to it, institutionalized enslavement and strategies for survival, economic oppression, the celebration of blackness, and the literary achievements of black authors. Biographical, historical, and political contexts will be examined as ways to enrich the reading of the texts.
ENGL 267 Multicultural United States LiteratureExamines largely contemporary writings by writers representing the diverse cultures in the US with a consideration of the ways in which difference or "the other" may be constructed. Formerly ENG 200 Multicultural US Literature.
ENGL 280 Literature of Sickness & HealthThis course explores literature (fiction, creative nonfiction, poetry, and/or film) associated with illness and health. Students will consider how this literature influences the way we talk about and understand illness and related topics. For those in health care, such study can provide another way of viewing and discussing their field. Texts may include specific short-term, chronic, or terminal illnesses; mental illness; addiction; disability; the difficulty of healing from illness; and dealing with grief when healing doesn?t come.
Recommended for, but not limited to, students in nursing and other health-related fields.
Gen Ed Knowledge and Inquiry Requirement
ENGL 281 The Art of PoetryTeaches students both the appreciation and analysis of the rich and diverse tradition of poetry written in English, with attention to form, theme, major figures, and historical contexts and influences. Formerly ENG 208 The Art of Poetry.
Prerequisites: ENGL 107
ENGL 283 Stories and Their WritersIntroduces the study of prose fiction, both classic and contemporary, in its multicultural contexts, with attention to form, theme, major figures, and historical contexts and influences. Formerly ENG 205 Stories and Their Writers.
ENGL 284 Modern Lives: Memoir as LiteratureFocuses on memoirs published in the last hundred years. As a genre, memoir touches on topics such as childhood experiences, coming-of-age moments, social issues, identity, addiction, illness and mental illness, triumphs and loss. Students will explore key features of this genre through close reading and literary analysis. The fallibility of memory, the nature of truth, and debates surrounding memoir will be discussed, along with the validity of personal narrative as a way of capturing history.
ENGL 285 Plays and PlaywrightsIntroduces students to the study of drama as a genre with its origins in Greek tragedy; students will read and analyze plays from classical Greece, the medieval period, the 19th and 20th centuries, and today's theater in order to understand the development of drama; plays currently in production in Washington, DC, will be reviewed. Formerly ENG 206 Plays and Playwrights.
ENGL 310 Tales of Terror: Gothic Fiction and FilmIntroduces students to major works in the Gothic genre from the 18th century to the present; emphasizes characteristics and evolution of horror as a topic for narrative. Formerly ENGL 287, Tales of Terror: Gothic Fiction.
General Education Requirement: Knowledge and Inquiry.
SPAN 213 Latina VoicesFosters awareness and understanding among women of the Americas, their different cultures and traditions as told through their own stories. Students will also reach a better understanding of the ethnic and racial diversity that characterizes the whole American continent including the United States, thus becoming more able to participate in a multicultural environment, both in the labor force and in their personal lives. Readings and discussions will be in English. Native speakers of Spanish may choose to do written assignments in Spanish. Formerly SPA 210 Latina Voices.
FLC II
Foreign Language (choose two courses for a total of 6-8 credits)
ARBC 101 Introductory Arabic IFocuses on developing proficiency in standard modern Arabic. The main goal is attaining early proficiency in the fundamentals of listening, speaking, reading, and writing the language. The course begins with learning of script and pronunciation, and develops into the use of situation-based texts and topics that build vocabulary, grammar and general communicative competence.
FREN 101 Elementary French IIntegrates the skills of speaking, listening, reading, and writing at the elementary level. Emphasizes oral communication through paired and group activities. Integrates cultural information.
SPAN 101 Elementary Spanish IIntroduces language skills that enable students to speak and write about certain, specific learned contexts, such as weather, food, names of family members, individual preferences, etc. and to express them in present and future tense. Students will comprehend and discuss simple texts related to vocabulary studied. Visual aids and special materials will be used in class to help students achieve basic competency. Students must complete the course with a grade of C or better in order to register for SPAN 102. Formerly SPA 101 Elementary Spanish I.
ARBC 102 Introductory Arabic IIIntroductory Arabic II serves as a continuation of Introductory Arabic I. Extends skills in spoken and written standard modern Arabic. Emphasis will be placed on building vocabulary, pronunciation, conversation, grammar, reading, and composition abilities within the context of real-life situations and contemporary Arab culture and civilization. 4 credits.
FREN 102 Elementary French IIContinues to integrate the skills of speaking, listening, reading, and writing acquired in FREN 101. Emphasizes oral communication through paired and group activities. Integrates cultural information.
SPAN 102 Elementary Spanish IIServes as a continuation of Elementary Spanish I. Students learn to speak and write about past events, and further develop their capacity to interact in spontaneous situations. Can comprehend and discuss simple texts related to vocabulary studied. Visual aids and special materials will be used in class to help students achieve basic competency. Formerly SPA 102 Elementary Spanish II.
General Education: Knowledge and Inqiury
Students may receive GenEd credit for most foreign languages, including ASL, by taking Consortium courses or by CLEP Exam. Students may also receive language waivers by demonstrating proficiency on an assessment exam.
III. Values & Beliefs (6 credits)
Religious Studies and Theology (choose one course for a total of three credits)
PHIL 235 Philosophy of ReligionExamines some of the principal questions in the philosophy of religion, including arguments for the existence of God, the problem of evil, the relation of faith and reason, and the attributes of God. Formerly PHI 330 Philosophy of Religion.
General Education: Values and Beliefs
Any Religious Studies (RST) course
Any Theology (THE) course
Philosophy (choose one course for a total of three credits)
PHIL 211 Ancient PhilosophyIntroduces the students to the beginning of philosophical reflection through the writings of Plato and Aristotle, paying particular attention to the problems that have engaged philosophers from the start. The primary objective of the course is to generate in the student an appreciation of why the questions philosophers perennially raise are problematic for the human being.
PHIL 241 Introduction to Theoretical EthicsExamines Aristotle's Nicomachean Ethics and Kant's Grounding for the Metaphysics of Morals in order to see how these texts expose the influence and direction of our consciousness of obligation on our actions. The focus is on what kind of agency human beings must have in order to be in a moral domain and on what the influence of socialization and biology might be on our understanding of this domain. Formerly PHI 210 Introduction to Theoretical Ethics.
General Education Curriculum: Values and Beliefs Area
PHIL 245 Ethics IIntroduces the student to social ethics and the concepts of person and community by examining the moral traditions that inform our understanding of the individual. The course traces the focus of ethics from a concern about what kind of person to be to the more modern and narrow concern in how to act in both the public and private domains, acknowledging the ways in which our cultural and historical practices help shape our vision. Formerly PHI 212 The Moral Dimension: Persons and Community.
Core Area III: Ethics and Moral Reasoning
PHIL 251 BioethicsExamines the legal and moral issues in areas dealing with the biology of human health and development, for example, experimentation on human subjects, organ transplants, euthanasia, abortion, fetal tissue use, contraception, and other aspects of human reproduction, as well as questions regarding rights to health care. Formerly PHI 211 Applied Ethics: Bioethics.
General Education Curriculum: Values and Beliefs
PHIL 253 Business and Professional EthicsThis course engages the students in an analysis of cases in business and other professions that appear to present a conflict between the demands of institutional practices and the demands of morality. The course presents a Kantian theory of e thics and investigates the cases within the framework of this theory. Formerly PHI 213 Applied Ethics II: Business and Professional Ethics.
Gen Ed Values and Beliefs
IV. Applications (6 credits)
Civic Knowledge (Choose one course for a total of three credits)
ECON 102 Introduction to MacroeconomicsIntroduces principles of macroeconomics and their applications. Topics include national income, unemployment, inflation, and economic growth. The role of policy in affecting macroeconomic outcomes is examined in detail. Formerly ECO 121 Principles of Economics II.
Prerequisites: ECON 100 and MATH 102, MATH 108, or MATH 109 or permission of the instructor
General Education: Civic Knowledge
ENGL 475 Immigration, Identity, and PoliticsExplores the intersection between citizenship and identity in the work of Edwidge Danticat, Junot Diaz, and Chimamanda Adichie. Prerequisites: Formerly ENGL 475, Seminar on Edwidge Danticat.
HIS 345 Civil Rights Movement in the Twentieth CenturyThis course explores the origins, evolution, and consequences of the Civil Rights Movement from the beginning of the twentieth century through the Black Power Movement and the liberation movements of the 1970's.Topics include the origins of protest in the 1890's and the first decade of the twentieth century, the transition from protest to resistance in the social movements of the 1930's and 1940's, the emergence of the mass movements of the 1950's and 1960's, and the Black Power Movement.
INAF 201 Introduction to International AffairsIntroduces students to the interdisciplinary field of international affairs through a format that both imparts knowledge on compelling contemporary issues, and assists students to acquire and improve research, writing, and presentation skills that contribute to successful, upper-level coursework. Formerly INS 201 Introduction to International Affairs.
General Education Curriculum: Civic Knowledge
PHIL 231 Current Issues in Social and Political PhilosophyExamines the theories of justice that inform our political and civic institutions, particularly contractarianism, libertarianism, and communitarianism. The course provides opportunities for analysis of these theories in light of critical perspectives on the social significance of race, class, and gender. We will also examine contemporary social problems through the lens of political philosophy.
Gen Ed Applications
PHIL 227 Truth, Information, and (Dis)InformationThis course explores the nature of truth, fact, and falsehood as reflected in news reports, government press releases, and historical accounts. Students will investigate public mistrust of both the media and government. The course seeks to identify the nature of disinformation and the rationale underlying its creation. To ground these various inquiries, the course will examine notable clashes between apparent government deception and attempts to uncover the truth. The course will also review conservative and liberal news sources and determine the degree of accuracy and honesty in their reporting. Finally, students will evaluate public commentary about news reports as posted on web-sites and Twitter threads.
General Education Requirement: Civic Knowledge.
POLS 101 Politics, Power, and You: Democracy at the CrossroadsIntroduces students to U.S. political and public policy issues and processes to advance their ability to analyze and understand current topics in the news. Newspaper analysis, videos and journalistic accounts of current events will be featured. Formerly PSC 120 Politics, Power, and You: Democracy at the Crossroads.
General Education Curriculum: Applications Area
POLS 272 The Politics of Generational ConflictThis course explores the tension that results from maintaining adequate social programs to support an increasingly aging population in the face of constrained federal budgets. Students will examine the history and effectiveness of Social Security and Medicare to better understand how effectively the programs support economic and health security for all Americans, especially socially marginalized populations.
The course will cover the methods and arguments advanced by supporters and opponents of the programs over the years so that students will be prepared to engage in political advocacy around Social Security and Medicare.
POLS 405 Seminar in Public Policy: Selected TopicsThis course examines the U.S. domestic policy-making process on the federal or local levels through a research seminar format. Legislation, executive branch implementation, regulation, the role of issue networks, and judicial intervention will be covered. The specific topical area examined will vary on a semester by semester basis. Formerly PSC 452 Seminar in Public Policy: children.
General Education: Applications Area
PSYC 201 Psychology in Current EventsThe media and press play an enormous role in providing information and stories to the public; many are related to the field of psychology. This course will explore the gap between psychological principles and theories and application in the real world. Discussion, dialogue, and debate will be used to stimulate critical thinking on controversial current issues.
Prerequisites: ENGL 107 and PHIL 103
General Education Applications: Civil Knowledge
SOCY 201 Sociology of EducationStudies the United States education system from sociological perspectives. This course identifies the major problems with the United States educational system and discusses solutions. Formerly SOC 201 Sociology of Education.
SNHP 220 Health Promotion, Policy and PoliticsThis course explores political factors that influence patient outcomes and health promotion strategies to enhance health and health care systems. Students are eng aged in understanding how health care policy shapes health care systems, determining accessibility, accountability and affordability. Students will evaluate how health care delivery systems are organized and financed, and the effect this has on patient care.
General Education Curriculum: Applications Area -for students in health majors (Nursing, Health Services, OTA)
Leadership (Choose one course for a total of three credits)
BADM 110 Foundations of ManagementFoundations of Management would provide an overview of key concepts and practices in the field of management and organization. Topics would include structure and design, decision making, goals and effectiveness, culture and performance measures. Th is course would introduce students to a broad range of the basics of management preparing them for more specialized courses in the business program.
General Education Applications Area: Leadership
COM 450 Women In OrganizationsFocuses on the dynamic relationship among gender, power, race, sexuality and class in women's organizational lives. Provides an in-depth exploration of critical feminist theory and research in organizational communication. Emphasis is on the perspectives of diverse women in multiple contexts. Topics include Women in Leadership, Sexual Harassment and Feminist Organizational Theory.
General Education: Leadership
COM 482 Leadership and CommunicationExplores the dynamics of communication, leadership, power and authority in organizations. The course provides an overview of traditional and contemporary approaches to leadership. Topics include: cross-cultural communication and leadership, charismatic and transformational leadership, followership, power and organizational politics.
General Education Requirements: Applications (Leadership Area)
EDTE 301 Classroom ManagementFocuses on the study of teaching methods and classroom management techniques that facilitate the learning of students in our multicultural and inclusive classrooms. Field component is an integral part of the course.
CAS Prerequisites: EDCC 220 with grade of B or higher.
SPS Prerequisites: EDCC 220 with grade of B or higher. Evidence of taking the Praxis I or other state-required examinations.
General Education: Leadership (UNDE Majors Only) (UND-E students only)
HIS 234 Kings, Commoners and ConstitutionsExamines religion and politics in the 17th century, the English constitutional conflicts and the triumph of the common law tradition, the mystique and reality of royal power in the court of France, the trend toward secularization of thought, and the growing role of commoners in political institutions.
POLS 213 Women and PoliticsThis course provides a survey of the role of American women in government and politics.: Where we come from and where we should be going. Students in this class will learn how to rise above the challenges that keep women from entering politics as well as the rewards of a government career from a former Member of Congress who has spent a lifetime in public service.
General Education Area IV: Leadership
POLS 277 Personality and Political LeadershipExamines "political leadership" through a consideration of psychological studies and biographies of political leaders and by investigating theoretical frameworks that guide the study of political leadership. Formerly PSC 209 Personality and Political Leadership.
General Education Requirements: Applications (Leadership)
NSCM 499 Divisional SeminarExamines selected topics in the natural sciences. Requires written and oral presentations based on reading and analysis of the current scientific literature.
NURS 410 Leadership and Management of Health CareThis course incorporates the application of management principles and leadership, change, and administration theories in nursing practice and health care delivery in a hybrid format. Content focuses on delegation, prioritization, communication/collaboration, legal and ethical issues, resource management, quality improvement and risk management, evidence based practice, and the healthcare consumer in various healthcare markets.
Prerequisites: All Junior Level Nursing Courses or Departmental approval.
General Education: Application Leadership (Nursing students only). (for Nursing majors only)
SNHP 224 Health Care Systems and Global HealthThis course provides an interdisciplinary overview of approaches to global public health. Students will interpret how issues related to public health can be understood from local, state, national, and international perspectives. Students will synthesize the evidence about leading and managing people in health care organizations and systems. Issues addressed included how health care systems are organized and administered in varying national and local contexts; the impact of cultural, economic and political factors on public health outcomes; and key policy and ethical debates related to the provision of global public health. Formerly Health Care Systems and Global Health
3 credits- for students in health majors (Nursing, Health Services, OTA)
WST 368 Women and LeadershipExplores women's leadership issues at the intersection of race, class, and gender. Key themes include the relational aspects of leadership, authenticity, identity and power, and the voice of leadership.
WST 369 Women and Community ChangeExplores women's roles in U.S. history from the perspectives of women activists. Examines women's impact on social, political, and cultural change in the U.S. including movements for economic justice, race relations, sexual identity, peace, gender equality, public health, and social welfare. Formerly WST 369 Women and Community Change
V. General Education Capstone Seminar (3 credits)
The General Education Capstone Seminar is taken in second semester of sophomore year, or after earning at least 40 credits.
Capstone Seminar (Choose one course for a total of three credits)
BIOL 219 Biology of WomenThe purpose of this course is to further develop the students' critical reading and thinking skills while simultaneously developing an understanding of the fundamental biology of women and gaining an understanding of the scientific approach to problem solving. This course analyzes the biological literature on topics related to the biology of women and includes some discussion of related social and political issues. The text will be used as a resource for understanding basic biological principles, but the focus of the course will be on the discussion of the current research being done to help us better understand our biology. Comparing myths about women's biology and health with scientific evidence should lead to very interesting discussions.
General Education Requirement: Capstone Seminar
CHEM 310 Environment and SustainabilityEquips students with tools to evaluate cases of environmental pollution and health impacts, with an eye towards environmental justice. Promotes critical thinking to address the multi-dimensional and interdisciplinary aspects that influence pollutio n sources, human response, and environmental policy. Introduces basic chemistry and quantitative skills necessary for understanding and communicating the severity and impacts of environmental contamination. Topics include heavy metal poisoning, nuclear accidents, climate change, water, fracking, and air quality. Formerly CHEM 310 - Science in the Media.
Gen Ed Area: Capstone
COM 375 Conflict and CommunicationIntroduces theory and experiential learning in the role of communication in conflict management. The focus is on interpersonal interactions, including dyadic and small group levels in various settings such as friendships, marriage, family, and the workplace.?
Gen Ed Capstone
COM 388 Gender and CommunicationExplores theory and methods for examining communication and gender roles. Topics include gendered communication, gender and media, family communication, gendered violence, gender and education, and gender and institutions.
Gen Education: Capstone Seminar
ENGL 202 Writing DC StoriesThis course will challenge students to learn experientially by uncovering, researching, and shaping compelling stories from and about the Washington, DC area. Students will conduct extensive field research, which might include site visits or ride-alongs, and explore various methods for digging deeper into their individual subjects through resources such as genealogy databases and court records. As the semester progresses, students will merge their findings in an original piece or product that pushes them to develop new technical skills and highlights the story in an intriguing way.
General Education: Capstone Seminar
ENGL 389 Literary and Critical TheoryIntroduces traditional and contemporary models of literary criticism and theory through practical interpretation of literary texts. Formerly ENG 397 Literary and Critical Theory.
Prerequisites: Two literature courses at the 200-level or higher
Gen Ed Area: Capstone Seminar
FNAR 317 Contemporary ArtExplores the major developments in art since 1945 with an emphasis on painting and sculpture. The nature of art and prominent ethical questions which arose during this period are also discussed. Formerly ART 381 Contemporary Art.
General Education Requirements: Capstone Seminar
FNAR 321 Women ArtistsExamines the history of women in the arts from the Middle Ages to the present day and the social conditions which influenced their art. Artists included are: A. Gentileschi, Mary Cassatt, Berthe Morisot, Georgia O'Keeffe, Judy Chicago and others.
General Education Capstone Seminar
FNAR 399 Art and Culture of the Roaring 20sExamines the art and culture of the 1920s in an interdisciplinary approach. Movements such as American Modernism, The Harlem Renaissance, and the beginnings of Surrealism will be examined.
General Education Area: Capstone
HIS 201 Trials of CenturiesExamines a fundamental historical problem - the relationship of the individual to his/her society - by focusing on a series of notorious trials. The trials studied in this course illustrate different areas of conflict between the behavior of individuals and the values of their societies.
Formerly HIS 101
General Education Requirements: Capstone
HIS 396 Religion and Science: Crisis, Conflict, and the Transformation of CulturesFocuses on the debates surrounding the relationship between religion and science at three crucial periods in the transformation in Western culture: the high Middle Ages; the Scientific Revolution of the 17th century; and the Darwinian Revolution of the mid-to late 19th century.
Prerequisite: Honors program or permission of instructor
HIS 399 HON: Food, Feast and Famine
HUM 381 Victorian StudiesDiscusses the art, literature, history, politics and society of Victorian England within the context of their own time as well as their effect on future generations.
INT 250 Writing for Social ChangeINT 250: In this Capstone Seminar course, students will use creative writing as a tool for raising awareness about issues of social significance. Each student will develop research questions, use traditional and creative research methods to explore an issue of her choosing, and present relevant findings in the form of a short story. In addition this course will apply critical reading, communication, analysis, and writing skills.
PHIL 226 Phil, Prot,& Resist Race&Gen InequalityThis practical philosophy course will explore the application of philosophical theories of inequality to three contemporary social and political issues: incarceration and reentry, housing, and immigrant rights, and consider current policy and public discourse debates around these issues. This course will include a service learning component at a local non-profit. Students will consider the three course themes in a broader context and ask how the marginalization and erasure of some bodies threatens not only individuals from oppressed groups but justice for the broader society.
POLS 250 Politics, Literature, and FilmThis course explores concepts in political science represented in fiction and film. Students will read political fiction, both classic and contemporary, and view the corresponding films. Theories of political analysis will be included in the required readings. Each student will select her own political fiction/film case for their seminar paper project.
POLS 313 Religion, Law and Politics in the United StatesExamines the relationship among religion, law, and politics in the United States constitutional and political systems. The free exercise and establishment clauses of the First Amendment to the Constitution and key Supreme Court opinions involving separation of church and state are studied as well as democratic theory pertaining to this topic. Other topics to be discussed in the class include policy issues involving government aid to faith-based social welfare efforts and empirical studies of public attitudes concerning the interplay among religion, public policy, and political leadership. Formerly PSC 226 Religion, Law, and Politics, in the United States.
PSYC 317 Psychology of Aggression and ViolenceExamines interpersonal, intergroup, and international violence and aggression. The topic is approached from the standpoints of physiological, motivational, learning, cognitive and interpersonal factors, and structural and ecological factors. Aspects of the psychology of nonviolence are covered. Formerly PSY 204 Psychology of Aggression and Violence.
Prerequisites: PSYC 101 and PSYC 211 or permission of instructor
PSYC 343 Drugs and Human BehaviorFocuses on the use and abuse of psychoactive drugs, including medications (anti-depressants, neuroleptics) as well as alcohol and illegal substances (narcotics, hallucinogens, stimulants, etc.). Creative class formats utilize video, exercises, discussion, and readings to examine the biological, behavioral, cognitive, and psychosocial consequences of drug use and effective approaches to treatment. Formerly PSY 212 Drugs and Human Behavior.
Prerequisites: PSYC 101 and BIOL 101 or BIOL 111 or BIOL 112
PSYC 365 Seminar on Human SexualityExplores the biological, neuropsychological, social, and moral dimensions of human sexuality in order to examine the connection between our gendered embodiment and our person through the concept of human agency. Formerly WST 365 Seminar on Human Sexuality
SNHP 330- for students in health majors (Nursing, Health Services, OTA)
SOCY 381 Understanding AIDS: Interdisciplinary SeminarProvides students with a multi-dimensional approach to understanding AIDS. The course examines AIDS as a social construct utilizing Writing Across the Curriculum and cooperative learning techniques to build an interdisciplinary knowledge of AIDS. Formerly INT 340 and SOC 340 Understanding AIDS: Interdisciplinary Seminar.
Gen Ed V: Capstone Seminar
SSC 207 Writing for the Social SciencesOffered in a seminar format, the course equips students with the skills necessary to write papers for social science courses. The course covers the process of writing for the social sciences and develops technical skills in researching and writing a variety of paper types. Specific topics include proposal writing, library research skills, internet research skills, critical thinking and writing, organization, outlines, drafts and documentation.
WST 250 Women in Popular CultureExplores the cultural images and realities of contemporary women and their lives. Print, film, television, short fiction, and artifact will be used to document cultural rates.
WST 301 Women, Peacemaking, and NonviolenceConsiders the theoretical foundations of non-violence and explores the application of these principles with reference to the experiences and history of women.?
Approved for General Education Capstone.
3 credits?
WST 321 Women ArtistsExamines the history of women in the arts from the Middle Ages to the present day and the social conditions which influenced their art. Artists included are: A. Gentileschi, Mary Cassatt, Berthe Morisot, Georgia O'Keeffe, Judy Chicago and others.
Critical Reading and General Education Capstone Seminar
As part of completing the Foundational Skills area, incoming first-year students must complete the Critical Reading Seminar at Trinity; transfer students matriculating with sophomore status or above are not required to complete the Critical Reading Seminar. Additionally, incoming first-year and sophomore students must complete the General Education Capstone Seminar at Trinity; transfer students matriculating with junior status or above are not required to complete the General Education Capstone Seminar.
Waivers and Advanced Standing for General Education Requirements
In certain instances, a waiver can be used to fulfill general education curricular requirements, although such waivers carry no credits. The following general education requirements may be waived by earning a satisfactory score on the appropriate placement examination(s):
Written Communication (waived by placing above ENGL 107 College CompositionEnglish 107 develops students? effective writing of evidence-based, thesis- centered academic essays. The course emphasizes development of the research and documentation skills necessary for successful academic writing. Students will primarily write argumentative essays, building to a substantive research paper. Students in the School of Professional Studies may not take this course pass/fail. Formerly ENG 107 College Composition.
FLC Area I Core Area I: Skills for Work and Life College Composition level)
Foreign Language (Placement into the third semester of Arabic, French, Spanish, or other approved language constitutes a waiver of the foreign language requirement. Students who place into the second semester of a college-level language course need only complete the second semester of that language to fulfill the general education requirement).
Quantitative Reasoning (Placement into MATH 125 Calculus and Analytic Geometry IExamines the following topics: functions, limits, continuity, differentiation and applications, and basic integration. Formerly MAT 125 Calculus and Analytic Geometry I.
Prerequisites: MATH 123 or placement test proficiency
FLC Area IV: Exploration Cluster or higher constitutes a waiver of the requirement).
Additionally, general education requirements may be fulfilled through credits earned through examination, such as Advanced Placement or CLEP Examinations. The appropriate Program Chair determines if credits earned through examination also fulfill general education requirements. Some general education requirements may be fulfilled through credits earned at other accredited institutions. The appropriate Program Chair determines if credits earned at other accredited institutions also fulfill Trinity general education requirements.
Courses Fulfilling General Education and Major Requirements
In general, a course may be counted to fulfill no more than one general education requirement, although a course may be counted to fulfill a general education requirement as well as a requirement in a student's major.


A 45-minute catnap helps lower blood pressure, American researchers reported last week. They said a daytime snooze could improve heart health, particularly if you're not getting as much sleep as you should at night.
This follows a recent six-year Greek study which found that people who took a 30-minute siesta at least three times a week appeared to have a 37 per cent lower risk of heart-related death.
For years, napping has been derided as a sign of laziness. We are "caught" napping or "found asleep at the switch". But lately it has garnered new respect, thanks to scientific evidence that midday dozing benefits both mental acuity and overall health.
A slew of recent studies have shown that naps boost alertness, creativity, mood, and productivity in the later hours of the day.
A nap of 30 minutes improves alertness for up to 10 hours. Research on pilots shows that a 26-minute "Nasa" nap in flight (while the plane is manned by a copilot) enhanced performance by 34% and overall alertness by 54%. One Harvard study published last year showed that a 45-minute nap improves learning and memory. Napping reduces stress and lowers the risk of heart attack and stroke, diabetes, and excessive weight gain.
Getting even the briefest nap is better than nothing. A 2008 study in Düsseldorf showed that the onset of sleep may trigger active memory processes that remain effective even if sleep is limited to only a few minutes. And last year, a British study suggested that just knowing a nap was coming was enough to lower blood pressure.
Naps make you brainier, healthier, safer. But to understand how you can nap best, you need to understand your body.
In designing the optimal nap you need to grasp its potential components.
During sleep, your brain's electrical activity goes through a five-phase cycle.
A short afternoon catnap of 20 minutes yields mostly Stage 2 sleep, which enhances alertness and concentration, elevates mood, and sharpens motor skills.
Limit your nap to 45 minutes or less, if you need to spring into action after dozing. Otherwise, you may drift into slow-wave sleep. Waking from this stage results in sleep inertia, that grogginess and disorientation that can last for half an hour or more.
So next time, listen to your body and mind and enjoy a 30 minute Cat nap and don't feel guilty.


Getafe Club de Fútbol, or simply Getafe, is a Spanish professional football club that plays in La Liga. The club is based in Getafe, a city in the Madrid metropolitan area. Getafe was founded in 1946 and refounded in 1983.


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Home News 'Pakistan is a safe country' – Hasan Ali urges Mushfiqur Rahim to...
'Pakistan is a safe country' – Hasan Ali urges Mushfiqur Rahim to tour Pakistan
Hasan Ali. (Photo Source: Twitter)
Bangladesh cricket team is scheduled to ply and ODI and Test match against Pakistan in their country. Earlier, there were speculations that the Tigers might not travel to the country due to security concerns. However, BCB gave their consent over the same but their top player Mushfiqur Rahim never looked on terms to travel to the Men in Green country. And, now, Hasan Ali, the right-handed fast bowler has requested his compatriot to come and play in Pakistan.
Tigers recently travelled to Pakistan where they played three ODIs and one Test. And, after the conclusion of PSL 2020, they were scheduled to play an ODI and Test match. The visitors' lost the T20I series by 2-0 whereas they are currently lagging in the Test series by 1-0. But, for the left games, Mushfiqur Rahim said no as he ruled himself out of the team that created a lot of tension among the board.
Hasan Ali makes a special request
Now, Hasan Ali, the Pakistan international has requested the wicketkeeper-batsman Mushafiqur Rahim to come and play in Pakistan. He also added that Carlos Braithwaite was asking him the fact that why the former Bangladesh skipper is not coming to Pakistan. The fast bowler feels that Rahim should come along with his team. Moreover, Carlos Braithwaite also thinks that he should come as Pakistan is a safe country.
"[Carlos] Brathwaite asked me today why Mushfiqur Rahim is not coming to Pakistan. I told him that I am not sure but I do think he should come as his team is also coming here. Brathwaite's view was that he should come to Pakistan as it's a safe country," said Ali during the post-match press conference.," said Ali.
Hasan Ali also opened up about his side's victory and stated that he along with other players were happy about their triumph.
"It [rain] is part of the game and even if we played the rest of the overs I would have backed our team to win the game. I think we were in a good position and two of our main players, Banton and Haider, were batting," he said. "At the end of the day we won and we are really happy about it," Hasan Ali added as quoted by The Express Tribune.
Hasan Ali is currently plying his trade for Peshawar Zalmi in the ongoing fifth edition of Pakistan Super League 2020. On Saturday, his side won a close rain-affected game against Islamabad United by seven runs. In that game, he grabbed two important wickets for his team. He grabbed two wickets in that game as he registered bowling figures of 2/36.
Watch: Irfan Pathan's interview post his retirement
Previous articleMultan Sultans vs Islamabad United | 1st Inning Highlights | Match 22 | 8 March | HBL PSL 5
Next articleTwitter Reactions: James Vince's blitzkrieg guides Multan Sultans to their 4th consecutive win in PSL 2020
Here are the finalised squads after PSL 2021 Player Draft
More than 400 overseas players register for PSL 2021 Player Draft
PSL 2021 to get underway on February 20; final scheduled for March 22


Distilling complex data down to a single metric is highly useful for day-to-day decision-making. The concept of paid credit does just that.
Paid credit is the sum of conversions that occurred from ads plus the assisted credit from all other conversion paths from that campaign or channel.
If you understand basic attribution concepts, you may be questioning whether or not this is the same as the "assisted conversions" in Google Analytics. Paid credit is different because it takes the unique path of every conversion into consideration.
In the following example of conversion paths from Google Analytics, row 9 has five total touch points, two from paid search and three from the display. The classic "assisted conversion" would credit 1 to the display channel. This becomes problematic as conversion paths get longer and more complex. If the average conversion path length is 10 to 15 touches long, giving a campaign or channel one assisted conversion even if it only appeared once is misleading because assisted conversions will overvalue your campaigns.
Paid credit, in the same scenario, would take the number of touches from the given campaign or channel and divide it by the total number of touches, giving display a 0.6 paid credit.
At scale, paid credit can be used at the channel level for investment decisions and at the campaign level for optimization decisions. Paid credit is going to give more value to campaigns and keywords that are higher in the funnel and earlier in the customer journey while not disproportionately crediting them.
The chart below highlights an example of how only viewing regular conversions does not show the real value of the campaign. Additionally, when tactical marketers are making budget or optimization decisions, "Campaign Z" appears to be the weakest campaign; however, when viewing with paid credit, we can see that "Campaign Y" is actually the weakest in the mix.
Now that we're able to work with the basics of paid credit to understand the entirety of our campaign performance, it is valuable to break out our campaign activities by funnel stage to understand where everything is contributing the most.
Funnel stages refers to the concept of the marketing funnel. Certain campaigns and channels are inherently "top of the funnel," which means they introduce new users to the brand but aren't necessarily strong at driving a direct response. These channels include Facebook, Google Display Network and so on.
"Bottom of the funnel" refers to campaigns and channels that tend to be stronger at driving a direct response, such as paid search.
Top of funnel: touches 1 through 4.
Middle of funnel: touches 5 through 8.
Bottom of funnel: touches 9 through 12.
Now, what do we do with these data? They are very important when making strategic decisions around an integrated marketing strategy. It's important for the marketing team to know what's working with users through each stage of the funnel so they can capitalize on the good and minimize the bad.
As you advance in the various concepts of attribution modeling, you can begin looking at different attribution models across all channels to better inform investment decisions across channels and campaigns.
When looking at a traditional "last touch" model, it's common for channels feeding the top and middle of the marketing funnel to receive a lower investment, if any at all. Viewing campaigns and channels with different models and metrics (such as paid credit) results in better investment decisions.
These concepts only scratch the surface of the topic of marketing attribution. Paid credit will distill touch points down to a single metric for quick decision-making, viewing campaigns by funnel stage will help with strategic alignment, and understanding high-level attribution across all channels will make for better investments.
The journey to full attribution insights is complex but well worth it.
The post 3 attribution considerations for B2B lead generation appeared first on Marketing Land.


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Daniel Altmaier was the defending champion but lost in the quarterfinals to Yuta Shimizu.

Benoît Paire won the title after defeating Shimizu 3–6, 6–0, 6–2 in the final.

Seeds

Draw

Finals

Top half

Bottom half

References

External links
Main draw
Qualifying draw

Puerto Vallarta Open - 1

redpajama_set_name: RedPajamaWikipedia