Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslow''s ideas surrounding the Hierarchy of Needs concerning the responsibility of employers to provide a workplace environment that encourages and enables employees to fulfill their own unique potential (self-actualization) are today more relevant than ever. Abraham Maslow''s book Motivation and Personality, published in 1954 (second edition 1970) introduced the Hierarchy of Needs, and Maslow extended his ideas in other work, notably his later book Toward A Psychology Of Being, a significant and relevant commentary, which has been revised in recent times by Richard Lowry, who is in his own right a leading academic in the field of motivational psychology.
\r\nAbraham Maslow was born in New York in 1908 and died in 1970, although various publications appear in Maslow''s name in later years. Maslow''s PhD in psychology in 1934 at the University of Wisconsin formed the basis of his motivational research, initially studying rhesus monkeys. Maslow later moved to New York''s Brooklyn College.
\r\nThe Maslow''s Hierarchy of Needs five-stage model below (structure and terminology - not the precise pyramid diagram itself) is clearly and directly attributable to Maslow; later versions of the theory with added motivational stages are not so clearly attributable to Maslow. These extended models have instead been inferred by others from Maslow''s work. Specifically Maslow refers to the needs Cognitive, Aesthetic and Transcendence (subsequently shown as distinct needs levels in some interpretations of his theory) as additional aspects of motivation, but not as distinct levels in the Hierarchy of Needs.
\r\nWhere Maslow''s Hierarchy of Needs is shown with more than five levels these models have been extended through interpretation of Maslow''s work by other people. These augmented models and diagrams are shown as the adapted seven and eight-stage Hierarchy of Needs pyramid diagrams and models below.
\r\nThere have been very many interpretations of Maslow''s Hierarchy of Needs in the form of pyramid diagrams. The diagrams on this page are my own interpretations and are not offered as Maslow''s original work. Interestingly in Maslow''s book Motivation and Personality, which first introduced the Hierarchy of Needs, there is not a pyramid to be seen.
\r\nFree Hierarchy of Needs diagrams in pdf and doc formats similar to the image below are available from this page.
\r\n2. Safety needs - protection from elements, security, order, law, limits, stability, etc.
\r\n3. Belongingness and Love needs - work group, family, affection, relationships, etc.
\r\n4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.
\r\n5. Self-Actualization needs - realising personal potential, self-fulfillment, seeking personal growth and peak experiences
\r\n
ü Each of us is motivated by needs. Our most basic needs are inborn, having evolved over tens of thousands of years. Abraham Maslow''s Hierarchy of Needs helps to explain how these needs motivate us all.
\r\nü Maslow''s Hierarchy of Needs states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself.
\r\nü Only when the lower order needs of physical and emotional well-being are satisfied are we concerned with the higher order needs of influence and personal development.
\r\nü Conversely, if the things that satisfy our lower order needs are swept away, we are no longer concerned about the maintenance of our higher order needs.
\r\nü Maslow''s original Hierarchy of Needs model was developed between 1943-1954, and first widely published in Motivation and Personality in 1954. At this time the Hierarchy of Needs model comprised five needs. This original version remains for most people the definitive Hierarchy of Need
\r\n1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.
\r\n2. Safety needs - protection from elements, security, order, law, limits, stability, etc.
\r\n3. Belongingness and Love needs - work group, family, affection, relationships, etc.
\r\n4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.
\r\n5. Cognitive needs - knowledge, meaning, etc.
\r\n6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.
\r\n7. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences.
\r\n
1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.
\r\n2. Safety needs - protection from elements, security, order, law, limits, stability, etc.
\r\n3. Belongingness and Love needs - work group, family, affection, relationships, etc.
\r\n4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc.
\r\n5. Cognitive needs - knowledge, meaning, etc.
\r\n6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.
\r\n7. Self-Actualization needs - realising personal potential, self-fulfillment, seeking personal growth and peak experiences.
\r\n8. Transcendence needs - helping others to achieve self actualization.
\r\n
\r\n
Develop one game with the 1 ball
\r\n1 game has to cover all areas
\r\nPhysical
\r\ngross fine
\r\nSocial
\r\nSelf
\r\nLanguage
\r\nCreativity
\r\nSpiritual
\r\ncognitive
\r\n\r\n
\r\n\r\n', 0, 'uploadsingle', 0, 0, 0, 0, 0, 0, 0, 0, 1048576, 1297983300, 1297378500, 100, 1297378705); -- -------------------------------------------------------- -- -- Table structure for table `mdl_assignment_submissions` -- CREATE TABLE IF NOT EXISTS `mdl_assignment_submissions` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `assignment` bigint(10) unsigned NOT NULL DEFAULT '0', `userid` bigint(10) unsigned NOT NULL DEFAULT '0', `timecreated` bigint(10) unsigned NOT NULL DEFAULT '0', `timemodified` bigint(10) unsigned NOT NULL DEFAULT '0', `numfiles` bigint(10) unsigned NOT NULL DEFAULT '0', `data1` text, `data2` text, `grade` bigint(11) NOT NULL DEFAULT '0', `submissioncomment` text NOT NULL, `format` smallint(4) unsigned NOT NULL DEFAULT '0', `teacher` bigint(10) unsigned NOT NULL DEFAULT '0', `timemarked` bigint(10) unsigned NOT NULL DEFAULT '0', `mailed` tinyint(1) unsigned NOT NULL DEFAULT '0', PRIMARY KEY (`id`), KEY `mdl_assisubm_use_ix` (`userid`), KEY `mdl_assisubm_mai_ix` (`mailed`), KEY `mdl_assisubm_tim_ix` (`timemarked`), KEY `mdl_assisubm_ass_ix` (`assignment`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='Info about submitted assignments' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_assignment_submissions` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_backup_config` -- CREATE TABLE IF NOT EXISTS `mdl_backup_config` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `name` varchar(255) NOT NULL DEFAULT '', `value` varchar(255) NOT NULL DEFAULT '', PRIMARY KEY (`id`), UNIQUE KEY `mdl_backconf_nam_uix` (`name`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='To store backup configuration variables' AUTO_INCREMENT=18 ; -- -- Dumping data for table `mdl_backup_config` -- INSERT INTO `mdl_backup_config` (`id`, `name`, `value`) VALUES (1, 'backup_sche_modules', '0'), (2, 'backup_sche_withuserdata', '0'), (3, 'backup_sche_metacourse', '0'), (4, 'backup_sche_users', '0'), (5, 'backup_sche_logs', '0'), (6, 'backup_sche_userfiles', '0'), (7, 'backup_sche_coursefiles', '0'), (8, 'backup_sche_sitefiles', '0'), (9, 'backup_sche_gradebook_history', '0'), (10, 'backup_sche_messages', '0'), (11, 'backup_sche_blogs', '0'), (12, 'backup_sche_keep', '1'), (13, 'backup_sche_active', '0'), (14, 'backup_sche_weekdays', '0000000'), (15, 'backup_sche_hour', '0'), (16, 'backup_sche_minute', '0'), (17, 'backup_sche_destination', ''); -- -------------------------------------------------------- -- -- Table structure for table `mdl_backup_courses` -- CREATE TABLE IF NOT EXISTS `mdl_backup_courses` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `courseid` bigint(10) unsigned NOT NULL DEFAULT '0', `laststarttime` bigint(10) unsigned NOT NULL DEFAULT '0', `lastendtime` bigint(10) unsigned NOT NULL DEFAULT '0', `laststatus` varchar(1) NOT NULL DEFAULT '0', `nextstarttime` bigint(10) unsigned NOT NULL DEFAULT '0', PRIMARY KEY (`id`), UNIQUE KEY `mdl_backcour_cou_uix` (`courseid`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='To store every course backup status' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_backup_courses` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_backup_files` -- CREATE TABLE IF NOT EXISTS `mdl_backup_files` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `backup_code` bigint(10) unsigned NOT NULL DEFAULT '0', `file_type` varchar(10) NOT NULL DEFAULT '', `path` varchar(255) NOT NULL DEFAULT '', `old_id` bigint(10) unsigned NOT NULL DEFAULT '0', `new_id` bigint(10) unsigned NOT NULL DEFAULT '0', PRIMARY KEY (`id`), UNIQUE KEY `mdl_backfile_bacfil_uix` (`backup_code`,`file_type`,`path`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='To store and recode ids to user and course files' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_backup_files` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_backup_ids` -- CREATE TABLE IF NOT EXISTS `mdl_backup_ids` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `backup_code` bigint(12) unsigned NOT NULL DEFAULT '0', `table_name` varchar(30) NOT NULL DEFAULT '', `old_id` bigint(10) unsigned NOT NULL DEFAULT '0', `new_id` bigint(10) unsigned NOT NULL DEFAULT '0', `info` mediumtext NOT NULL, PRIMARY KEY (`id`), UNIQUE KEY `mdl_backids_bactabo_uix` (`backup_code`,`table_name`,`old_id`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='To store and convert ids in backup/restore' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_backup_ids` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_backup_log` -- CREATE TABLE IF NOT EXISTS `mdl_backup_log` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `courseid` bigint(10) unsigned NOT NULL DEFAULT '0', `time` bigint(10) unsigned NOT NULL DEFAULT '0', `laststarttime` bigint(10) unsigned NOT NULL DEFAULT '0', `info` varchar(255) NOT NULL DEFAULT '', PRIMARY KEY (`id`), KEY `mdl_backlog_cou_ix` (`courseid`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='To store every course backup log info' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_backup_log` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_block` -- CREATE TABLE IF NOT EXISTS `mdl_block` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `name` varchar(40) NOT NULL DEFAULT '', `version` bigint(10) unsigned NOT NULL DEFAULT '0', `cron` bigint(10) unsigned NOT NULL DEFAULT '0', `lastcron` bigint(10) unsigned NOT NULL DEFAULT '0', `visible` tinyint(1) NOT NULL DEFAULT '1', `multiple` tinyint(1) NOT NULL DEFAULT '0', PRIMARY KEY (`id`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='to store installed blocks' AUTO_INCREMENT=32 ; -- -- Dumping data for table `mdl_block` -- INSERT INTO `mdl_block` (`id`, `name`, `version`, `cron`, `lastcron`, `visible`, `multiple`) VALUES (1, 'activity_modules', 2007101509, 0, 0, 1, 0), (2, 'admin', 2007101509, 0, 0, 1, 0), (3, 'admin_bookmarks', 2007101509, 0, 0, 1, 0), (4, 'admin_tree', 2007101509, 0, 0, 1, 0), (5, 'blog_menu', 2007101509, 0, 0, 1, 0), (6, 'blog_tags', 2007101509, 0, 0, 1, 1), (7, 'calendar_month', 2007101509, 0, 0, 1, 0), (8, 'calendar_upcoming', 2007101509, 0, 0, 1, 0), (9, 'course_list', 2007101509, 0, 0, 1, 0), (10, 'course_summary', 2007101509, 0, 0, 1, 0), (11, 'glossary_random', 2007101509, 0, 0, 1, 1), (12, 'html', 2007101509, 0, 0, 1, 1), (13, 'loancalc', 2007101509, 0, 0, 1, 0), (14, 'login', 2007101509, 0, 0, 1, 0), (15, 'mentees', 2007101509, 0, 0, 1, 1), (16, 'messages', 2007101509, 0, 0, 1, 0), (17, 'mnet_hosts', 2007101509, 0, 0, 1, 0), (18, 'news_items', 2007101509, 0, 0, 1, 0), (19, 'online_users', 2007101510, 0, 0, 1, 0), (20, 'participants', 2007101509, 0, 0, 1, 0), (21, 'quiz_results', 2007101509, 0, 0, 1, 1), (22, 'recent_activity', 2007101509, 0, 0, 1, 0), (23, 'rss_client', 2007101511, 300, 0, 1, 1), (24, 'search', 2008031500, 1, 0, 1, 0), (25, 'search_forums', 2007101509, 0, 0, 1, 0), (26, 'section_links', 2007101511, 0, 0, 1, 0), (27, 'site_main_menu', 2007101509, 0, 0, 1, 0), (28, 'social_activities', 2007101509, 0, 0, 1, 0), (29, 'tag_flickr', 2007101509, 0, 0, 1, 1), (30, 'tag_youtube', 2007101509, 0, 0, 1, 1), (31, 'tags', 2007101509, 0, 0, 1, 1); -- -------------------------------------------------------- -- -- Table structure for table `mdl_block_instance` -- CREATE TABLE IF NOT EXISTS `mdl_block_instance` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `blockid` bigint(10) unsigned NOT NULL DEFAULT '0', `pageid` bigint(10) unsigned NOT NULL DEFAULT '0', `pagetype` varchar(20) NOT NULL DEFAULT '', `position` varchar(10) NOT NULL DEFAULT '', `weight` smallint(3) NOT NULL DEFAULT '0', `visible` tinyint(1) NOT NULL DEFAULT '0', `configdata` text, PRIMARY KEY (`id`), KEY `mdl_blocinst_pag_ix` (`pageid`), KEY `mdl_blocinst_pag2_ix` (`pagetype`), KEY `mdl_blocinst_blo_ix` (`blockid`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='to store block instances in pages' AUTO_INCREMENT=2433 ; -- -- Dumping data for table `mdl_block_instance` -- INSERT INTO `mdl_block_instance` (`id`, `blockid`, `pageid`, `pagetype`, `position`, `weight`, `visible`, `configdata`) VALUES (1, 27, 1, 'course-view', 'l', 0, 1, ''), (2, 4, 1, 'course-view', 'l', 1, 1, ''), (3, 10, 1, 'course-view', 'r', 0, 1, ''), (4, 7, 1, 'course-view', 'l', 2, 1, ''), (5, 4, 0, 'admin', 'l', 0, 1, ''), (6, 3, 0, 'admin', 'l', 1, 1, ''), (7, 20, 2, 'course-view', 'l', 0, 1, ''), (8, 1, 2, 'course-view', 'l', 1, 1, ''), (9, 25, 2, 'course-view', 'l', 2, 1, ''), (10, 2, 2, 'course-view', 'l', 3, 1, ''), (11, 9, 2, 'course-view', 'l', 4, 1, ''), (12, 18, 2, 'course-view', 'r', 0, 1, ''), (13, 8, 2, 'course-view', 'r', 1, 1, ''), (14, 22, 2, 'course-view', 'r', 2, 1, ''), (15, 20, 3, 'course-view', 'l', 0, 1, ''), (16, 1, 3, 'course-view', 'l', 1, 1, ''), (17, 25, 3, 'course-view', 'l', 2, 1, ''), (18, 2, 3, 'course-view', 'l', 3, 1, ''), (19, 9, 3, 'course-view', 'l', 4, 1, ''), (20, 18, 3, 'course-view', 'r', 0, 1, ''), (21, 8, 3, 'course-view', 'r', 1, 1, ''), (22, 22, 3, 'course-view', 'r', 2, 1, ''), (23, 20, 4, 'course-view', 'l', 0, 1, ''), (24, 1, 4, 'course-view', 'l', 1, 1, ''), (25, 25, 4, 'course-view', 'l', 2, 1, ''), (26, 2, 4, 'course-view', 'l', 3, 1, ''), (27, 9, 4, 'course-view', 'l', 4, 1, ''), (28, 18, 4, 'course-view', 'r', 0, 1, ''), (29, 8, 4, 'course-view', 'r', 1, 1, ''), (30, 22, 4, 'course-view', 'r', 2, 1, ''), (31, 20, 5, 'course-view', 'l', 0, 1, ''), (32, 1, 5, 'course-view', 'l', 1, 1, ''), (33, 25, 5, 'course-view', 'l', 2, 1, ''), (34, 2, 5, 'course-view', 'l', 3, 1, ''), (35, 9, 5, 'course-view', 'l', 4, 1, ''), (36, 18, 5, 'course-view', 'r', 0, 1, ''), (37, 8, 5, 'course-view', 'r', 1, 1, ''), (38, 22, 5, 'course-view', 'r', 2, 1, ''), (39, 20, 6, 'course-view', 'l', 0, 1, ''), (40, 1, 6, 'course-view', 'l', 1, 1, ''), (41, 25, 6, 'course-view', 'l', 2, 1, ''), (42, 2, 6, 'course-view', 'l', 3, 1, ''), (43, 9, 6, 'course-view', 'l', 4, 1, ''), (44, 18, 6, 'course-view', 'r', 0, 1, ''), (45, 8, 6, 'course-view', 'r', 1, 1, ''), (46, 22, 6, 'course-view', 'r', 2, 1, ''), (47, 20, 7, 'course-view', 'l', 0, 1, ''), (48, 1, 7, 'course-view', 'l', 1, 1, ''), (49, 25, 7, 'course-view', 'l', 2, 1, ''), (50, 2, 7, 'course-view', 'l', 3, 1, ''), (51, 9, 7, 'course-view', 'l', 4, 1, ''), (52, 18, 7, 'course-view', 'r', 0, 1, ''), (53, 8, 7, 'course-view', 'r', 1, 1, ''), (54, 22, 7, 'course-view', 'r', 2, 1, ''), (55, 20, 8, 'course-view', 'l', 0, 1, ''), (56, 1, 8, 'course-view', 'l', 1, 1, ''), (57, 25, 8, 'course-view', 'l', 2, 1, ''), (58, 2, 8, 'course-view', 'l', 3, 1, ''), (59, 9, 8, 'course-view', 'l', 4, 1, ''), (60, 18, 8, 'course-view', 'r', 0, 1, ''), (61, 8, 8, 'course-view', 'r', 1, 1, ''), (62, 22, 8, 'course-view', 'r', 2, 1, ''), (63, 20, 9, 'course-view', 'l', 0, 1, ''), (64, 1, 9, 'course-view', 'l', 1, 1, ''), (65, 25, 9, 'course-view', 'l', 2, 1, ''), (66, 2, 9, 'course-view', 'l', 3, 1, ''), (67, 9, 9, 'course-view', 'l', 4, 1, ''), (68, 18, 9, 'course-view', 'r', 0, 1, ''), (69, 8, 9, 'course-view', 'r', 1, 1, ''), (70, 22, 9, 'course-view', 'r', 2, 1, ''), (71, 20, 10, 'course-view', 'l', 0, 1, ''), (72, 1, 10, 'course-view', 'l', 1, 1, ''), (73, 25, 10, 'course-view', 'l', 2, 1, ''), (74, 2, 10, 'course-view', 'l', 3, 1, ''), (75, 9, 10, 'course-view', 'l', 4, 1, ''), (76, 18, 10, 'course-view', 'r', 0, 1, ''), (77, 8, 10, 'course-view', 'r', 1, 1, ''), (78, 22, 10, 'course-view', 'r', 2, 1, ''), (79, 20, 11, 'course-view', 'l', 0, 1, ''), (80, 1, 11, 'course-view', 'l', 1, 1, ''), (81, 25, 11, 'course-view', 'l', 2, 1, ''), (82, 2, 11, 'course-view', 'l', 3, 1, ''), (83, 9, 11, 'course-view', 'l', 4, 1, ''), (84, 18, 11, 'course-view', 'r', 0, 1, ''), (85, 8, 11, 'course-view', 'r', 1, 1, ''), (86, 22, 11, 'course-view', 'r', 2, 1, ''), (87, 20, 12, 'course-view', 'l', 0, 1, ''), (88, 1, 12, 'course-view', 'l', 1, 1, ''), (89, 25, 12, 'course-view', 'l', 2, 1, ''), (90, 2, 12, 'course-view', 'l', 3, 1, ''), (91, 9, 12, 'course-view', 'l', 4, 1, ''), (92, 18, 12, 'course-view', 'r', 0, 1, ''), (93, 8, 12, 'course-view', 'r', 1, 1, ''), (94, 22, 12, 'course-view', 'r', 2, 1, ''), (95, 20, 13, 'course-view', 'l', 0, 1, ''), (96, 1, 13, 'course-view', 'l', 1, 1, ''), (97, 25, 13, 'course-view', 'l', 2, 1, ''), (98, 2, 13, 'course-view', 'l', 3, 1, ''), (99, 9, 13, 'course-view', 'l', 4, 1, ''), (100, 18, 13, 'course-view', 'r', 0, 1, ''), (101, 8, 13, 'course-view', 'r', 1, 1, ''), (102, 22, 13, 'course-view', 'r', 2, 1, ''), (103, 20, 14, 'course-view', 'l', 0, 1, ''), (104, 1, 14, 'course-view', 'l', 1, 1, ''), (105, 25, 14, 'course-view', 'l', 2, 1, ''), (106, 2, 14, 'course-view', 'l', 3, 1, ''), (107, 9, 14, 'course-view', 'l', 4, 1, ''), (108, 18, 14, 'course-view', 'r', 0, 1, ''), (109, 8, 14, 'course-view', 'r', 1, 1, ''), (110, 22, 14, 'course-view', 'r', 2, 1, ''), (111, 20, 15, 'course-view', 'l', 0, 1, ''), (112, 1, 15, 'course-view', 'l', 1, 1, ''), (113, 25, 15, 'course-view', 'l', 2, 1, ''), (114, 2, 15, 'course-view', 'l', 3, 1, ''), (115, 9, 15, 'course-view', 'l', 4, 1, ''), (116, 18, 15, 'course-view', 'r', 0, 1, ''), (117, 8, 15, 'course-view', 'r', 1, 1, ''), (118, 22, 15, 'course-view', 'r', 2, 1, ''), (119, 8, 1, 'course-view', 'r', 1, 1, ''), (120, 20, 16, 'course-view', 'l', 0, 1, ''), (121, 1, 16, 'course-view', 'l', 1, 1, ''), (122, 25, 16, 'course-view', 'l', 2, 1, ''), (123, 2, 16, 'course-view', 'l', 3, 1, ''), (124, 9, 16, 'course-view', 'l', 4, 1, ''), (125, 18, 16, 'course-view', 'r', 0, 1, ''), (126, 8, 16, 'course-view', 'r', 1, 1, ''), (127, 22, 16, 'course-view', 'r', 2, 1, ''), (128, 20, 17, 'course-view', 'l', 0, 1, ''), (129, 1, 17, 'course-view', 'l', 1, 1, ''), (130, 25, 17, 'course-view', 'l', 2, 1, ''), (131, 2, 17, 'course-view', 'l', 3, 1, ''), (132, 9, 17, 'course-view', 'l', 4, 1, ''), (133, 18, 17, 'course-view', 'r', 0, 1, ''), (134, 8, 17, 'course-view', 'r', 1, 1, ''), (135, 22, 17, 'course-view', 'r', 2, 1, ''), (136, 20, 18, 'course-view', 'l', 0, 1, ''), (137, 1, 18, 'course-view', 'l', 1, 1, ''), (138, 25, 18, 'course-view', 'l', 2, 1, ''), (139, 2, 18, 'course-view', 'l', 3, 1, ''), (140, 9, 18, 'course-view', 'l', 4, 1, ''), (141, 18, 18, 'course-view', 'r', 0, 1, ''), (142, 8, 18, 'course-view', 'r', 1, 1, ''), (143, 22, 18, 'course-view', 'r', 2, 1, ''), (144, 20, 19, 'course-view', 'l', 0, 1, ''), (145, 1, 19, 'course-view', 'l', 1, 1, ''), (146, 25, 19, 'course-view', 'l', 2, 1, ''), (147, 2, 19, 'course-view', 'l', 3, 1, ''), (148, 9, 19, 'course-view', 'l', 4, 1, ''), (149, 18, 19, 'course-view', 'r', 0, 1, ''), (150, 8, 19, 'course-view', 'r', 1, 1, ''), (151, 22, 19, 'course-view', 'r', 2, 1, ''), (152, 20, 20, 'course-view', 'l', 0, 1, ''), (153, 1, 20, 'course-view', 'l', 1, 1, ''), (154, 25, 20, 'course-view', 'l', 2, 1, ''), (155, 2, 20, 'course-view', 'l', 3, 1, ''), (156, 9, 20, 'course-view', 'l', 4, 1, ''), (157, 18, 20, 'course-view', 'r', 0, 1, ''), (158, 8, 20, 'course-view', 'r', 1, 1, ''), (159, 22, 20, 'course-view', 'r', 2, 1, ''), (160, 20, 21, 'course-view', 'l', 0, 1, ''), (161, 1, 21, 'course-view', 'l', 1, 1, ''), (162, 25, 21, 'course-view', 'l', 2, 1, ''), (163, 2, 21, 'course-view', 'l', 3, 1, ''), (164, 9, 21, 'course-view', 'l', 4, 1, ''), (165, 18, 21, 'course-view', 'r', 0, 1, ''), (166, 8, 21, 'course-view', 'r', 1, 1, ''), (167, 22, 21, 'course-view', 'r', 2, 1, ''), (184, 20, 24, 'course-view', 'l', 0, 1, ''), (185, 1, 24, 'course-view', 'l', 1, 1, ''), (186, 25, 24, 'course-view', 'l', 2, 1, ''), (187, 2, 24, 'course-view', 'l', 3, 1, ''), (188, 9, 24, 'course-view', 'l', 4, 1, ''), (189, 18, 24, 'course-view', 'r', 0, 1, ''), (190, 8, 24, 'course-view', 'r', 1, 1, ''), (191, 22, 24, 'course-view', 'r', 2, 1, ''), (192, 20, 25, 'course-view', 'l', 0, 1, ''), (193, 1, 25, 'course-view', 'l', 1, 1, ''), (194, 25, 25, 'course-view', 'l', 2, 1, ''), (195, 2, 25, 'course-view', 'l', 3, 1, ''), (196, 9, 25, 'course-view', 'l', 4, 1, ''), (197, 18, 25, 'course-view', 'r', 0, 1, ''), (198, 8, 25, 'course-view', 'r', 1, 1, ''), (199, 22, 25, 'course-view', 'r', 2, 1, ''), (200, 20, 26, 'course-view', 'l', 0, 1, ''), (201, 1, 26, 'course-view', 'l', 1, 1, ''), (202, 25, 26, 'course-view', 'l', 2, 1, ''), (203, 2, 26, 'course-view', 'l', 3, 1, ''), (204, 9, 26, 'course-view', 'l', 4, 1, ''), (205, 18, 26, 'course-view', 'r', 0, 1, ''), (206, 8, 26, 'course-view', 'r', 1, 1, ''), (207, 22, 26, 'course-view', 'r', 2, 1, ''), (208, 20, 27, 'course-view', 'l', 0, 1, ''), (209, 1, 27, 'course-view', 'l', 1, 1, ''), (210, 25, 27, 'course-view', 'l', 2, 1, ''), (211, 2, 27, 'course-view', 'l', 3, 1, ''), (212, 9, 27, 'course-view', 'l', 4, 1, ''), (213, 18, 27, 'course-view', 'r', 0, 1, ''), (214, 8, 27, 'course-view', 'r', 1, 1, ''), (215, 22, 27, 'course-view', 'r', 2, 1, ''), (216, 20, 28, 'course-view', 'l', 0, 1, ''), (217, 1, 28, 'course-view', 'l', 1, 1, ''), (218, 25, 28, 'course-view', 'l', 2, 1, ''), (219, 2, 28, 'course-view', 'l', 3, 1, ''), (220, 9, 28, 'course-view', 'l', 4, 1, ''), (221, 18, 28, 'course-view', 'r', 0, 1, ''), (222, 8, 28, 'course-view', 'r', 1, 1, ''), (223, 22, 28, 'course-view', 'r', 2, 1, ''), (224, 20, 29, 'course-view', 'l', 0, 1, ''), (225, 1, 29, 'course-view', 'l', 1, 1, ''), (226, 25, 29, 'course-view', 'l', 2, 1, ''), (227, 2, 29, 'course-view', 'l', 3, 1, ''), (228, 9, 29, 'course-view', 'l', 4, 1, ''), (229, 18, 29, 'course-view', 'r', 0, 1, ''), (230, 8, 29, 'course-view', 'r', 1, 1, ''), (231, 22, 29, 'course-view', 'r', 2, 1, ''), (1358, 8, 169, 'course-view', 'r', 1, 1, ''), (1357, 18, 169, 'course-view', 'r', 0, 1, ''), (1356, 9, 169, 'course-view', 'l', 4, 1, ''), (1355, 2, 169, 'course-view', 'l', 3, 1, ''), (1354, 25, 169, 'course-view', 'l', 2, 1, ''), (1353, 1, 169, 'course-view', 'l', 1, 1, ''), (1352, 20, 169, 'course-view', 'l', 0, 1, ''), (240, 20, 31, 'course-view', 'l', 0, 1, ''), (241, 1, 31, 'course-view', 'l', 1, 1, ''), (242, 25, 31, 'course-view', 'l', 2, 1, ''), (243, 2, 31, 'course-view', 'l', 3, 1, ''), (244, 9, 31, 'course-view', 'l', 4, 1, ''), (245, 18, 31, 'course-view', 'r', 0, 1, ''), (246, 8, 31, 'course-view', 'r', 1, 1, ''), (247, 22, 31, 'course-view', 'r', 2, 1, ''), (248, 20, 32, 'course-view', 'l', 0, 1, ''), (249, 1, 32, 'course-view', 'l', 1, 1, ''), (250, 25, 32, 'course-view', 'l', 2, 1, ''), (251, 2, 32, 'course-view', 'l', 3, 1, ''), (252, 9, 32, 'course-view', 'l', 4, 1, ''), (253, 18, 32, 'course-view', 'r', 0, 1, ''), (254, 8, 32, 'course-view', 'r', 1, 1, ''), (255, 22, 32, 'course-view', 'r', 2, 1, ''), (256, 20, 33, 'course-view', 'l', 0, 1, ''), (257, 1, 33, 'course-view', 'l', 1, 1, ''), (258, 25, 33, 'course-view', 'l', 2, 1, ''), (259, 2, 33, 'course-view', 'l', 3, 1, ''), (260, 9, 33, 'course-view', 'l', 4, 1, ''), (261, 18, 33, 'course-view', 'r', 0, 1, ''), (262, 8, 33, 'course-view', 'r', 1, 1, ''), (263, 22, 33, 'course-view', 'r', 2, 1, ''), (264, 20, 34, 'course-view', 'l', 0, 1, ''), (265, 1, 34, 'course-view', 'l', 1, 1, ''), (266, 25, 34, 'course-view', 'l', 2, 1, ''), (267, 2, 34, 'course-view', 'l', 3, 1, ''), (268, 9, 34, 'course-view', 'l', 4, 1, ''), (269, 18, 34, 'course-view', 'r', 0, 1, ''), (270, 8, 34, 'course-view', 'r', 1, 1, ''), (271, 22, 34, 'course-view', 'r', 2, 1, ''), (272, 20, 35, 'course-view', 'l', 0, 1, ''), (273, 1, 35, 'course-view', 'l', 1, 1, ''), (274, 25, 35, 'course-view', 'l', 2, 1, ''), (275, 2, 35, 'course-view', 'l', 3, 1, ''), (276, 9, 35, 'course-view', 'l', 4, 1, ''), (277, 18, 35, 'course-view', 'r', 0, 1, ''), (278, 8, 35, 'course-view', 'r', 1, 1, ''), (279, 22, 35, 'course-view', 'r', 2, 1, ''), (280, 20, 36, 'course-view', 'l', 0, 1, ''), (281, 1, 36, 'course-view', 'l', 1, 1, ''), (282, 25, 36, 'course-view', 'l', 2, 1, ''), (283, 2, 36, 'course-view', 'l', 3, 1, ''), (284, 9, 36, 'course-view', 'l', 4, 1, ''), (285, 18, 36, 'course-view', 'r', 0, 1, ''), (286, 8, 36, 'course-view', 'r', 1, 1, ''), (287, 22, 36, 'course-view', 'r', 2, 1, ''), (288, 20, 37, 'course-view', 'l', 0, 1, ''), (289, 1, 37, 'course-view', 'l', 1, 1, ''), (290, 25, 37, 'course-view', 'l', 2, 1, ''), (291, 2, 37, 'course-view', 'l', 3, 1, ''), (292, 9, 37, 'course-view', 'l', 4, 1, ''), (293, 18, 37, 'course-view', 'r', 0, 1, ''), (294, 8, 37, 'course-view', 'r', 1, 1, ''), (295, 22, 37, 'course-view', 'r', 2, 1, ''), (1845, 18, 230, 'course-view', 'r', 0, 1, ''), (1844, 9, 230, 'course-view', 'l', 4, 1, ''), (1843, 2, 230, 'course-view', 'l', 3, 1, ''), (1842, 25, 230, 'course-view', 'l', 2, 1, ''), (1841, 1, 230, 'course-view', 'l', 1, 1, ''), (1840, 20, 230, 'course-view', 'l', 0, 1, ''), (1839, 22, 229, 'course-view', 'r', 2, 1, ''), (304, 20, 39, 'course-view', 'l', 0, 1, ''), (305, 1, 39, 'course-view', 'l', 1, 1, ''), (306, 25, 39, 'course-view', 'l', 2, 1, ''), (307, 2, 39, 'course-view', 'l', 3, 1, ''), (308, 9, 39, 'course-view', 'l', 4, 1, ''), (309, 18, 39, 'course-view', 'r', 0, 1, ''), (310, 8, 39, 'course-view', 'r', 1, 1, ''), (311, 22, 39, 'course-view', 'r', 2, 1, ''), (312, 20, 40, 'course-view', 'l', 0, 1, ''), (313, 1, 40, 'course-view', 'l', 1, 1, ''), (314, 25, 40, 'course-view', 'l', 2, 1, ''), (315, 2, 40, 'course-view', 'l', 3, 1, ''), (316, 9, 40, 'course-view', 'l', 4, 1, ''), (317, 18, 40, 'course-view', 'r', 0, 1, ''), (318, 8, 40, 'course-view', 'r', 1, 1, ''), (319, 22, 40, 'course-view', 'r', 2, 1, ''), (320, 20, 41, 'course-view', 'l', 0, 1, ''), (321, 1, 41, 'course-view', 'l', 1, 1, ''), (322, 25, 41, 'course-view', 'l', 2, 1, ''), (323, 2, 41, 'course-view', 'l', 3, 1, ''), (324, 9, 41, 'course-view', 'l', 4, 1, ''), (325, 18, 41, 'course-view', 'r', 0, 1, ''), (326, 8, 41, 'course-view', 'r', 1, 1, ''), (327, 22, 41, 'course-view', 'r', 2, 1, ''), (328, 20, 42, 'course-view', 'l', 0, 1, ''), (329, 1, 42, 'course-view', 'l', 1, 1, ''), (330, 25, 42, 'course-view', 'l', 2, 1, ''), (331, 2, 42, 'course-view', 'l', 3, 1, ''), (332, 9, 42, 'course-view', 'l', 4, 1, ''), (333, 18, 42, 'course-view', 'r', 0, 1, ''), (334, 8, 42, 'course-view', 'r', 1, 1, ''), (335, 22, 42, 'course-view', 'r', 2, 1, ''), (1861, 18, 232, 'course-view', 'r', 0, 1, ''), (1860, 9, 232, 'course-view', 'l', 4, 1, ''), (1859, 2, 232, 'course-view', 'l', 3, 1, ''), (1858, 25, 232, 'course-view', 'l', 2, 1, ''), (1857, 1, 232, 'course-view', 'l', 1, 1, ''), (1856, 20, 232, 'course-view', 'l', 0, 1, ''), (1855, 22, 231, 'course-view', 'r', 2, 1, ''), (1854, 8, 231, 'course-view', 'r', 1, 1, ''), (1838, 8, 229, 'course-view', 'r', 1, 1, ''), (1837, 18, 229, 'course-view', 'r', 0, 1, ''), (1836, 9, 229, 'course-view', 'l', 4, 1, ''), (1835, 2, 229, 'course-view', 'l', 3, 1, ''), (1834, 25, 229, 'course-view', 'l', 2, 1, ''), (1833, 1, 229, 'course-view', 'l', 1, 1, ''), (1832, 20, 229, 'course-view', 'l', 0, 1, ''), (352, 20, 45, 'course-view', 'l', 0, 1, ''), (353, 1, 45, 'course-view', 'l', 1, 1, ''), (354, 25, 45, 'course-view', 'l', 2, 1, ''), (355, 2, 45, 'course-view', 'l', 3, 1, ''), (356, 9, 45, 'course-view', 'l', 4, 1, ''), (357, 18, 45, 'course-view', 'r', 0, 1, ''), (358, 8, 45, 'course-view', 'r', 1, 1, ''), (359, 22, 45, 'course-view', 'r', 2, 1, ''), (1726, 8, 215, 'course-view', 'r', 1, 1, ''), (1725, 18, 215, 'course-view', 'r', 0, 1, ''), (1724, 9, 215, 'course-view', 'l', 4, 1, ''), (1723, 2, 215, 'course-view', 'l', 3, 1, ''), (1722, 25, 215, 'course-view', 'l', 2, 1, ''), (1721, 1, 215, 'course-view', 'l', 1, 1, ''), (1720, 20, 215, 'course-view', 'l', 0, 1, ''), (368, 20, 47, 'course-view', 'l', 0, 1, ''), (369, 1, 47, 'course-view', 'l', 1, 1, ''), (370, 25, 47, 'course-view', 'l', 2, 1, ''), (371, 2, 47, 'course-view', 'l', 3, 1, ''), (372, 9, 47, 'course-view', 'l', 4, 1, ''), (373, 18, 47, 'course-view', 'r', 0, 1, ''), (374, 8, 47, 'course-view', 'r', 1, 1, ''), (375, 22, 47, 'course-view', 'r', 2, 1, ''), (376, 20, 48, 'course-view', 'l', 0, 1, ''), (377, 1, 48, 'course-view', 'l', 1, 1, ''), (378, 25, 48, 'course-view', 'l', 2, 1, ''), (379, 2, 48, 'course-view', 'l', 3, 1, ''), (380, 9, 48, 'course-view', 'l', 4, 1, ''), (381, 18, 48, 'course-view', 'r', 0, 1, ''), (382, 8, 48, 'course-view', 'r', 1, 1, ''), (383, 22, 48, 'course-view', 'r', 2, 1, ''), (384, 20, 49, 'course-view', 'l', 0, 1, ''), (385, 1, 49, 'course-view', 'l', 1, 1, ''), (386, 25, 49, 'course-view', 'l', 2, 1, ''), (387, 2, 49, 'course-view', 'l', 3, 1, ''), (388, 9, 49, 'course-view', 'l', 4, 1, ''), (389, 18, 49, 'course-view', 'r', 0, 1, ''), (390, 8, 49, 'course-view', 'r', 1, 1, ''), (391, 22, 49, 'course-view', 'r', 2, 1, ''), (392, 20, 50, 'course-view', 'l', 0, 1, ''), (393, 1, 50, 'course-view', 'l', 1, 1, ''), (394, 25, 50, 'course-view', 'l', 2, 1, ''), (395, 2, 50, 'course-view', 'l', 3, 1, ''), (396, 9, 50, 'course-view', 'l', 4, 1, ''), (397, 18, 50, 'course-view', 'r', 0, 1, ''), (398, 8, 50, 'course-view', 'r', 1, 1, ''), (399, 22, 50, 'course-view', 'r', 2, 1, ''), (400, 20, 51, 'course-view', 'l', 0, 1, ''), (401, 1, 51, 'course-view', 'l', 1, 1, ''), (402, 25, 51, 'course-view', 'l', 2, 1, ''), (403, 2, 51, 'course-view', 'l', 3, 1, ''), (404, 9, 51, 'course-view', 'l', 4, 1, ''), (405, 18, 51, 'course-view', 'r', 0, 1, ''), (406, 8, 51, 'course-view', 'r', 1, 1, ''), (407, 22, 51, 'course-view', 'r', 2, 1, ''), (408, 20, 52, 'course-view', 'l', 0, 1, ''), (409, 1, 52, 'course-view', 'l', 1, 1, ''), (410, 25, 52, 'course-view', 'l', 2, 1, ''), (411, 2, 52, 'course-view', 'l', 3, 1, ''), (412, 9, 52, 'course-view', 'l', 4, 1, ''), (413, 18, 52, 'course-view', 'r', 0, 1, ''), (414, 8, 52, 'course-view', 'r', 1, 1, ''), (415, 22, 52, 'course-view', 'r', 2, 1, ''), (416, 20, 53, 'course-view', 'l', 0, 1, ''), (417, 1, 53, 'course-view', 'l', 1, 1, ''), (418, 25, 53, 'course-view', 'l', 2, 1, ''), (419, 2, 53, 'course-view', 'l', 3, 1, ''), (420, 9, 53, 'course-view', 'l', 4, 1, ''), (421, 18, 53, 'course-view', 'r', 0, 1, ''), (422, 8, 53, 'course-view', 'r', 1, 1, ''), (423, 22, 53, 'course-view', 'r', 2, 1, ''), (424, 20, 54, 'course-view', 'l', 0, 1, ''), (425, 1, 54, 'course-view', 'l', 1, 1, ''), (426, 25, 54, 'course-view', 'l', 2, 1, ''), (427, 2, 54, 'course-view', 'l', 3, 1, ''), (428, 9, 54, 'course-view', 'l', 4, 1, ''), (429, 18, 54, 'course-view', 'r', 0, 1, ''), (430, 8, 54, 'course-view', 'r', 1, 1, ''), (431, 22, 54, 'course-view', 'r', 2, 1, ''), (432, 20, 55, 'course-view', 'l', 0, 1, ''), (433, 1, 55, 'course-view', 'l', 1, 1, ''), (434, 25, 55, 'course-view', 'l', 2, 1, ''), (435, 2, 55, 'course-view', 'l', 3, 1, ''), (436, 9, 55, 'course-view', 'l', 4, 1, ''), (437, 18, 55, 'course-view', 'r', 0, 1, ''), (438, 8, 55, 'course-view', 'r', 1, 1, ''), (439, 22, 55, 'course-view', 'r', 2, 1, ''), (440, 20, 56, 'course-view', 'l', 0, 1, ''), (441, 1, 56, 'course-view', 'l', 1, 1, ''), (442, 25, 56, 'course-view', 'l', 2, 1, ''), (443, 2, 56, 'course-view', 'l', 3, 1, ''), (444, 9, 56, 'course-view', 'l', 4, 1, ''), (445, 18, 56, 'course-view', 'r', 0, 1, ''), (446, 8, 56, 'course-view', 'r', 1, 1, ''), (447, 22, 56, 'course-view', 'r', 2, 1, ''), (448, 20, 57, 'course-view', 'l', 0, 1, ''), (449, 1, 57, 'course-view', 'l', 1, 1, ''), (450, 25, 57, 'course-view', 'l', 2, 1, ''), (451, 2, 57, 'course-view', 'l', 3, 1, ''), (452, 9, 57, 'course-view', 'l', 4, 1, ''), (453, 18, 57, 'course-view', 'r', 0, 1, ''), (454, 8, 57, 'course-view', 'r', 1, 1, ''), (455, 22, 57, 'course-view', 'r', 2, 1, ''), (456, 20, 58, 'course-view', 'l', 0, 1, ''), (457, 1, 58, 'course-view', 'l', 1, 1, ''), (458, 25, 58, 'course-view', 'l', 2, 1, ''), (459, 2, 58, 'course-view', 'l', 3, 1, ''), (460, 9, 58, 'course-view', 'l', 4, 1, ''), (461, 18, 58, 'course-view', 'r', 0, 1, ''), (462, 8, 58, 'course-view', 'r', 1, 1, ''), (463, 22, 58, 'course-view', 'r', 2, 1, ''), (464, 20, 59, 'course-view', 'l', 0, 1, ''), (465, 1, 59, 'course-view', 'l', 1, 1, ''), (466, 25, 59, 'course-view', 'l', 2, 1, ''), (467, 2, 59, 'course-view', 'l', 3, 1, ''), (468, 9, 59, 'course-view', 'l', 4, 1, ''), (469, 18, 59, 'course-view', 'r', 0, 1, ''), (470, 8, 59, 'course-view', 'r', 1, 1, ''), (471, 22, 59, 'course-view', 'r', 2, 1, ''), (472, 20, 60, 'course-view', 'l', 0, 1, ''), (473, 1, 60, 'course-view', 'l', 1, 1, ''), (474, 25, 60, 'course-view', 'l', 2, 1, ''), (475, 2, 60, 'course-view', 'l', 3, 1, ''), (476, 9, 60, 'course-view', 'l', 4, 1, ''), (477, 18, 60, 'course-view', 'r', 0, 1, ''), (478, 8, 60, 'course-view', 'r', 1, 1, ''), (479, 22, 60, 'course-view', 'r', 2, 1, ''), (480, 20, 61, 'course-view', 'l', 0, 1, ''), (481, 1, 61, 'course-view', 'l', 1, 1, ''), (482, 25, 61, 'course-view', 'l', 2, 1, ''), (483, 2, 61, 'course-view', 'l', 3, 1, ''), (484, 9, 61, 'course-view', 'l', 4, 1, ''), (485, 18, 61, 'course-view', 'r', 0, 1, ''), (486, 8, 61, 'course-view', 'r', 1, 1, ''), (487, 22, 61, 'course-view', 'r', 2, 1, ''), (488, 20, 62, 'course-view', 'l', 0, 1, ''), (489, 1, 62, 'course-view', 'l', 1, 1, ''), (490, 25, 62, 'course-view', 'l', 2, 1, ''), (491, 2, 62, 'course-view', 'l', 3, 1, ''), (492, 9, 62, 'course-view', 'l', 4, 1, ''), (493, 18, 62, 'course-view', 'r', 0, 1, ''), (494, 8, 62, 'course-view', 'r', 1, 1, ''), (495, 22, 62, 'course-view', 'r', 2, 1, ''), (496, 20, 63, 'course-view', 'l', 0, 1, ''), (497, 1, 63, 'course-view', 'l', 1, 1, ''), (498, 25, 63, 'course-view', 'l', 2, 1, ''), (499, 2, 63, 'course-view', 'l', 3, 1, ''), (500, 9, 63, 'course-view', 'l', 4, 1, ''), (501, 18, 63, 'course-view', 'r', 0, 1, ''), (502, 8, 63, 'course-view', 'r', 1, 1, ''), (503, 22, 63, 'course-view', 'r', 2, 1, ''), (504, 20, 64, 'course-view', 'l', 0, 1, ''), (505, 1, 64, 'course-view', 'l', 1, 1, ''), (506, 25, 64, 'course-view', 'l', 2, 1, ''), (507, 2, 64, 'course-view', 'l', 3, 1, ''), (508, 9, 64, 'course-view', 'l', 4, 1, ''), (509, 18, 64, 'course-view', 'r', 0, 1, ''), (510, 8, 64, 'course-view', 'r', 1, 1, ''), (511, 22, 64, 'course-view', 'r', 2, 1, ''), (512, 20, 65, 'course-view', 'l', 0, 1, ''), (513, 1, 65, 'course-view', 'l', 1, 1, ''), (514, 25, 65, 'course-view', 'l', 2, 1, ''), (515, 2, 65, 'course-view', 'l', 3, 1, ''), (516, 9, 65, 'course-view', 'l', 4, 1, ''), (517, 18, 65, 'course-view', 'r', 0, 1, ''), (518, 8, 65, 'course-view', 'r', 1, 1, ''), (519, 22, 65, 'course-view', 'r', 2, 1, ''), (520, 20, 66, 'course-view', 'l', 0, 1, ''), (521, 1, 66, 'course-view', 'l', 1, 1, ''), (522, 25, 66, 'course-view', 'l', 2, 1, ''), (523, 2, 66, 'course-view', 'l', 3, 1, ''), (524, 9, 66, 'course-view', 'l', 4, 1, ''), (525, 18, 66, 'course-view', 'r', 0, 1, ''), (526, 8, 66, 'course-view', 'r', 1, 1, ''), (527, 22, 66, 'course-view', 'r', 2, 1, ''), (528, 20, 67, 'course-view', 'l', 0, 1, ''), (529, 1, 67, 'course-view', 'l', 1, 1, ''), (530, 25, 67, 'course-view', 'l', 2, 1, ''), (531, 2, 67, 'course-view', 'l', 3, 1, ''), (532, 9, 67, 'course-view', 'l', 4, 1, ''), (533, 18, 67, 'course-view', 'r', 0, 1, ''), (534, 8, 67, 'course-view', 'r', 1, 1, ''), (535, 22, 67, 'course-view', 'r', 2, 1, ''), (536, 20, 68, 'course-view', 'l', 0, 1, ''), (537, 1, 68, 'course-view', 'l', 1, 1, ''), (538, 25, 68, 'course-view', 'l', 2, 1, ''), (539, 2, 68, 'course-view', 'l', 3, 1, ''), (540, 9, 68, 'course-view', 'l', 4, 1, ''), (541, 18, 68, 'course-view', 'r', 0, 1, ''), (542, 8, 68, 'course-view', 'r', 1, 1, ''), (543, 22, 68, 'course-view', 'r', 2, 1, ''), (544, 20, 69, 'course-view', 'l', 0, 1, ''), (545, 1, 69, 'course-view', 'l', 1, 1, ''), (546, 25, 69, 'course-view', 'l', 2, 1, ''), (547, 2, 69, 'course-view', 'l', 3, 1, ''), (548, 9, 69, 'course-view', 'l', 4, 1, ''), (549, 18, 69, 'course-view', 'r', 0, 1, ''), (550, 8, 69, 'course-view', 'r', 1, 1, ''), (551, 22, 69, 'course-view', 'r', 2, 1, ''), (552, 20, 70, 'course-view', 'l', 0, 1, ''), (553, 1, 70, 'course-view', 'l', 1, 1, ''), (554, 25, 70, 'course-view', 'l', 2, 1, ''), (555, 2, 70, 'course-view', 'l', 3, 1, ''), (556, 9, 70, 'course-view', 'l', 4, 1, ''), (557, 18, 70, 'course-view', 'r', 0, 1, ''), (558, 8, 70, 'course-view', 'r', 1, 1, ''), (559, 22, 70, 'course-view', 'r', 2, 1, ''), (560, 20, 71, 'course-view', 'l', 0, 1, ''), (561, 1, 71, 'course-view', 'l', 1, 1, ''), (562, 25, 71, 'course-view', 'l', 2, 1, ''), (563, 2, 71, 'course-view', 'l', 3, 1, ''), (564, 9, 71, 'course-view', 'l', 4, 1, ''), (565, 18, 71, 'course-view', 'r', 0, 1, ''), (566, 8, 71, 'course-view', 'r', 1, 1, ''), (567, 22, 71, 'course-view', 'r', 2, 1, ''), (568, 20, 72, 'course-view', 'l', 0, 1, ''), (569, 1, 72, 'course-view', 'l', 1, 1, ''), (570, 25, 72, 'course-view', 'l', 2, 1, ''), (571, 2, 72, 'course-view', 'l', 3, 1, ''), (572, 9, 72, 'course-view', 'l', 4, 1, ''), (573, 18, 72, 'course-view', 'r', 0, 1, ''), (574, 8, 72, 'course-view', 'r', 1, 1, ''), (575, 22, 72, 'course-view', 'r', 2, 1, ''), (576, 20, 73, 'course-view', 'l', 0, 1, ''), (577, 1, 73, 'course-view', 'l', 1, 1, ''), (578, 25, 73, 'course-view', 'l', 2, 1, ''), (579, 2, 73, 'course-view', 'l', 3, 1, ''), (580, 9, 73, 'course-view', 'l', 4, 1, ''), (581, 18, 73, 'course-view', 'r', 0, 1, ''), (582, 8, 73, 'course-view', 'r', 1, 1, ''), (583, 22, 73, 'course-view', 'r', 2, 1, ''), (584, 20, 74, 'course-view', 'l', 0, 1, ''), (585, 1, 74, 'course-view', 'l', 1, 1, ''), (586, 25, 74, 'course-view', 'l', 2, 1, ''), (587, 2, 74, 'course-view', 'l', 3, 1, ''), (588, 9, 74, 'course-view', 'l', 4, 1, ''), (589, 18, 74, 'course-view', 'r', 0, 1, ''), (590, 8, 74, 'course-view', 'r', 1, 1, ''), (591, 22, 74, 'course-view', 'r', 2, 1, ''), (592, 20, 75, 'course-view', 'l', 0, 1, ''), (593, 1, 75, 'course-view', 'l', 1, 1, ''), (594, 25, 75, 'course-view', 'l', 2, 1, ''), (595, 2, 75, 'course-view', 'l', 3, 1, ''), (596, 9, 75, 'course-view', 'l', 4, 1, ''), (597, 18, 75, 'course-view', 'r', 0, 1, ''), (598, 8, 75, 'course-view', 'r', 1, 1, ''), (599, 22, 75, 'course-view', 'r', 2, 1, ''), (600, 20, 76, 'course-view', 'l', 0, 1, ''), (601, 1, 76, 'course-view', 'l', 1, 1, ''), (602, 25, 76, 'course-view', 'l', 2, 1, ''), (603, 2, 76, 'course-view', 'l', 3, 1, ''), (604, 9, 76, 'course-view', 'l', 4, 1, ''), (605, 18, 76, 'course-view', 'r', 0, 1, ''), (606, 8, 76, 'course-view', 'r', 1, 1, ''), (607, 22, 76, 'course-view', 'r', 2, 1, ''), (608, 20, 77, 'course-view', 'l', 0, 1, ''), (609, 1, 77, 'course-view', 'l', 1, 1, ''), (610, 25, 77, 'course-view', 'l', 2, 1, ''), (611, 2, 77, 'course-view', 'l', 3, 1, ''), (612, 9, 77, 'course-view', 'l', 4, 1, ''), (613, 18, 77, 'course-view', 'r', 0, 1, ''), (614, 8, 77, 'course-view', 'r', 1, 1, ''), (615, 22, 77, 'course-view', 'r', 2, 1, ''), (616, 20, 78, 'course-view', 'l', 0, 1, ''), (617, 1, 78, 'course-view', 'l', 1, 1, ''), (618, 25, 78, 'course-view', 'l', 2, 1, ''), (619, 2, 78, 'course-view', 'l', 3, 1, ''), (620, 9, 78, 'course-view', 'l', 4, 1, ''), (621, 18, 78, 'course-view', 'r', 0, 1, ''), (622, 8, 78, 'course-view', 'r', 1, 1, ''), (623, 22, 78, 'course-view', 'r', 2, 1, ''), (624, 20, 79, 'course-view', 'l', 0, 1, ''), (625, 1, 79, 'course-view', 'l', 1, 1, ''), (626, 25, 79, 'course-view', 'l', 2, 1, ''), (627, 2, 79, 'course-view', 'l', 3, 1, ''), (628, 9, 79, 'course-view', 'l', 4, 1, ''), (629, 18, 79, 'course-view', 'r', 0, 1, ''), (630, 8, 79, 'course-view', 'r', 1, 1, ''), (631, 22, 79, 'course-view', 'r', 2, 1, ''), (632, 20, 80, 'course-view', 'l', 0, 1, ''), (633, 1, 80, 'course-view', 'l', 1, 1, ''), (634, 25, 80, 'course-view', 'l', 2, 1, ''), (635, 2, 80, 'course-view', 'l', 3, 1, ''), (636, 9, 80, 'course-view', 'l', 4, 1, ''), (637, 18, 80, 'course-view', 'r', 0, 1, ''), (638, 8, 80, 'course-view', 'r', 1, 1, ''), (639, 22, 80, 'course-view', 'r', 2, 1, ''), (640, 20, 81, 'course-view', 'l', 0, 1, ''), (641, 1, 81, 'course-view', 'l', 1, 1, ''), (642, 25, 81, 'course-view', 'l', 2, 1, ''), (643, 2, 81, 'course-view', 'l', 3, 1, ''), (644, 9, 81, 'course-view', 'l', 4, 1, ''), (645, 18, 81, 'course-view', 'r', 0, 1, ''), (646, 8, 81, 'course-view', 'r', 1, 1, ''), (647, 22, 81, 'course-view', 'r', 2, 1, ''), (648, 20, 82, 'course-view', 'l', 0, 1, ''), (649, 1, 82, 'course-view', 'l', 1, 1, ''), (650, 25, 82, 'course-view', 'l', 2, 1, ''), (651, 2, 82, 'course-view', 'l', 3, 1, ''), (652, 9, 82, 'course-view', 'l', 4, 1, ''), (653, 18, 82, 'course-view', 'r', 0, 1, ''), (654, 8, 82, 'course-view', 'r', 1, 1, ''), (655, 22, 82, 'course-view', 'r', 2, 1, ''), (656, 20, 83, 'course-view', 'l', 0, 1, ''), (657, 1, 83, 'course-view', 'l', 1, 1, ''), (658, 25, 83, 'course-view', 'l', 2, 1, ''), (659, 2, 83, 'course-view', 'l', 3, 1, ''), (660, 9, 83, 'course-view', 'l', 4, 1, ''), (661, 18, 83, 'course-view', 'r', 0, 1, ''), (662, 8, 83, 'course-view', 'r', 1, 1, ''), (663, 22, 83, 'course-view', 'r', 2, 1, ''), (664, 20, 84, 'course-view', 'l', 0, 1, ''), (665, 1, 84, 'course-view', 'l', 1, 1, ''), (666, 25, 84, 'course-view', 'l', 2, 1, ''), (667, 2, 84, 'course-view', 'l', 3, 1, ''), (668, 9, 84, 'course-view', 'l', 4, 1, ''), (669, 18, 84, 'course-view', 'r', 0, 1, ''), (670, 8, 84, 'course-view', 'r', 1, 1, ''), (671, 22, 84, 'course-view', 'r', 2, 1, ''), (672, 20, 85, 'course-view', 'l', 0, 1, ''), (673, 1, 85, 'course-view', 'l', 1, 1, ''), (674, 25, 85, 'course-view', 'l', 2, 1, ''), (675, 2, 85, 'course-view', 'l', 3, 1, ''), (676, 9, 85, 'course-view', 'l', 4, 1, ''), (677, 18, 85, 'course-view', 'r', 0, 1, ''), (678, 8, 85, 'course-view', 'r', 1, 1, ''), (679, 22, 85, 'course-view', 'r', 2, 1, ''), (680, 20, 86, 'course-view', 'l', 0, 1, ''), (681, 1, 86, 'course-view', 'l', 1, 1, ''), (682, 25, 86, 'course-view', 'l', 2, 1, ''), (683, 2, 86, 'course-view', 'l', 3, 1, ''), (684, 9, 86, 'course-view', 'l', 4, 1, ''), (685, 18, 86, 'course-view', 'r', 0, 1, ''), (686, 8, 86, 'course-view', 'r', 1, 1, ''), (687, 22, 86, 'course-view', 'r', 2, 1, ''), (688, 20, 87, 'course-view', 'l', 0, 1, ''), (689, 1, 87, 'course-view', 'l', 1, 1, ''), (690, 25, 87, 'course-view', 'l', 2, 1, ''), (691, 2, 87, 'course-view', 'l', 3, 1, ''), (692, 9, 87, 'course-view', 'l', 4, 1, ''), (693, 18, 87, 'course-view', 'r', 0, 1, ''), (694, 8, 87, 'course-view', 'r', 1, 1, ''), (695, 22, 87, 'course-view', 'r', 2, 1, ''), (696, 20, 88, 'course-view', 'l', 0, 1, ''), (697, 1, 88, 'course-view', 'l', 1, 1, ''), (698, 25, 88, 'course-view', 'l', 2, 1, ''), (699, 2, 88, 'course-view', 'l', 3, 1, ''), (700, 9, 88, 'course-view', 'l', 4, 1, ''), (701, 18, 88, 'course-view', 'r', 0, 1, ''), (702, 8, 88, 'course-view', 'r', 1, 1, ''), (703, 22, 88, 'course-view', 'r', 2, 1, ''), (704, 20, 89, 'course-view', 'l', 0, 1, ''), (705, 1, 89, 'course-view', 'l', 1, 1, ''), (706, 25, 89, 'course-view', 'l', 2, 1, ''), (707, 2, 89, 'course-view', 'l', 3, 1, ''), (708, 9, 89, 'course-view', 'l', 4, 1, ''), (709, 18, 89, 'course-view', 'r', 0, 1, ''), (710, 8, 89, 'course-view', 'r', 1, 1, ''), (711, 22, 89, 'course-view', 'r', 2, 1, ''), (712, 20, 90, 'course-view', 'l', 0, 1, ''), (713, 1, 90, 'course-view', 'l', 1, 1, ''), (714, 25, 90, 'course-view', 'l', 2, 1, ''), (715, 2, 90, 'course-view', 'l', 3, 1, ''), (716, 9, 90, 'course-view', 'l', 4, 1, ''), (717, 18, 90, 'course-view', 'r', 0, 1, ''), (718, 8, 90, 'course-view', 'r', 1, 1, ''), (719, 22, 90, 'course-view', 'r', 2, 1, ''), (720, 20, 91, 'course-view', 'l', 0, 1, ''), (721, 1, 91, 'course-view', 'l', 1, 1, ''), (722, 25, 91, 'course-view', 'l', 2, 1, ''), (723, 2, 91, 'course-view', 'l', 3, 1, ''), (724, 9, 91, 'course-view', 'l', 4, 1, ''), (725, 18, 91, 'course-view', 'r', 0, 1, ''), (726, 8, 91, 'course-view', 'r', 1, 1, ''), (727, 22, 91, 'course-view', 'r', 2, 1, ''), (728, 20, 92, 'course-view', 'l', 0, 1, ''), (729, 1, 92, 'course-view', 'l', 1, 1, ''), (730, 25, 92, 'course-view', 'l', 2, 1, ''), (731, 2, 92, 'course-view', 'l', 3, 1, ''), (732, 9, 92, 'course-view', 'l', 4, 1, ''), (733, 18, 92, 'course-view', 'r', 0, 1, ''), (734, 8, 92, 'course-view', 'r', 1, 1, ''), (735, 22, 92, 'course-view', 'r', 2, 1, ''), (736, 20, 93, 'course-view', 'l', 0, 1, ''), (737, 1, 93, 'course-view', 'l', 1, 1, ''), (738, 25, 93, 'course-view', 'l', 2, 1, ''), (739, 2, 93, 'course-view', 'l', 3, 1, ''), (740, 9, 93, 'course-view', 'l', 4, 1, ''), (741, 18, 93, 'course-view', 'r', 0, 1, ''), (742, 8, 93, 'course-view', 'r', 1, 1, ''), (743, 22, 93, 'course-view', 'r', 2, 1, ''), (744, 20, 94, 'course-view', 'l', 0, 1, ''), (745, 1, 94, 'course-view', 'l', 1, 1, ''), (746, 25, 94, 'course-view', 'l', 2, 1, ''), (747, 2, 94, 'course-view', 'l', 3, 1, ''), (748, 9, 94, 'course-view', 'l', 4, 1, ''), (749, 18, 94, 'course-view', 'r', 0, 1, ''), (750, 8, 94, 'course-view', 'r', 1, 1, ''), (751, 22, 94, 'course-view', 'r', 2, 1, ''), (752, 20, 95, 'course-view', 'l', 0, 1, ''), (753, 1, 95, 'course-view', 'l', 1, 1, ''), (754, 25, 95, 'course-view', 'l', 2, 1, ''), (755, 2, 95, 'course-view', 'l', 3, 1, ''), (756, 9, 95, 'course-view', 'l', 4, 1, ''), (757, 18, 95, 'course-view', 'r', 0, 1, ''), (758, 8, 95, 'course-view', 'r', 1, 1, ''), (759, 22, 95, 'course-view', 'r', 2, 1, ''), (760, 20, 96, 'course-view', 'l', 0, 1, ''), (761, 1, 96, 'course-view', 'l', 1, 1, ''), (762, 25, 96, 'course-view', 'l', 2, 1, ''), (763, 2, 96, 'course-view', 'l', 3, 1, ''), (764, 9, 96, 'course-view', 'l', 4, 1, ''), (765, 18, 96, 'course-view', 'r', 0, 1, ''), (766, 8, 96, 'course-view', 'r', 1, 1, ''), (767, 22, 96, 'course-view', 'r', 2, 1, ''), (768, 20, 97, 'course-view', 'l', 0, 1, ''), (769, 1, 97, 'course-view', 'l', 1, 1, ''), (770, 25, 97, 'course-view', 'l', 2, 1, ''), (771, 2, 97, 'course-view', 'l', 3, 1, ''), (772, 9, 97, 'course-view', 'l', 4, 1, ''), (773, 18, 97, 'course-view', 'r', 0, 1, ''), (774, 8, 97, 'course-view', 'r', 1, 1, ''), (775, 22, 97, 'course-view', 'r', 2, 1, ''), (776, 20, 98, 'course-view', 'l', 0, 1, ''), (777, 1, 98, 'course-view', 'l', 1, 1, ''), (778, 25, 98, 'course-view', 'l', 2, 1, ''), (779, 2, 98, 'course-view', 'l', 3, 1, ''), (780, 9, 98, 'course-view', 'l', 4, 1, ''), (781, 18, 98, 'course-view', 'r', 0, 1, ''), (782, 8, 98, 'course-view', 'r', 1, 1, ''), (783, 22, 98, 'course-view', 'r', 2, 1, ''), (784, 5, 7, 'blog-view', 'r', 0, 1, NULL), (785, 6, 7, 'blog-view', 'r', 1, 1, NULL), (786, 20, 99, 'course-view', 'l', 0, 1, ''), (787, 1, 99, 'course-view', 'l', 1, 1, ''), (788, 25, 99, 'course-view', 'l', 2, 1, ''), (789, 2, 99, 'course-view', 'l', 3, 1, ''), (790, 9, 99, 'course-view', 'l', 4, 1, ''), (791, 18, 99, 'course-view', 'r', 0, 1, ''), (792, 8, 99, 'course-view', 'r', 1, 1, ''), (793, 22, 99, 'course-view', 'r', 2, 1, ''), (794, 20, 100, 'course-view', 'l', 0, 1, ''), (795, 1, 100, 'course-view', 'l', 1, 1, ''), (796, 25, 100, 'course-view', 'l', 2, 1, ''), (797, 2, 100, 'course-view', 'l', 3, 1, ''), (798, 9, 100, 'course-view', 'l', 4, 1, ''), (799, 18, 100, 'course-view', 'r', 0, 1, ''), (800, 8, 100, 'course-view', 'r', 1, 1, ''), (801, 22, 100, 'course-view', 'r', 2, 1, ''), (802, 20, 101, 'course-view', 'l', 0, 1, ''), (803, 1, 101, 'course-view', 'l', 1, 1, ''), (804, 25, 101, 'course-view', 'l', 2, 1, ''), (805, 2, 101, 'course-view', 'l', 3, 1, ''), (806, 9, 101, 'course-view', 'l', 4, 1, ''), (807, 18, 101, 'course-view', 'r', 0, 1, ''), (808, 8, 101, 'course-view', 'r', 1, 1, ''), (809, 22, 101, 'course-view', 'r', 2, 1, ''), (810, 20, 102, 'course-view', 'l', 0, 1, ''), (811, 1, 102, 'course-view', 'l', 1, 1, ''), (812, 25, 102, 'course-view', 'l', 2, 1, ''), (813, 2, 102, 'course-view', 'l', 3, 1, ''), (814, 9, 102, 'course-view', 'l', 4, 1, ''), (815, 18, 102, 'course-view', 'r', 0, 1, ''), (816, 8, 102, 'course-view', 'r', 1, 1, ''), (817, 22, 102, 'course-view', 'r', 2, 1, ''), (818, 20, 103, 'course-view', 'l', 0, 1, ''), (819, 1, 103, 'course-view', 'l', 1, 1, ''), (820, 25, 103, 'course-view', 'l', 2, 1, ''), (821, 2, 103, 'course-view', 'l', 3, 1, ''), (822, 9, 103, 'course-view', 'l', 4, 1, ''), (823, 18, 103, 'course-view', 'r', 0, 1, ''), (824, 8, 103, 'course-view', 'r', 1, 1, ''), (825, 22, 103, 'course-view', 'r', 2, 1, ''), (826, 20, 104, 'course-view', 'l', 0, 1, ''), (827, 1, 104, 'course-view', 'l', 1, 1, ''), (828, 25, 104, 'course-view', 'l', 2, 1, ''), (829, 2, 104, 'course-view', 'l', 3, 1, ''), (830, 9, 104, 'course-view', 'l', 4, 1, ''), (831, 18, 104, 'course-view', 'r', 0, 1, ''), (832, 8, 104, 'course-view', 'r', 1, 1, ''), (833, 22, 104, 'course-view', 'r', 2, 1, ''), (834, 20, 105, 'course-view', 'l', 0, 1, ''), (835, 1, 105, 'course-view', 'l', 1, 1, ''), (836, 25, 105, 'course-view', 'l', 2, 1, ''), (837, 2, 105, 'course-view', 'l', 3, 1, ''), (838, 9, 105, 'course-view', 'l', 4, 1, ''), (839, 18, 105, 'course-view', 'r', 0, 1, ''), (840, 8, 105, 'course-view', 'r', 1, 1, ''), (841, 22, 105, 'course-view', 'r', 2, 1, ''), (842, 20, 106, 'course-view', 'l', 0, 1, ''), (843, 1, 106, 'course-view', 'l', 1, 1, ''), (844, 25, 106, 'course-view', 'l', 2, 1, ''), (845, 2, 106, 'course-view', 'l', 3, 1, ''), (846, 9, 106, 'course-view', 'l', 4, 1, ''), (847, 18, 106, 'course-view', 'r', 0, 1, ''), (848, 8, 106, 'course-view', 'r', 1, 1, ''), (849, 22, 106, 'course-view', 'r', 2, 1, ''), (850, 20, 107, 'course-view', 'l', 0, 1, ''), (851, 1, 107, 'course-view', 'l', 1, 1, ''), (852, 25, 107, 'course-view', 'l', 2, 1, ''), (853, 2, 107, 'course-view', 'l', 3, 1, ''), (854, 9, 107, 'course-view', 'l', 4, 1, ''), (855, 18, 107, 'course-view', 'r', 0, 1, ''), (856, 8, 107, 'course-view', 'r', 1, 1, ''), (857, 22, 107, 'course-view', 'r', 2, 1, ''), (858, 20, 108, 'course-view', 'l', 0, 1, ''), (859, 1, 108, 'course-view', 'l', 1, 1, ''), (860, 25, 108, 'course-view', 'l', 2, 1, ''), (861, 2, 108, 'course-view', 'l', 3, 1, ''), (862, 9, 108, 'course-view', 'l', 4, 1, ''), (863, 18, 108, 'course-view', 'r', 0, 1, ''), (864, 8, 108, 'course-view', 'r', 1, 1, ''), (865, 22, 108, 'course-view', 'r', 2, 1, ''), (866, 20, 109, 'course-view', 'l', 0, 1, ''), (867, 1, 109, 'course-view', 'l', 1, 1, ''), (868, 25, 109, 'course-view', 'l', 2, 1, ''), (869, 2, 109, 'course-view', 'l', 3, 1, ''), (870, 9, 109, 'course-view', 'l', 4, 1, ''), (871, 18, 109, 'course-view', 'r', 0, 1, ''), (872, 8, 109, 'course-view', 'r', 1, 1, ''), (873, 22, 109, 'course-view', 'r', 2, 1, ''), (874, 20, 110, 'course-view', 'l', 0, 1, ''), (875, 1, 110, 'course-view', 'l', 1, 1, ''), (876, 25, 110, 'course-view', 'l', 2, 1, ''), (877, 2, 110, 'course-view', 'l', 3, 1, ''), (878, 9, 110, 'course-view', 'l', 4, 1, ''), (879, 18, 110, 'course-view', 'r', 0, 1, ''), (880, 8, 110, 'course-view', 'r', 1, 1, ''), (881, 22, 110, 'course-view', 'r', 2, 1, ''), (882, 20, 111, 'course-view', 'l', 0, 1, ''), (883, 1, 111, 'course-view', 'l', 1, 1, ''), (884, 25, 111, 'course-view', 'l', 2, 1, ''), (885, 2, 111, 'course-view', 'l', 3, 1, ''), (886, 9, 111, 'course-view', 'l', 4, 1, ''), (887, 18, 111, 'course-view', 'r', 0, 1, ''), (888, 8, 111, 'course-view', 'r', 1, 1, ''), (889, 22, 111, 'course-view', 'r', 2, 1, ''), (890, 20, 112, 'course-view', 'l', 0, 1, ''), (891, 1, 112, 'course-view', 'l', 1, 1, ''), (892, 25, 112, 'course-view', 'l', 2, 1, ''), (893, 2, 112, 'course-view', 'l', 3, 1, ''), (894, 9, 112, 'course-view', 'l', 4, 1, ''), (895, 18, 112, 'course-view', 'r', 0, 1, ''), (896, 8, 112, 'course-view', 'r', 1, 1, ''), (897, 22, 112, 'course-view', 'r', 2, 1, ''), (898, 20, 113, 'course-view', 'l', 0, 1, ''), (899, 1, 113, 'course-view', 'l', 1, 1, ''), (900, 25, 113, 'course-view', 'l', 2, 1, ''), (901, 2, 113, 'course-view', 'l', 3, 1, ''), (902, 9, 113, 'course-view', 'l', 4, 1, ''), (903, 18, 113, 'course-view', 'r', 0, 1, ''), (904, 8, 113, 'course-view', 'r', 1, 1, ''), (905, 22, 113, 'course-view', 'r', 2, 1, ''), (906, 20, 114, 'course-view', 'l', 0, 1, ''), (907, 1, 114, 'course-view', 'l', 1, 1, ''), (908, 25, 114, 'course-view', 'l', 2, 1, ''), (909, 2, 114, 'course-view', 'l', 3, 1, ''), (910, 9, 114, 'course-view', 'l', 4, 1, ''), (911, 18, 114, 'course-view', 'r', 0, 1, ''), (912, 8, 114, 'course-view', 'r', 1, 1, ''), (913, 22, 114, 'course-view', 'r', 2, 1, ''), (914, 20, 115, 'course-view', 'l', 0, 1, ''), (915, 1, 115, 'course-view', 'l', 1, 1, ''), (916, 25, 115, 'course-view', 'l', 2, 1, ''), (917, 2, 115, 'course-view', 'l', 3, 1, ''), (918, 9, 115, 'course-view', 'l', 4, 1, ''), (919, 18, 115, 'course-view', 'r', 0, 1, ''), (920, 8, 115, 'course-view', 'r', 1, 1, ''), (921, 22, 115, 'course-view', 'r', 2, 1, ''), (922, 20, 116, 'course-view', 'l', 0, 1, ''), (923, 1, 116, 'course-view', 'l', 1, 1, ''), (924, 25, 116, 'course-view', 'l', 2, 1, ''), (925, 2, 116, 'course-view', 'l', 3, 1, ''), (926, 9, 116, 'course-view', 'l', 4, 1, ''), (927, 18, 116, 'course-view', 'r', 0, 1, ''), (928, 8, 116, 'course-view', 'r', 1, 1, ''), (929, 22, 116, 'course-view', 'r', 2, 1, ''), (930, 20, 117, 'course-view', 'l', 0, 1, ''), (931, 1, 117, 'course-view', 'l', 1, 1, ''), (932, 25, 117, 'course-view', 'l', 2, 1, ''), (933, 2, 117, 'course-view', 'l', 3, 1, ''), (934, 9, 117, 'course-view', 'l', 4, 1, ''), (935, 18, 117, 'course-view', 'r', 0, 1, ''), (936, 8, 117, 'course-view', 'r', 1, 1, ''), (937, 22, 117, 'course-view', 'r', 2, 1, ''), (938, 20, 118, 'course-view', 'l', 0, 1, ''), (939, 1, 118, 'course-view', 'l', 1, 1, ''), (940, 25, 118, 'course-view', 'l', 2, 1, ''), (941, 2, 118, 'course-view', 'l', 3, 1, ''), (942, 9, 118, 'course-view', 'l', 4, 1, ''), (943, 18, 118, 'course-view', 'r', 0, 1, ''), (944, 8, 118, 'course-view', 'r', 1, 1, ''), (945, 22, 118, 'course-view', 'r', 2, 1, ''), (946, 20, 119, 'course-view', 'l', 0, 1, ''), (947, 1, 119, 'course-view', 'l', 1, 1, ''), (948, 25, 119, 'course-view', 'l', 2, 1, ''), (949, 2, 119, 'course-view', 'l', 3, 1, ''), (950, 9, 119, 'course-view', 'l', 4, 1, ''), (951, 18, 119, 'course-view', 'r', 0, 1, ''), (952, 8, 119, 'course-view', 'r', 1, 1, ''), (953, 22, 119, 'course-view', 'r', 2, 1, ''), (954, 20, 120, 'course-view', 'l', 0, 1, ''), (955, 1, 120, 'course-view', 'l', 1, 1, ''), (956, 25, 120, 'course-view', 'l', 2, 1, ''), (957, 2, 120, 'course-view', 'l', 3, 1, ''), (958, 9, 120, 'course-view', 'l', 4, 1, ''), (959, 18, 120, 'course-view', 'r', 0, 1, ''), (960, 8, 120, 'course-view', 'r', 1, 1, ''), (961, 22, 120, 'course-view', 'r', 2, 1, ''), (962, 20, 121, 'course-view', 'l', 0, 1, ''), (963, 1, 121, 'course-view', 'l', 1, 1, ''), (964, 25, 121, 'course-view', 'l', 2, 1, ''), (965, 2, 121, 'course-view', 'l', 3, 1, ''), (966, 9, 121, 'course-view', 'l', 4, 1, ''), (967, 18, 121, 'course-view', 'r', 0, 1, ''), (968, 8, 121, 'course-view', 'r', 1, 1, ''), (969, 22, 121, 'course-view', 'r', 2, 1, ''), (970, 20, 122, 'course-view', 'l', 0, 1, ''), (971, 1, 122, 'course-view', 'l', 1, 1, ''), (972, 25, 122, 'course-view', 'l', 2, 1, ''), (973, 2, 122, 'course-view', 'l', 3, 1, ''), (974, 9, 122, 'course-view', 'l', 4, 1, ''), (975, 18, 122, 'course-view', 'r', 0, 1, ''), (976, 8, 122, 'course-view', 'r', 1, 1, ''), (977, 22, 122, 'course-view', 'r', 2, 1, ''), (978, 20, 123, 'course-view', 'l', 0, 1, ''), (979, 1, 123, 'course-view', 'l', 1, 1, ''), (980, 25, 123, 'course-view', 'l', 2, 1, ''), (981, 2, 123, 'course-view', 'l', 3, 1, ''), (982, 9, 123, 'course-view', 'l', 4, 1, ''), (983, 18, 123, 'course-view', 'r', 0, 1, ''), (984, 8, 123, 'course-view', 'r', 1, 1, ''), (985, 22, 123, 'course-view', 'r', 2, 1, ''), (986, 20, 124, 'course-view', 'l', 0, 1, ''), (987, 1, 124, 'course-view', 'l', 1, 1, ''), (988, 25, 124, 'course-view', 'l', 2, 1, ''), (989, 2, 124, 'course-view', 'l', 3, 1, ''), (990, 9, 124, 'course-view', 'l', 4, 1, ''), (991, 18, 124, 'course-view', 'r', 0, 1, ''), (992, 8, 124, 'course-view', 'r', 1, 1, ''), (993, 22, 124, 'course-view', 'r', 2, 1, ''), (994, 20, 125, 'course-view', 'l', 0, 1, ''), (995, 1, 125, 'course-view', 'l', 1, 1, ''), (996, 25, 125, 'course-view', 'l', 2, 1, ''), (997, 2, 125, 'course-view', 'l', 3, 1, ''), (998, 9, 125, 'course-view', 'l', 4, 1, ''), (999, 18, 125, 'course-view', 'r', 0, 1, ''), (1000, 8, 125, 'course-view', 'r', 1, 1, ''), (1001, 22, 125, 'course-view', 'r', 2, 1, ''), (1002, 20, 126, 'course-view', 'l', 0, 1, ''), (1003, 1, 126, 'course-view', 'l', 1, 1, ''), (1004, 25, 126, 'course-view', 'l', 2, 1, ''), (1005, 2, 126, 'course-view', 'l', 3, 1, ''), (1006, 9, 126, 'course-view', 'l', 4, 1, ''), (1007, 18, 126, 'course-view', 'r', 0, 1, ''), (1008, 8, 126, 'course-view', 'r', 1, 1, ''), (1009, 22, 126, 'course-view', 'r', 2, 1, ''), (1010, 20, 127, 'course-view', 'l', 0, 1, ''), (1011, 1, 127, 'course-view', 'l', 1, 1, ''), (1012, 25, 127, 'course-view', 'l', 2, 1, ''), (1013, 2, 127, 'course-view', 'l', 3, 1, ''), (1014, 9, 127, 'course-view', 'l', 4, 1, ''), (1015, 18, 127, 'course-view', 'r', 0, 1, ''), (1016, 8, 127, 'course-view', 'r', 1, 1, ''), (1017, 22, 127, 'course-view', 'r', 2, 1, ''), (1018, 20, 128, 'course-view', 'l', 0, 1, ''), (1019, 1, 128, 'course-view', 'l', 1, 1, ''), (1020, 25, 128, 'course-view', 'l', 2, 1, ''), (1021, 2, 128, 'course-view', 'l', 3, 1, ''), (1022, 9, 128, 'course-view', 'l', 4, 1, ''), (1023, 18, 128, 'course-view', 'r', 0, 1, ''), (1024, 8, 128, 'course-view', 'r', 1, 1, ''), (1025, 22, 128, 'course-view', 'r', 2, 1, ''), (1026, 20, 129, 'course-view', 'l', 0, 1, ''), (1027, 1, 129, 'course-view', 'l', 1, 1, ''), (1028, 25, 129, 'course-view', 'l', 2, 1, ''), (1029, 2, 129, 'course-view', 'l', 3, 1, ''), (1030, 9, 129, 'course-view', 'l', 4, 1, ''), (1031, 18, 129, 'course-view', 'r', 0, 1, ''), (1032, 8, 129, 'course-view', 'r', 1, 1, ''), (1033, 22, 129, 'course-view', 'r', 2, 1, ''), (1034, 20, 130, 'course-view', 'l', 0, 1, ''), (1035, 1, 130, 'course-view', 'l', 1, 1, ''), (1036, 25, 130, 'course-view', 'l', 2, 1, ''), (1037, 2, 130, 'course-view', 'l', 3, 1, ''), (1038, 9, 130, 'course-view', 'l', 4, 1, ''), (1039, 18, 130, 'course-view', 'r', 0, 1, ''), (1040, 8, 130, 'course-view', 'r', 1, 1, ''), (1041, 22, 130, 'course-view', 'r', 2, 1, ''), (1042, 20, 131, 'course-view', 'l', 0, 1, ''), (1043, 1, 131, 'course-view', 'l', 1, 1, ''), (1044, 25, 131, 'course-view', 'l', 2, 1, ''), (1045, 2, 131, 'course-view', 'l', 3, 1, ''), (1046, 9, 131, 'course-view', 'l', 4, 1, ''), (1047, 18, 131, 'course-view', 'r', 0, 1, ''), (1048, 8, 131, 'course-view', 'r', 1, 1, ''), (1049, 22, 131, 'course-view', 'r', 2, 1, ''), (1050, 20, 132, 'course-view', 'l', 0, 1, ''), (1051, 1, 132, 'course-view', 'l', 1, 1, ''), (1052, 25, 132, 'course-view', 'l', 2, 1, ''), (1053, 2, 132, 'course-view', 'l', 3, 1, ''), (1054, 9, 132, 'course-view', 'l', 4, 1, ''), (1055, 18, 132, 'course-view', 'r', 0, 1, ''), (1056, 8, 132, 'course-view', 'r', 1, 1, ''), (1057, 22, 132, 'course-view', 'r', 2, 1, ''), (1058, 20, 133, 'course-view', 'l', 0, 1, ''), (1059, 1, 133, 'course-view', 'l', 1, 1, ''), (1060, 25, 133, 'course-view', 'l', 2, 1, ''), (1061, 2, 133, 'course-view', 'l', 3, 1, ''), (1062, 9, 133, 'course-view', 'l', 4, 1, ''), (1063, 18, 133, 'course-view', 'r', 0, 1, ''), (1064, 8, 133, 'course-view', 'r', 1, 1, ''), (1065, 22, 133, 'course-view', 'r', 2, 1, ''), (1066, 20, 134, 'course-view', 'l', 0, 1, ''), (1067, 1, 134, 'course-view', 'l', 1, 1, ''), (1068, 25, 134, 'course-view', 'l', 2, 1, ''), (1069, 2, 134, 'course-view', 'l', 3, 1, ''), (1070, 9, 134, 'course-view', 'l', 4, 1, ''), (1071, 18, 134, 'course-view', 'r', 0, 1, ''), (1072, 8, 134, 'course-view', 'r', 1, 1, ''), (1073, 22, 134, 'course-view', 'r', 2, 1, ''), (1074, 20, 135, 'course-view', 'l', 0, 1, ''), (1075, 1, 135, 'course-view', 'l', 1, 1, ''), (1076, 25, 135, 'course-view', 'l', 2, 1, ''), (1077, 2, 135, 'course-view', 'l', 3, 1, ''), (1078, 9, 135, 'course-view', 'l', 4, 1, ''), (1079, 18, 135, 'course-view', 'r', 0, 1, ''), (1080, 8, 135, 'course-view', 'r', 1, 1, ''), (1081, 22, 135, 'course-view', 'r', 2, 1, ''), (1082, 20, 136, 'course-view', 'l', 0, 1, ''), (1083, 1, 136, 'course-view', 'l', 1, 1, ''), (1084, 25, 136, 'course-view', 'l', 2, 1, ''), (1085, 2, 136, 'course-view', 'l', 3, 1, ''), (1086, 9, 136, 'course-view', 'l', 4, 1, ''), (1087, 18, 136, 'course-view', 'r', 0, 1, ''), (1088, 8, 136, 'course-view', 'r', 1, 1, ''), (1089, 22, 136, 'course-view', 'r', 2, 1, ''), (1090, 20, 137, 'course-view', 'l', 0, 1, ''), (1091, 1, 137, 'course-view', 'l', 1, 1, ''), (1092, 25, 137, 'course-view', 'l', 2, 1, ''), (1093, 2, 137, 'course-view', 'l', 3, 1, ''), (1094, 9, 137, 'course-view', 'l', 4, 1, ''), (1095, 18, 137, 'course-view', 'r', 0, 1, ''), (1096, 8, 137, 'course-view', 'r', 1, 1, ''), (1097, 22, 137, 'course-view', 'r', 2, 1, ''), (1098, 20, 138, 'course-view', 'l', 0, 1, ''), (1099, 1, 138, 'course-view', 'l', 1, 1, ''), (1100, 25, 138, 'course-view', 'l', 2, 1, ''), (1101, 2, 138, 'course-view', 'l', 3, 1, ''), (1102, 9, 138, 'course-view', 'l', 4, 1, ''), (1103, 18, 138, 'course-view', 'r', 0, 1, ''), (1104, 8, 138, 'course-view', 'r', 1, 1, ''), (1105, 22, 138, 'course-view', 'r', 2, 1, ''), (1106, 20, 139, 'course-view', 'l', 0, 1, ''), (1107, 1, 139, 'course-view', 'l', 1, 1, ''), (1108, 25, 139, 'course-view', 'l', 2, 1, ''), (1109, 2, 139, 'course-view', 'l', 3, 1, ''), (1110, 9, 139, 'course-view', 'l', 4, 1, ''), (1111, 18, 139, 'course-view', 'r', 0, 1, ''), (1112, 8, 139, 'course-view', 'r', 1, 1, ''), (1113, 22, 139, 'course-view', 'r', 2, 1, ''), (1114, 5, 2, 'blog-view', 'r', 0, 1, NULL), (1115, 6, 2, 'blog-view', 'r', 1, 1, NULL), (1116, 5, 23, 'blog-view', 'r', 0, 1, NULL), (1117, 6, 23, 'blog-view', 'r', 1, 1, NULL), (1118, 20, 140, 'course-view', 'l', 0, 1, ''), (1119, 1, 140, 'course-view', 'l', 1, 1, ''), (1120, 25, 140, 'course-view', 'l', 2, 1, ''), (1121, 2, 140, 'course-view', 'l', 3, 1, ''), (1122, 9, 140, 'course-view', 'l', 4, 1, ''), (1123, 18, 140, 'course-view', 'r', 0, 1, ''), (1124, 8, 140, 'course-view', 'r', 1, 1, ''), (1125, 22, 140, 'course-view', 'r', 2, 1, ''), (1126, 20, 141, 'course-view', 'l', 0, 1, ''), (1127, 1, 141, 'course-view', 'l', 1, 1, ''), (1128, 25, 141, 'course-view', 'l', 2, 1, ''), (1129, 2, 141, 'course-view', 'l', 3, 1, ''), (1130, 9, 141, 'course-view', 'l', 4, 1, ''), (1131, 18, 141, 'course-view', 'r', 0, 1, ''), (1132, 8, 141, 'course-view', 'r', 1, 1, ''), (1133, 22, 141, 'course-view', 'r', 2, 1, ''), (1134, 20, 142, 'course-view', 'l', 0, 1, ''), (1135, 1, 142, 'course-view', 'l', 1, 1, ''), (1136, 25, 142, 'course-view', 'l', 2, 1, ''), (1137, 2, 142, 'course-view', 'l', 3, 1, ''), (1138, 9, 142, 'course-view', 'l', 4, 1, ''), (1139, 18, 142, 'course-view', 'r', 0, 1, ''), (1140, 8, 142, 'course-view', 'r', 1, 1, ''), (1141, 22, 142, 'course-view', 'r', 2, 1, ''), (1142, 20, 143, 'course-view', 'l', 0, 1, ''), (1143, 1, 143, 'course-view', 'l', 1, 1, ''), (1144, 25, 143, 'course-view', 'l', 2, 1, ''), (1145, 2, 143, 'course-view', 'l', 3, 1, ''), (1146, 9, 143, 'course-view', 'l', 4, 1, ''), (1147, 18, 143, 'course-view', 'r', 0, 1, ''), (1148, 8, 143, 'course-view', 'r', 1, 1, ''), (1149, 22, 143, 'course-view', 'r', 2, 1, ''), (1744, 20, 218, 'course-view', 'l', 0, 1, ''), (1743, 22, 217, 'course-view', 'r', 2, 1, ''), (1742, 8, 217, 'course-view', 'r', 1, 1, ''), (1741, 18, 217, 'course-view', 'r', 0, 1, ''), (1740, 9, 217, 'course-view', 'l', 4, 1, ''), (1739, 2, 217, 'course-view', 'l', 3, 1, ''), (1738, 25, 217, 'course-view', 'l', 2, 1, ''), (1158, 20, 145, 'course-view', 'l', 0, 1, ''), (1159, 1, 145, 'course-view', 'l', 1, 1, ''), (1160, 25, 145, 'course-view', 'l', 2, 1, ''), (1161, 2, 145, 'course-view', 'l', 3, 1, ''), (1162, 9, 145, 'course-view', 'l', 4, 1, ''), (1163, 18, 145, 'course-view', 'r', 0, 1, ''), (1164, 8, 145, 'course-view', 'r', 1, 1, ''), (1165, 22, 145, 'course-view', 'r', 2, 1, ''), (1166, 20, 146, 'course-view', 'l', 0, 1, ''), (1167, 1, 146, 'course-view', 'l', 1, 1, ''), (1168, 25, 146, 'course-view', 'l', 2, 1, ''), (1169, 2, 146, 'course-view', 'l', 3, 1, ''), (1170, 9, 146, 'course-view', 'l', 4, 1, ''), (1171, 18, 146, 'course-view', 'r', 0, 1, ''), (1172, 8, 146, 'course-view', 'r', 1, 1, ''), (1173, 22, 146, 'course-view', 'r', 2, 1, ''), (1174, 20, 147, 'course-view', 'l', 0, 1, ''), (1175, 1, 147, 'course-view', 'l', 1, 1, ''), (1176, 25, 147, 'course-view', 'l', 2, 1, ''), (1177, 2, 147, 'course-view', 'l', 3, 1, ''), (1178, 9, 147, 'course-view', 'l', 4, 1, ''), (1179, 18, 147, 'course-view', 'r', 0, 1, ''), (1180, 8, 147, 'course-view', 'r', 1, 1, ''), (1181, 22, 147, 'course-view', 'r', 2, 1, ''), (1182, 20, 148, 'course-view', 'l', 0, 1, ''), (1183, 1, 148, 'course-view', 'l', 1, 1, ''), (1184, 25, 148, 'course-view', 'l', 2, 1, ''); INSERT INTO `mdl_block_instance` (`id`, `blockid`, `pageid`, `pagetype`, `position`, `weight`, `visible`, `configdata`) VALUES (1185, 2, 148, 'course-view', 'l', 3, 1, ''), (1186, 9, 148, 'course-view', 'l', 4, 1, ''), (1187, 18, 148, 'course-view', 'r', 0, 1, ''), (1188, 8, 148, 'course-view', 'r', 1, 1, ''), (1189, 22, 148, 'course-view', 'r', 2, 1, ''), (1190, 20, 149, 'course-view', 'l', 0, 1, ''), (1191, 1, 149, 'course-view', 'l', 1, 1, ''), (1192, 25, 149, 'course-view', 'l', 2, 1, ''), (1193, 2, 149, 'course-view', 'l', 3, 1, ''), (1194, 9, 149, 'course-view', 'l', 4, 1, ''), (1195, 18, 149, 'course-view', 'r', 0, 1, ''), (1196, 8, 149, 'course-view', 'r', 1, 1, ''), (1197, 22, 149, 'course-view', 'r', 2, 1, ''), (1198, 20, 150, 'course-view', 'l', 0, 1, ''), (1199, 1, 150, 'course-view', 'l', 1, 1, ''), (1200, 25, 150, 'course-view', 'l', 2, 1, ''), (1201, 2, 150, 'course-view', 'l', 3, 1, ''), (1202, 9, 150, 'course-view', 'l', 4, 1, ''), (1203, 18, 150, 'course-view', 'r', 0, 1, ''), (1204, 8, 150, 'course-view', 'r', 1, 1, ''), (1205, 22, 150, 'course-view', 'r', 2, 1, ''), (1206, 20, 151, 'course-view', 'l', 0, 1, ''), (1207, 1, 151, 'course-view', 'l', 1, 1, ''), (1208, 25, 151, 'course-view', 'l', 2, 1, ''), (1209, 2, 151, 'course-view', 'l', 3, 1, ''), (1210, 9, 151, 'course-view', 'l', 4, 1, ''), (1211, 18, 151, 'course-view', 'r', 0, 1, ''), (1212, 8, 151, 'course-view', 'r', 1, 1, ''), (1213, 22, 151, 'course-view', 'r', 2, 1, ''), (1214, 20, 152, 'course-view', 'l', 0, 1, ''), (1215, 1, 152, 'course-view', 'l', 1, 1, ''), (1216, 25, 152, 'course-view', 'l', 2, 1, ''), (1217, 2, 152, 'course-view', 'l', 3, 1, ''), (1218, 9, 152, 'course-view', 'l', 4, 1, ''), (1219, 18, 152, 'course-view', 'r', 0, 1, ''), (1220, 8, 152, 'course-view', 'r', 1, 1, ''), (1221, 22, 152, 'course-view', 'r', 2, 1, ''), (1222, 20, 153, 'course-view', 'l', 0, 1, ''), (1223, 1, 153, 'course-view', 'l', 1, 1, ''), (1224, 25, 153, 'course-view', 'l', 2, 1, ''), (1225, 2, 153, 'course-view', 'l', 3, 1, ''), (1226, 9, 153, 'course-view', 'l', 4, 1, ''), (1227, 18, 153, 'course-view', 'r', 0, 1, ''), (1228, 8, 153, 'course-view', 'r', 1, 1, ''), (1229, 22, 153, 'course-view', 'r', 2, 1, ''), (1230, 20, 154, 'course-view', 'l', 0, 1, ''), (1231, 1, 154, 'course-view', 'l', 1, 1, ''), (1232, 25, 154, 'course-view', 'l', 2, 1, ''), (1233, 2, 154, 'course-view', 'l', 3, 1, ''), (1234, 9, 154, 'course-view', 'l', 4, 1, ''), (1235, 18, 154, 'course-view', 'r', 0, 1, ''), (1236, 8, 154, 'course-view', 'r', 1, 1, ''), (1237, 22, 154, 'course-view', 'r', 2, 1, ''), (1238, 5, 18, 'blog-view', 'r', 0, 1, NULL), (1239, 6, 18, 'blog-view', 'r', 1, 1, NULL), (1240, 20, 155, 'course-view', 'l', 0, 1, ''), (1241, 1, 155, 'course-view', 'l', 1, 1, ''), (1242, 25, 155, 'course-view', 'l', 2, 1, ''), (1243, 2, 155, 'course-view', 'l', 3, 1, ''), (1244, 9, 155, 'course-view', 'l', 4, 1, ''), (1245, 18, 155, 'course-view', 'r', 0, 1, ''), (1246, 8, 155, 'course-view', 'r', 1, 1, ''), (1247, 22, 155, 'course-view', 'r', 2, 1, ''), (1248, 20, 156, 'course-view', 'l', 0, 1, ''), (1249, 1, 156, 'course-view', 'l', 1, 1, ''), (1250, 25, 156, 'course-view', 'l', 2, 1, ''), (1251, 2, 156, 'course-view', 'l', 3, 1, ''), (1252, 9, 156, 'course-view', 'l', 4, 1, ''), (1253, 18, 156, 'course-view', 'r', 0, 1, ''), (1254, 8, 156, 'course-view', 'r', 1, 1, ''), (1255, 22, 156, 'course-view', 'r', 2, 1, ''), (1256, 20, 157, 'course-view', 'l', 0, 1, ''), (1257, 1, 157, 'course-view', 'l', 1, 1, ''), (1258, 25, 157, 'course-view', 'l', 2, 1, ''), (1259, 2, 157, 'course-view', 'l', 3, 1, ''), (1260, 9, 157, 'course-view', 'l', 4, 1, ''), (1261, 18, 157, 'course-view', 'r', 0, 1, ''), (1262, 8, 157, 'course-view', 'r', 1, 1, ''), (1263, 22, 157, 'course-view', 'r', 2, 1, ''), (1264, 20, 158, 'course-view', 'l', 0, 1, ''), (1265, 1, 158, 'course-view', 'l', 1, 1, ''), (1266, 25, 158, 'course-view', 'l', 2, 1, ''), (1267, 2, 158, 'course-view', 'l', 3, 1, ''), (1268, 9, 158, 'course-view', 'l', 4, 1, ''), (1269, 18, 158, 'course-view', 'r', 0, 1, ''), (1270, 8, 158, 'course-view', 'r', 1, 1, ''), (1271, 22, 158, 'course-view', 'r', 2, 1, ''), (1735, 22, 216, 'course-view', 'r', 2, 1, ''), (1734, 8, 216, 'course-view', 'r', 1, 1, ''), (1733, 18, 216, 'course-view', 'r', 0, 1, ''), (1732, 9, 216, 'course-view', 'l', 4, 1, ''), (1731, 2, 216, 'course-view', 'l', 3, 1, ''), (1730, 25, 216, 'course-view', 'l', 2, 1, ''), (1727, 22, 215, 'course-view', 'r', 2, 1, ''), (1728, 20, 216, 'course-view', 'l', 0, 1, ''), (1729, 1, 216, 'course-view', 'l', 1, 1, ''), (1737, 1, 217, 'course-view', 'l', 1, 1, ''), (1736, 20, 217, 'course-view', 'l', 0, 1, ''), (1288, 20, 161, 'course-view', 'l', 0, 1, ''), (1289, 1, 161, 'course-view', 'l', 1, 1, ''), (1290, 25, 161, 'course-view', 'l', 2, 1, ''), (1291, 2, 161, 'course-view', 'l', 3, 1, ''), (1292, 9, 161, 'course-view', 'l', 4, 1, ''), (1293, 18, 161, 'course-view', 'r', 0, 1, ''), (1294, 8, 161, 'course-view', 'r', 1, 1, ''), (1295, 22, 161, 'course-view', 'r', 2, 1, ''), (1296, 20, 162, 'course-view', 'l', 0, 1, ''), (1297, 1, 162, 'course-view', 'l', 1, 1, ''), (1298, 25, 162, 'course-view', 'l', 2, 1, ''), (1299, 2, 162, 'course-view', 'l', 3, 1, ''), (1300, 9, 162, 'course-view', 'l', 4, 1, ''), (1301, 18, 162, 'course-view', 'r', 0, 1, ''), (1302, 8, 162, 'course-view', 'r', 1, 1, ''), (1303, 22, 162, 'course-view', 'r', 2, 1, ''), (1853, 18, 231, 'course-view', 'r', 0, 1, ''), (1852, 9, 231, 'course-view', 'l', 4, 1, ''), (1851, 2, 231, 'course-view', 'l', 3, 1, ''), (1850, 25, 231, 'course-view', 'l', 2, 1, ''), (1849, 1, 231, 'course-view', 'l', 1, 1, ''), (1848, 20, 231, 'course-view', 'l', 0, 1, ''), (1847, 22, 230, 'course-view', 'r', 2, 1, ''), (1846, 8, 230, 'course-view', 'r', 1, 1, ''), (1312, 20, 164, 'course-view', 'l', 0, 1, ''), (1313, 1, 164, 'course-view', 'l', 1, 1, ''), (1314, 25, 164, 'course-view', 'l', 2, 1, ''), (1315, 2, 164, 'course-view', 'l', 3, 1, ''), (1316, 9, 164, 'course-view', 'l', 4, 1, ''), (1317, 18, 164, 'course-view', 'r', 0, 1, ''), (1318, 8, 164, 'course-view', 'r', 1, 1, ''), (1319, 22, 164, 'course-view', 'r', 2, 1, ''), (1320, 20, 165, 'course-view', 'l', 0, 1, ''), (1321, 1, 165, 'course-view', 'l', 1, 1, ''), (1322, 25, 165, 'course-view', 'l', 2, 1, ''), (1323, 2, 165, 'course-view', 'l', 3, 1, ''), (1324, 9, 165, 'course-view', 'l', 4, 1, ''), (1325, 18, 165, 'course-view', 'r', 0, 1, ''), (1326, 8, 165, 'course-view', 'r', 1, 1, ''), (1327, 22, 165, 'course-view', 'r', 2, 1, ''), (1328, 20, 166, 'course-view', 'l', 0, 1, ''), (1329, 1, 166, 'course-view', 'l', 1, 1, ''), (1330, 25, 166, 'course-view', 'l', 2, 1, ''), (1331, 2, 166, 'course-view', 'l', 3, 1, ''), (1332, 9, 166, 'course-view', 'l', 4, 1, ''), (1333, 18, 166, 'course-view', 'r', 0, 1, ''), (1334, 8, 166, 'course-view', 'r', 1, 1, ''), (1335, 22, 166, 'course-view', 'r', 2, 1, ''), (1336, 20, 167, 'course-view', 'l', 0, 1, ''), (1337, 1, 167, 'course-view', 'l', 1, 1, ''), (1338, 25, 167, 'course-view', 'l', 2, 1, ''), (1339, 2, 167, 'course-view', 'l', 3, 1, ''), (1340, 9, 167, 'course-view', 'l', 4, 1, ''), (1341, 18, 167, 'course-view', 'r', 0, 1, ''), (1342, 8, 167, 'course-view', 'r', 1, 1, ''), (1343, 22, 167, 'course-view', 'r', 2, 1, ''), (1344, 20, 168, 'course-view', 'l', 0, 1, ''), (1345, 1, 168, 'course-view', 'l', 1, 1, ''), (1346, 25, 168, 'course-view', 'l', 2, 1, ''), (1347, 2, 168, 'course-view', 'l', 3, 1, ''), (1348, 9, 168, 'course-view', 'l', 4, 1, ''), (1349, 18, 168, 'course-view', 'r', 0, 1, ''), (1350, 8, 168, 'course-view', 'r', 1, 1, ''), (1351, 22, 168, 'course-view', 'r', 2, 1, ''), (1359, 22, 169, 'course-view', 'r', 2, 1, ''), (1360, 20, 170, 'course-view', 'l', 0, 1, ''), (1361, 1, 170, 'course-view', 'l', 1, 1, ''), (1362, 25, 170, 'course-view', 'l', 2, 1, ''), (1363, 2, 170, 'course-view', 'l', 3, 1, ''), (1364, 9, 170, 'course-view', 'l', 4, 1, ''), (1365, 18, 170, 'course-view', 'r', 0, 1, ''), (1366, 8, 170, 'course-view', 'r', 1, 1, ''), (1367, 22, 170, 'course-view', 'r', 2, 1, ''), (1368, 20, 171, 'course-view', 'l', 0, 1, ''), (1369, 1, 171, 'course-view', 'l', 1, 1, ''), (1370, 25, 171, 'course-view', 'l', 2, 1, ''), (1371, 2, 171, 'course-view', 'l', 3, 1, ''), (1372, 9, 171, 'course-view', 'l', 4, 1, ''), (1373, 18, 171, 'course-view', 'r', 0, 1, ''), (1374, 8, 171, 'course-view', 'r', 1, 1, ''), (1375, 22, 171, 'course-view', 'r', 2, 1, ''), (1376, 20, 172, 'course-view', 'l', 0, 1, ''), (1377, 1, 172, 'course-view', 'l', 1, 1, ''), (1378, 25, 172, 'course-view', 'l', 2, 1, ''), (1379, 2, 172, 'course-view', 'l', 3, 1, ''), (1380, 9, 172, 'course-view', 'l', 4, 1, ''), (1381, 18, 172, 'course-view', 'r', 0, 1, ''), (1382, 8, 172, 'course-view', 'r', 1, 1, ''), (1383, 22, 172, 'course-view', 'r', 2, 1, ''), (1384, 20, 173, 'course-view', 'l', 0, 1, ''), (1385, 1, 173, 'course-view', 'l', 1, 1, ''), (1386, 25, 173, 'course-view', 'l', 2, 1, ''), (1387, 2, 173, 'course-view', 'l', 3, 1, ''), (1388, 9, 173, 'course-view', 'l', 4, 1, ''), (1389, 18, 173, 'course-view', 'r', 0, 1, ''), (1390, 8, 173, 'course-view', 'r', 1, 1, ''), (1391, 22, 173, 'course-view', 'r', 2, 1, ''), (1392, 20, 174, 'course-view', 'l', 0, 1, ''), (1393, 1, 174, 'course-view', 'l', 1, 1, ''), (1394, 25, 174, 'course-view', 'l', 2, 1, ''), (1395, 2, 174, 'course-view', 'l', 3, 1, ''), (1396, 9, 174, 'course-view', 'l', 4, 1, ''), (1397, 18, 174, 'course-view', 'r', 0, 1, ''), (1398, 8, 174, 'course-view', 'r', 1, 1, ''), (1399, 22, 174, 'course-view', 'r', 2, 1, ''), (1400, 20, 175, 'course-view', 'l', 0, 1, ''), (1401, 1, 175, 'course-view', 'l', 1, 1, ''), (1402, 25, 175, 'course-view', 'l', 2, 1, ''), (1403, 2, 175, 'course-view', 'l', 3, 1, ''), (1404, 9, 175, 'course-view', 'l', 4, 1, ''), (1405, 18, 175, 'course-view', 'r', 0, 1, ''), (1406, 8, 175, 'course-view', 'r', 1, 1, ''), (1407, 22, 175, 'course-view', 'r', 2, 1, ''), (1408, 20, 176, 'course-view', 'l', 0, 1, ''), (1409, 1, 176, 'course-view', 'l', 1, 1, ''), (1410, 25, 176, 'course-view', 'l', 2, 1, ''), (1411, 2, 176, 'course-view', 'l', 3, 1, ''), (1412, 9, 176, 'course-view', 'l', 4, 1, ''), (1413, 18, 176, 'course-view', 'r', 0, 1, ''), (1414, 8, 176, 'course-view', 'r', 1, 1, ''), (1415, 22, 176, 'course-view', 'r', 2, 1, ''), (1416, 20, 177, 'course-view', 'l', 0, 1, ''), (1417, 1, 177, 'course-view', 'l', 1, 1, ''), (1418, 25, 177, 'course-view', 'l', 2, 1, ''), (1419, 2, 177, 'course-view', 'l', 3, 1, ''), (1420, 9, 177, 'course-view', 'l', 4, 1, ''), (1421, 18, 177, 'course-view', 'r', 0, 1, ''), (1422, 8, 177, 'course-view', 'r', 1, 1, ''), (1423, 22, 177, 'course-view', 'r', 2, 1, ''), (1424, 20, 178, 'course-view', 'l', 0, 1, ''), (1425, 1, 178, 'course-view', 'l', 1, 1, ''), (1426, 25, 178, 'course-view', 'l', 2, 1, ''), (1427, 2, 178, 'course-view', 'l', 3, 1, ''), (1428, 9, 178, 'course-view', 'l', 4, 1, ''), (1429, 18, 178, 'course-view', 'r', 0, 1, ''), (1430, 8, 178, 'course-view', 'r', 1, 1, ''), (1431, 22, 178, 'course-view', 'r', 2, 1, ''), (1432, 20, 179, 'course-view', 'l', 0, 1, ''), (1433, 1, 179, 'course-view', 'l', 1, 1, ''), (1434, 25, 179, 'course-view', 'l', 2, 1, ''), (1435, 2, 179, 'course-view', 'l', 3, 1, ''), (1436, 9, 179, 'course-view', 'l', 4, 1, ''), (1437, 18, 179, 'course-view', 'r', 0, 1, ''), (1438, 8, 179, 'course-view', 'r', 1, 1, ''), (1439, 22, 179, 'course-view', 'r', 2, 1, ''), (1440, 20, 180, 'course-view', 'l', 0, 1, ''), (1441, 1, 180, 'course-view', 'l', 1, 1, ''), (1442, 25, 180, 'course-view', 'l', 2, 1, ''), (1443, 2, 180, 'course-view', 'l', 3, 1, ''), (1444, 9, 180, 'course-view', 'l', 4, 1, ''), (1445, 18, 180, 'course-view', 'r', 0, 1, ''), (1446, 8, 180, 'course-view', 'r', 1, 1, ''), (1447, 22, 180, 'course-view', 'r', 2, 1, ''), (1448, 20, 181, 'course-view', 'l', 0, 1, ''), (1449, 1, 181, 'course-view', 'l', 1, 1, ''), (1450, 25, 181, 'course-view', 'l', 2, 1, ''), (1451, 2, 181, 'course-view', 'l', 3, 1, ''), (1452, 9, 181, 'course-view', 'l', 4, 1, ''), (1453, 18, 181, 'course-view', 'r', 0, 1, ''), (1454, 8, 181, 'course-view', 'r', 1, 1, ''), (1455, 22, 181, 'course-view', 'r', 2, 1, ''), (1456, 20, 182, 'course-view', 'l', 0, 1, ''), (1457, 1, 182, 'course-view', 'l', 1, 1, ''), (1458, 25, 182, 'course-view', 'l', 2, 1, ''), (1459, 2, 182, 'course-view', 'l', 3, 1, ''), (1460, 9, 182, 'course-view', 'l', 4, 1, ''), (1461, 18, 182, 'course-view', 'r', 0, 1, ''), (1462, 8, 182, 'course-view', 'r', 1, 1, ''), (1463, 22, 182, 'course-view', 'r', 2, 1, ''), (1464, 20, 183, 'course-view', 'l', 0, 1, ''), (1465, 1, 183, 'course-view', 'l', 1, 1, ''), (1466, 25, 183, 'course-view', 'l', 2, 1, ''), (1467, 2, 183, 'course-view', 'l', 3, 1, ''), (1468, 9, 183, 'course-view', 'l', 4, 1, ''), (1469, 18, 183, 'course-view', 'r', 0, 1, ''), (1470, 8, 183, 'course-view', 'r', 1, 1, ''), (1471, 22, 183, 'course-view', 'r', 2, 1, ''), (1472, 20, 184, 'course-view', 'l', 0, 1, ''), (1473, 1, 184, 'course-view', 'l', 1, 1, ''), (1474, 25, 184, 'course-view', 'l', 2, 1, ''), (1475, 2, 184, 'course-view', 'l', 3, 1, ''), (1476, 9, 184, 'course-view', 'l', 4, 1, ''), (1477, 18, 184, 'course-view', 'r', 0, 1, ''), (1478, 8, 184, 'course-view', 'r', 1, 1, ''), (1479, 22, 184, 'course-view', 'r', 2, 1, ''), (1480, 20, 185, 'course-view', 'l', 0, 1, ''), (1481, 1, 185, 'course-view', 'l', 1, 1, ''), (1482, 25, 185, 'course-view', 'l', 2, 1, ''), (1483, 2, 185, 'course-view', 'l', 3, 1, ''), (1484, 9, 185, 'course-view', 'l', 4, 1, ''), (1485, 18, 185, 'course-view', 'r', 0, 1, ''), (1486, 8, 185, 'course-view', 'r', 1, 1, ''), (1487, 22, 185, 'course-view', 'r', 2, 1, ''), (1488, 20, 186, 'course-view', 'l', 0, 1, ''), (1489, 1, 186, 'course-view', 'l', 1, 1, ''), (1490, 25, 186, 'course-view', 'l', 2, 1, ''), (1491, 2, 186, 'course-view', 'l', 3, 1, ''), (1492, 9, 186, 'course-view', 'l', 4, 1, ''), (1493, 18, 186, 'course-view', 'r', 0, 1, ''), (1494, 8, 186, 'course-view', 'r', 1, 1, ''), (1495, 22, 186, 'course-view', 'r', 2, 1, ''), (1496, 20, 187, 'course-view', 'l', 0, 1, ''), (1497, 1, 187, 'course-view', 'l', 1, 1, ''), (1498, 25, 187, 'course-view', 'l', 2, 1, ''), (1499, 2, 187, 'course-view', 'l', 3, 1, ''), (1500, 9, 187, 'course-view', 'l', 4, 1, ''), (1501, 18, 187, 'course-view', 'r', 0, 1, ''), (1502, 8, 187, 'course-view', 'r', 1, 1, ''), (1503, 22, 187, 'course-view', 'r', 2, 1, ''), (1504, 20, 188, 'course-view', 'l', 0, 1, ''), (1505, 1, 188, 'course-view', 'l', 1, 1, ''), (1506, 25, 188, 'course-view', 'l', 2, 1, ''), (1507, 2, 188, 'course-view', 'l', 3, 1, ''), (1508, 9, 188, 'course-view', 'l', 4, 1, ''), (1509, 18, 188, 'course-view', 'r', 0, 1, ''), (1510, 8, 188, 'course-view', 'r', 1, 1, ''), (1511, 22, 188, 'course-view', 'r', 2, 1, ''), (1512, 20, 189, 'course-view', 'l', 0, 1, ''), (1513, 1, 189, 'course-view', 'l', 1, 1, ''), (1514, 25, 189, 'course-view', 'l', 2, 1, ''), (1515, 2, 189, 'course-view', 'l', 3, 1, ''), (1516, 9, 189, 'course-view', 'l', 4, 1, ''), (1517, 18, 189, 'course-view', 'r', 0, 1, ''), (1518, 8, 189, 'course-view', 'r', 1, 1, ''), (1519, 22, 189, 'course-view', 'r', 2, 1, ''), (1520, 20, 190, 'course-view', 'l', 0, 1, ''), (1521, 1, 190, 'course-view', 'l', 1, 1, ''), (1522, 25, 190, 'course-view', 'l', 2, 1, ''), (1523, 2, 190, 'course-view', 'l', 3, 1, ''), (1524, 9, 190, 'course-view', 'l', 4, 1, ''), (1525, 18, 190, 'course-view', 'r', 0, 1, ''), (1526, 8, 190, 'course-view', 'r', 1, 1, ''), (1527, 22, 190, 'course-view', 'r', 2, 1, ''), (2085, 18, 260, 'course-view', 'r', 0, 1, ''), (2084, 9, 260, 'course-view', 'l', 4, 1, ''), (2083, 2, 260, 'course-view', 'l', 3, 1, ''), (2082, 25, 260, 'course-view', 'l', 2, 1, ''), (2081, 1, 260, 'course-view', 'l', 1, 1, ''), (2080, 20, 260, 'course-view', 'l', 0, 1, ''), (2079, 22, 259, 'course-view', 'r', 2, 1, ''), (2078, 8, 259, 'course-view', 'r', 1, 1, ''), (1536, 20, 192, 'course-view', 'l', 0, 1, ''), (1537, 1, 192, 'course-view', 'l', 1, 1, ''), (1538, 25, 192, 'course-view', 'l', 2, 1, ''), (1539, 2, 192, 'course-view', 'l', 3, 1, ''), (1540, 9, 192, 'course-view', 'l', 4, 1, ''), (1541, 18, 192, 'course-view', 'r', 0, 1, ''), (1542, 8, 192, 'course-view', 'r', 1, 1, ''), (1543, 22, 192, 'course-view', 'r', 2, 1, ''), (1544, 20, 193, 'course-view', 'l', 0, 1, ''), (1545, 1, 193, 'course-view', 'l', 1, 1, ''), (1546, 25, 193, 'course-view', 'l', 2, 1, ''), (1547, 2, 193, 'course-view', 'l', 3, 1, ''), (1548, 9, 193, 'course-view', 'l', 4, 1, ''), (1549, 18, 193, 'course-view', 'r', 0, 1, ''), (1550, 8, 193, 'course-view', 'r', 1, 1, ''), (1551, 22, 193, 'course-view', 'r', 2, 1, ''), (1552, 20, 194, 'course-view', 'l', 0, 1, ''), (1553, 1, 194, 'course-view', 'l', 1, 1, ''), (1554, 25, 194, 'course-view', 'l', 2, 1, ''), (1555, 2, 194, 'course-view', 'l', 3, 1, ''), (1556, 9, 194, 'course-view', 'l', 4, 1, ''), (1557, 18, 194, 'course-view', 'r', 0, 1, ''), (1558, 8, 194, 'course-view', 'r', 1, 1, ''), (1559, 22, 194, 'course-view', 'r', 2, 1, ''), (1560, 20, 195, 'course-view', 'l', 0, 1, ''), (1561, 1, 195, 'course-view', 'l', 1, 1, ''), (1562, 25, 195, 'course-view', 'l', 2, 1, ''), (1563, 2, 195, 'course-view', 'l', 3, 1, ''), (1564, 9, 195, 'course-view', 'l', 4, 1, ''), (1565, 18, 195, 'course-view', 'r', 0, 1, ''), (1566, 8, 195, 'course-view', 'r', 1, 1, ''), (1567, 22, 195, 'course-view', 'r', 2, 1, ''), (2077, 18, 259, 'course-view', 'r', 0, 1, ''), (2076, 9, 259, 'course-view', 'l', 4, 1, ''), (2075, 2, 259, 'course-view', 'l', 3, 1, ''), (2074, 25, 259, 'course-view', 'l', 2, 1, ''), (2073, 1, 259, 'course-view', 'l', 1, 1, ''), (2072, 20, 259, 'course-view', 'l', 0, 1, ''), (2071, 22, 258, 'course-view', 'r', 2, 1, ''), (1576, 20, 197, 'course-view', 'l', 0, 1, ''), (1577, 1, 197, 'course-view', 'l', 1, 1, ''), (1578, 25, 197, 'course-view', 'l', 2, 1, ''), (1579, 2, 197, 'course-view', 'l', 3, 1, ''), (1580, 9, 197, 'course-view', 'l', 4, 1, ''), (1581, 18, 197, 'course-view', 'r', 0, 1, ''), (1582, 8, 197, 'course-view', 'r', 1, 1, ''), (1583, 22, 197, 'course-view', 'r', 2, 1, ''), (1584, 20, 198, 'course-view', 'l', 0, 1, ''), (1585, 1, 198, 'course-view', 'l', 1, 1, ''), (1586, 25, 198, 'course-view', 'l', 2, 1, ''), (1587, 2, 198, 'course-view', 'l', 3, 1, ''), (1588, 9, 198, 'course-view', 'l', 4, 1, ''), (1589, 18, 198, 'course-view', 'r', 0, 1, ''), (1590, 8, 198, 'course-view', 'r', 1, 1, ''), (1591, 22, 198, 'course-view', 'r', 2, 1, ''), (1592, 20, 199, 'course-view', 'l', 0, 1, ''), (1593, 1, 199, 'course-view', 'l', 1, 1, ''), (1594, 25, 199, 'course-view', 'l', 2, 1, ''), (1595, 2, 199, 'course-view', 'l', 3, 1, ''), (1596, 9, 199, 'course-view', 'l', 4, 1, ''), (1597, 18, 199, 'course-view', 'r', 0, 1, ''), (1598, 8, 199, 'course-view', 'r', 1, 1, ''), (1599, 22, 199, 'course-view', 'r', 2, 1, ''), (1600, 20, 200, 'course-view', 'l', 0, 1, ''), (1601, 1, 200, 'course-view', 'l', 1, 1, ''), (1602, 25, 200, 'course-view', 'l', 2, 1, ''), (1603, 2, 200, 'course-view', 'l', 3, 1, ''), (1604, 9, 200, 'course-view', 'l', 4, 1, ''), (1605, 18, 200, 'course-view', 'r', 0, 1, ''), (1606, 8, 200, 'course-view', 'r', 1, 1, ''), (1607, 22, 200, 'course-view', 'r', 2, 1, ''), (1608, 20, 201, 'course-view', 'l', 0, 1, ''), (1609, 1, 201, 'course-view', 'l', 1, 1, ''), (1610, 25, 201, 'course-view', 'l', 2, 1, ''), (1611, 2, 201, 'course-view', 'l', 3, 1, ''), (1612, 9, 201, 'course-view', 'l', 4, 1, ''), (1613, 18, 201, 'course-view', 'r', 0, 1, ''), (1614, 8, 201, 'course-view', 'r', 1, 1, ''), (1615, 22, 201, 'course-view', 'r', 2, 1, ''), (1616, 20, 202, 'course-view', 'l', 0, 1, ''), (1617, 1, 202, 'course-view', 'l', 1, 1, ''), (1618, 25, 202, 'course-view', 'l', 2, 1, ''), (1619, 2, 202, 'course-view', 'l', 3, 1, ''), (1620, 9, 202, 'course-view', 'l', 4, 1, ''), (1621, 18, 202, 'course-view', 'r', 0, 1, ''), (1622, 8, 202, 'course-view', 'r', 1, 1, ''), (1623, 22, 202, 'course-view', 'r', 2, 1, ''), (1624, 20, 203, 'course-view', 'l', 0, 1, ''), (1625, 1, 203, 'course-view', 'l', 1, 1, ''), (1626, 25, 203, 'course-view', 'l', 2, 1, ''), (1627, 2, 203, 'course-view', 'l', 3, 1, ''), (1628, 9, 203, 'course-view', 'l', 4, 1, ''), (1629, 18, 203, 'course-view', 'r', 0, 1, ''), (1630, 8, 203, 'course-view', 'r', 1, 1, ''), (1631, 22, 203, 'course-view', 'r', 2, 1, ''), (1632, 20, 204, 'course-view', 'l', 0, 1, ''), (1633, 1, 204, 'course-view', 'l', 1, 1, ''), (1634, 25, 204, 'course-view', 'l', 2, 1, ''), (1635, 2, 204, 'course-view', 'l', 3, 1, ''), (1636, 9, 204, 'course-view', 'l', 4, 1, ''), (1637, 18, 204, 'course-view', 'r', 0, 1, ''), (1638, 8, 204, 'course-view', 'r', 1, 1, ''), (1639, 22, 204, 'course-view', 'r', 2, 1, ''), (1640, 20, 205, 'course-view', 'l', 0, 1, ''), (1641, 1, 205, 'course-view', 'l', 1, 1, ''), (1642, 25, 205, 'course-view', 'l', 2, 1, ''), (1643, 2, 205, 'course-view', 'l', 3, 1, ''), (1644, 9, 205, 'course-view', 'l', 4, 1, ''), (1645, 18, 205, 'course-view', 'r', 0, 1, ''), (1646, 8, 205, 'course-view', 'r', 1, 1, ''), (1647, 22, 205, 'course-view', 'r', 2, 1, ''), (1648, 20, 206, 'course-view', 'l', 0, 1, ''), (1649, 1, 206, 'course-view', 'l', 1, 1, ''), (1650, 25, 206, 'course-view', 'l', 2, 1, ''), (1651, 2, 206, 'course-view', 'l', 3, 1, ''), (1652, 9, 206, 'course-view', 'l', 4, 1, ''), (1653, 18, 206, 'course-view', 'r', 0, 1, ''), (1654, 8, 206, 'course-view', 'r', 1, 1, ''), (1655, 22, 206, 'course-view', 'r', 2, 1, ''), (1656, 20, 207, 'course-view', 'l', 0, 1, ''), (1657, 1, 207, 'course-view', 'l', 1, 1, ''), (1658, 25, 207, 'course-view', 'l', 2, 1, ''), (1659, 2, 207, 'course-view', 'l', 3, 1, ''), (1660, 9, 207, 'course-view', 'l', 4, 1, ''), (1661, 18, 207, 'course-view', 'r', 0, 1, ''), (1662, 8, 207, 'course-view', 'r', 1, 1, ''), (1663, 22, 207, 'course-view', 'r', 2, 1, ''), (1664, 20, 208, 'course-view', 'l', 0, 1, ''), (1665, 1, 208, 'course-view', 'l', 1, 1, ''), (1666, 25, 208, 'course-view', 'l', 2, 1, ''), (1667, 2, 208, 'course-view', 'l', 3, 1, ''), (1668, 9, 208, 'course-view', 'l', 4, 1, ''), (1669, 18, 208, 'course-view', 'r', 0, 1, ''), (1670, 8, 208, 'course-view', 'r', 1, 1, ''), (1671, 22, 208, 'course-view', 'r', 2, 1, ''), (1672, 20, 209, 'course-view', 'l', 0, 1, ''), (1673, 1, 209, 'course-view', 'l', 1, 1, ''), (1674, 25, 209, 'course-view', 'l', 2, 1, ''), (1675, 2, 209, 'course-view', 'l', 3, 1, ''), (1676, 9, 209, 'course-view', 'l', 4, 1, ''), (1677, 18, 209, 'course-view', 'r', 0, 1, ''), (1678, 8, 209, 'course-view', 'r', 1, 1, ''), (1679, 22, 209, 'course-view', 'r', 2, 1, ''), (1680, 20, 210, 'course-view', 'l', 0, 1, ''), (1681, 1, 210, 'course-view', 'l', 1, 1, ''), (1682, 25, 210, 'course-view', 'l', 2, 1, ''), (1683, 2, 210, 'course-view', 'l', 3, 1, ''), (1684, 9, 210, 'course-view', 'l', 4, 1, ''), (1685, 18, 210, 'course-view', 'r', 0, 1, ''), (1686, 8, 210, 'course-view', 'r', 1, 1, ''), (1687, 22, 210, 'course-view', 'r', 2, 1, ''), (1688, 20, 211, 'course-view', 'l', 0, 1, ''), (1689, 1, 211, 'course-view', 'l', 1, 1, ''), (1690, 25, 211, 'course-view', 'l', 2, 1, ''), (1691, 2, 211, 'course-view', 'l', 3, 1, ''), (1692, 9, 211, 'course-view', 'l', 4, 1, ''), (1693, 18, 211, 'course-view', 'r', 0, 1, ''), (1694, 8, 211, 'course-view', 'r', 1, 1, ''), (1695, 22, 211, 'course-view', 'r', 2, 1, ''), (1696, 20, 212, 'course-view', 'l', 0, 1, ''), (1697, 1, 212, 'course-view', 'l', 1, 1, ''), (1698, 25, 212, 'course-view', 'l', 2, 1, ''), (1699, 2, 212, 'course-view', 'l', 3, 1, ''), (1700, 9, 212, 'course-view', 'l', 4, 1, ''), (1701, 18, 212, 'course-view', 'r', 0, 1, ''), (1702, 8, 212, 'course-view', 'r', 1, 1, ''), (1703, 22, 212, 'course-view', 'r', 2, 1, ''), (1704, 20, 213, 'course-view', 'l', 0, 1, ''), (1705, 1, 213, 'course-view', 'l', 1, 1, ''), (1706, 25, 213, 'course-view', 'l', 2, 1, ''), (1707, 2, 213, 'course-view', 'l', 3, 1, ''), (1708, 9, 213, 'course-view', 'l', 4, 1, ''), (1709, 18, 213, 'course-view', 'r', 0, 1, ''), (1710, 8, 213, 'course-view', 'r', 1, 1, ''), (1711, 22, 213, 'course-view', 'r', 2, 1, ''), (1751, 22, 218, 'course-view', 'r', 2, 1, ''), (1750, 8, 218, 'course-view', 'r', 1, 1, ''), (1749, 18, 218, 'course-view', 'r', 0, 1, ''), (1748, 9, 218, 'course-view', 'l', 4, 1, ''), (1747, 2, 218, 'course-view', 'l', 3, 1, ''), (1746, 25, 218, 'course-view', 'l', 2, 1, ''), (1745, 1, 218, 'course-view', 'l', 1, 1, ''), (1752, 20, 219, 'course-view', 'l', 0, 1, ''), (1753, 1, 219, 'course-view', 'l', 1, 1, ''), (1754, 25, 219, 'course-view', 'l', 2, 1, ''), (1755, 2, 219, 'course-view', 'l', 3, 1, ''), (1756, 9, 219, 'course-view', 'l', 4, 1, ''), (1757, 18, 219, 'course-view', 'r', 0, 1, ''), (1758, 8, 219, 'course-view', 'r', 1, 1, ''), (1759, 22, 219, 'course-view', 'r', 2, 1, ''), (1760, 20, 220, 'course-view', 'l', 0, 1, ''), (1761, 1, 220, 'course-view', 'l', 1, 1, ''), (1762, 25, 220, 'course-view', 'l', 2, 1, ''), (1763, 2, 220, 'course-view', 'l', 3, 1, ''), (1764, 9, 220, 'course-view', 'l', 4, 1, ''), (1765, 18, 220, 'course-view', 'r', 0, 1, ''), (1766, 8, 220, 'course-view', 'r', 1, 1, ''), (1767, 22, 220, 'course-view', 'r', 2, 1, ''), (1768, 20, 221, 'course-view', 'l', 0, 1, ''), (1769, 1, 221, 'course-view', 'l', 1, 1, ''), (1770, 25, 221, 'course-view', 'l', 2, 1, ''), (1771, 2, 221, 'course-view', 'l', 3, 1, ''), (1772, 9, 221, 'course-view', 'l', 4, 1, ''), (1773, 18, 221, 'course-view', 'r', 0, 1, ''), (1774, 8, 221, 'course-view', 'r', 1, 1, ''), (1775, 22, 221, 'course-view', 'r', 2, 1, ''), (1776, 20, 222, 'course-view', 'l', 0, 1, ''), (1777, 1, 222, 'course-view', 'l', 1, 1, ''), (1778, 25, 222, 'course-view', 'l', 2, 1, ''), (1779, 2, 222, 'course-view', 'l', 3, 1, ''), (1780, 9, 222, 'course-view', 'l', 4, 1, ''), (1781, 18, 222, 'course-view', 'r', 0, 1, ''), (1782, 8, 222, 'course-view', 'r', 1, 1, ''), (1783, 22, 222, 'course-view', 'r', 2, 1, ''), (1784, 20, 223, 'course-view', 'l', 0, 1, ''), (1785, 1, 223, 'course-view', 'l', 1, 1, ''), (1786, 25, 223, 'course-view', 'l', 2, 1, ''), (1787, 2, 223, 'course-view', 'l', 3, 1, ''), (1788, 9, 223, 'course-view', 'l', 4, 1, ''), (1789, 18, 223, 'course-view', 'r', 0, 1, ''), (1790, 8, 223, 'course-view', 'r', 1, 1, ''), (1791, 22, 223, 'course-view', 'r', 2, 1, ''), (1792, 20, 224, 'course-view', 'l', 0, 1, ''), (1793, 1, 224, 'course-view', 'l', 1, 1, ''), (1794, 25, 224, 'course-view', 'l', 2, 1, ''), (1795, 2, 224, 'course-view', 'l', 3, 1, ''), (1796, 9, 224, 'course-view', 'l', 4, 1, ''), (1797, 18, 224, 'course-view', 'r', 0, 1, ''), (1798, 8, 224, 'course-view', 'r', 1, 1, ''), (1799, 22, 224, 'course-view', 'r', 2, 1, ''), (1800, 20, 225, 'course-view', 'l', 0, 1, ''), (1801, 1, 225, 'course-view', 'l', 1, 1, ''), (1802, 25, 225, 'course-view', 'l', 2, 1, ''), (1803, 2, 225, 'course-view', 'l', 3, 1, ''), (1804, 9, 225, 'course-view', 'l', 4, 1, ''), (1805, 18, 225, 'course-view', 'r', 0, 1, ''), (1806, 8, 225, 'course-view', 'r', 1, 1, ''), (1807, 22, 225, 'course-view', 'r', 2, 1, ''), (1808, 20, 226, 'course-view', 'l', 0, 1, ''), (1809, 1, 226, 'course-view', 'l', 1, 1, ''), (1810, 25, 226, 'course-view', 'l', 2, 1, ''), (1811, 2, 226, 'course-view', 'l', 3, 1, ''), (1812, 9, 226, 'course-view', 'l', 4, 1, ''), (1813, 18, 226, 'course-view', 'r', 0, 1, ''), (1814, 8, 226, 'course-view', 'r', 1, 1, ''), (1815, 22, 226, 'course-view', 'r', 2, 1, ''), (2070, 8, 258, 'course-view', 'r', 1, 1, ''), (2069, 18, 258, 'course-view', 'r', 0, 1, ''), (2068, 9, 258, 'course-view', 'l', 4, 1, ''), (2067, 2, 258, 'course-view', 'l', 3, 1, ''), (2066, 25, 258, 'course-view', 'l', 2, 1, ''), (2065, 1, 258, 'course-view', 'l', 1, 1, ''), (2064, 20, 258, 'course-view', 'l', 0, 1, ''), (1824, 20, 228, 'course-view', 'l', 0, 1, ''), (1825, 1, 228, 'course-view', 'l', 1, 1, ''), (1826, 25, 228, 'course-view', 'l', 2, 1, ''), (1827, 2, 228, 'course-view', 'l', 3, 1, ''), (1828, 9, 228, 'course-view', 'l', 4, 1, ''), (1829, 18, 228, 'course-view', 'r', 0, 1, ''), (1830, 8, 228, 'course-view', 'r', 1, 1, ''), (1831, 22, 228, 'course-view', 'r', 2, 1, ''), (1862, 8, 232, 'course-view', 'r', 1, 1, ''), (1863, 22, 232, 'course-view', 'r', 2, 1, ''), (1864, 20, 233, 'course-view', 'l', 0, 1, ''), (1865, 1, 233, 'course-view', 'l', 1, 1, ''), (1866, 25, 233, 'course-view', 'l', 2, 1, ''), (1867, 2, 233, 'course-view', 'l', 3, 1, ''), (1868, 9, 233, 'course-view', 'l', 4, 1, ''), (1869, 18, 233, 'course-view', 'r', 0, 1, ''), (1870, 8, 233, 'course-view', 'r', 1, 1, ''), (1871, 22, 233, 'course-view', 'r', 2, 1, ''), (1886, 8, 235, 'course-view', 'r', 1, 1, ''), (1885, 18, 235, 'course-view', 'r', 0, 1, ''), (1884, 9, 235, 'course-view', 'l', 4, 1, ''), (1883, 2, 235, 'course-view', 'l', 3, 1, ''), (1882, 25, 235, 'course-view', 'l', 2, 1, ''), (1881, 1, 235, 'course-view', 'l', 1, 1, ''), (1880, 20, 235, 'course-view', 'l', 0, 1, ''), (1887, 22, 235, 'course-view', 'r', 2, 1, ''), (1888, 20, 236, 'course-view', 'l', 0, 1, ''), (1889, 1, 236, 'course-view', 'l', 1, 1, ''), (1890, 25, 236, 'course-view', 'l', 2, 1, ''), (1891, 2, 236, 'course-view', 'l', 3, 1, ''), (1892, 9, 236, 'course-view', 'l', 4, 1, ''), (1893, 18, 236, 'course-view', 'r', 0, 1, ''), (1894, 8, 236, 'course-view', 'r', 1, 1, ''), (1895, 22, 236, 'course-view', 'r', 2, 1, ''), (1896, 20, 237, 'course-view', 'l', 0, 1, ''), (1897, 1, 237, 'course-view', 'l', 1, 1, ''), (1898, 25, 237, 'course-view', 'l', 2, 1, ''), (1899, 2, 237, 'course-view', 'l', 3, 1, ''), (1900, 9, 237, 'course-view', 'l', 4, 1, ''), (1901, 18, 237, 'course-view', 'r', 0, 1, ''), (1902, 8, 237, 'course-view', 'r', 1, 1, ''), (1903, 22, 237, 'course-view', 'r', 2, 1, ''), (1904, 20, 238, 'course-view', 'l', 0, 1, ''), (1905, 1, 238, 'course-view', 'l', 1, 1, ''), (1906, 25, 238, 'course-view', 'l', 2, 1, ''), (1907, 2, 238, 'course-view', 'l', 3, 1, ''), (1908, 9, 238, 'course-view', 'l', 4, 1, ''), (1909, 18, 238, 'course-view', 'r', 0, 1, ''), (1910, 8, 238, 'course-view', 'r', 1, 1, ''), (1911, 22, 238, 'course-view', 'r', 2, 1, ''), (1974, 8, 246, 'course-view', 'r', 1, 1, ''), (1973, 18, 246, 'course-view', 'r', 0, 1, ''), (1972, 9, 246, 'course-view', 'l', 4, 1, ''), (1971, 2, 246, 'course-view', 'l', 3, 1, ''), (1970, 25, 246, 'course-view', 'l', 2, 1, ''), (1969, 1, 246, 'course-view', 'l', 1, 1, ''), (1968, 20, 246, 'course-view', 'l', 0, 1, ''), (1920, 20, 240, 'course-view', 'l', 0, 1, ''), (1921, 1, 240, 'course-view', 'l', 1, 1, ''), (1922, 25, 240, 'course-view', 'l', 2, 1, ''), (1923, 2, 240, 'course-view', 'l', 3, 1, ''), (1924, 9, 240, 'course-view', 'l', 4, 1, ''), (1925, 18, 240, 'course-view', 'r', 0, 1, ''), (1926, 8, 240, 'course-view', 'r', 1, 1, ''), (1927, 22, 240, 'course-view', 'r', 2, 1, ''), (1928, 20, 241, 'course-view', 'l', 0, 1, ''), (1929, 1, 241, 'course-view', 'l', 1, 1, ''), (1930, 25, 241, 'course-view', 'l', 2, 1, ''), (1931, 2, 241, 'course-view', 'l', 3, 1, ''), (1932, 9, 241, 'course-view', 'l', 4, 1, ''), (1933, 18, 241, 'course-view', 'r', 0, 1, ''), (1934, 8, 241, 'course-view', 'r', 1, 1, ''), (1935, 22, 241, 'course-view', 'r', 2, 1, ''), (1936, 20, 242, 'course-view', 'l', 0, 1, ''), (1937, 1, 242, 'course-view', 'l', 1, 1, ''), (1938, 25, 242, 'course-view', 'l', 2, 1, ''), (1939, 2, 242, 'course-view', 'l', 3, 1, ''), (1940, 9, 242, 'course-view', 'l', 4, 1, ''), (1941, 18, 242, 'course-view', 'r', 0, 1, ''), (1942, 8, 242, 'course-view', 'r', 1, 1, ''), (1943, 22, 242, 'course-view', 'r', 2, 1, ''), (1966, 8, 245, 'course-view', 'r', 1, 1, ''), (1965, 18, 245, 'course-view', 'r', 0, 1, ''), (1964, 9, 245, 'course-view', 'l', 4, 1, ''), (1963, 2, 245, 'course-view', 'l', 3, 1, ''), (1962, 25, 245, 'course-view', 'l', 2, 1, ''), (1961, 1, 245, 'course-view', 'l', 1, 1, ''), (1960, 20, 245, 'course-view', 'l', 0, 1, ''), (1952, 20, 244, 'course-view', 'l', 0, 1, ''), (1953, 1, 244, 'course-view', 'l', 1, 1, ''), (1954, 25, 244, 'course-view', 'l', 2, 1, ''), (1955, 2, 244, 'course-view', 'l', 3, 1, ''), (1956, 9, 244, 'course-view', 'l', 4, 1, ''), (1957, 18, 244, 'course-view', 'r', 0, 1, ''), (1958, 8, 244, 'course-view', 'r', 1, 1, ''), (1959, 22, 244, 'course-view', 'r', 2, 1, ''), (1967, 22, 245, 'course-view', 'r', 2, 1, ''), (1975, 22, 246, 'course-view', 'r', 2, 1, ''), (1976, 20, 247, 'course-view', 'l', 0, 1, ''), (1977, 1, 247, 'course-view', 'l', 1, 1, ''), (1978, 25, 247, 'course-view', 'l', 2, 1, ''), (1979, 2, 247, 'course-view', 'l', 3, 1, ''), (1980, 9, 247, 'course-view', 'l', 4, 1, ''), (1981, 18, 247, 'course-view', 'r', 0, 1, ''), (1982, 8, 247, 'course-view', 'r', 1, 1, ''), (1983, 22, 247, 'course-view', 'r', 2, 1, ''), (1984, 20, 248, 'course-view', 'l', 0, 1, ''), (1985, 1, 248, 'course-view', 'l', 1, 1, ''), (1986, 25, 248, 'course-view', 'l', 2, 1, ''), (1987, 2, 248, 'course-view', 'l', 3, 1, ''), (1988, 9, 248, 'course-view', 'l', 4, 1, ''), (1989, 18, 248, 'course-view', 'r', 0, 1, ''), (1990, 8, 248, 'course-view', 'r', 1, 1, ''), (1991, 22, 248, 'course-view', 'r', 2, 1, ''), (1992, 20, 249, 'course-view', 'l', 0, 1, ''), (1993, 1, 249, 'course-view', 'l', 1, 1, ''), (1994, 25, 249, 'course-view', 'l', 2, 1, ''), (1995, 2, 249, 'course-view', 'l', 3, 1, ''), (1996, 9, 249, 'course-view', 'l', 4, 1, ''), (1997, 18, 249, 'course-view', 'r', 0, 1, ''), (1998, 8, 249, 'course-view', 'r', 1, 1, ''), (1999, 22, 249, 'course-view', 'r', 2, 1, ''), (2000, 20, 250, 'course-view', 'l', 0, 1, ''), (2001, 1, 250, 'course-view', 'l', 1, 1, ''), (2002, 25, 250, 'course-view', 'l', 2, 1, ''), (2003, 2, 250, 'course-view', 'l', 3, 1, ''), (2004, 9, 250, 'course-view', 'l', 4, 1, ''), (2005, 18, 250, 'course-view', 'r', 0, 1, ''), (2006, 8, 250, 'course-view', 'r', 1, 1, ''), (2007, 22, 250, 'course-view', 'r', 2, 1, ''), (2008, 20, 251, 'course-view', 'l', 0, 1, ''), (2009, 1, 251, 'course-view', 'l', 1, 1, ''), (2010, 25, 251, 'course-view', 'l', 2, 1, ''), (2011, 2, 251, 'course-view', 'l', 3, 1, ''), (2012, 9, 251, 'course-view', 'l', 4, 1, ''), (2013, 18, 251, 'course-view', 'r', 0, 1, ''), (2014, 8, 251, 'course-view', 'r', 1, 1, ''), (2015, 22, 251, 'course-view', 'r', 2, 1, ''), (2016, 20, 252, 'course-view', 'l', 0, 1, ''), (2017, 1, 252, 'course-view', 'l', 1, 1, ''), (2018, 25, 252, 'course-view', 'l', 2, 1, ''), (2019, 2, 252, 'course-view', 'l', 3, 1, ''), (2020, 9, 252, 'course-view', 'l', 4, 1, ''), (2021, 18, 252, 'course-view', 'r', 0, 1, ''), (2022, 8, 252, 'course-view', 'r', 1, 1, ''), (2023, 22, 252, 'course-view', 'r', 2, 1, ''), (2024, 20, 253, 'course-view', 'l', 0, 1, ''), (2025, 1, 253, 'course-view', 'l', 1, 1, ''), (2026, 25, 253, 'course-view', 'l', 2, 1, ''), (2027, 2, 253, 'course-view', 'l', 3, 1, ''), (2028, 9, 253, 'course-view', 'l', 4, 1, ''), (2029, 18, 253, 'course-view', 'r', 0, 1, ''), (2030, 8, 253, 'course-view', 'r', 1, 1, ''), (2031, 22, 253, 'course-view', 'r', 2, 1, ''), (2032, 20, 254, 'course-view', 'l', 0, 1, ''), (2033, 1, 254, 'course-view', 'l', 1, 1, ''), (2034, 25, 254, 'course-view', 'l', 2, 1, ''), (2035, 2, 254, 'course-view', 'l', 3, 1, ''), (2036, 9, 254, 'course-view', 'l', 4, 1, ''), (2037, 18, 254, 'course-view', 'r', 0, 1, ''), (2038, 8, 254, 'course-view', 'r', 1, 1, ''), (2039, 22, 254, 'course-view', 'r', 2, 1, ''), (2040, 20, 255, 'course-view', 'l', 0, 1, ''), (2041, 1, 255, 'course-view', 'l', 1, 1, ''), (2042, 25, 255, 'course-view', 'l', 2, 1, ''), (2043, 2, 255, 'course-view', 'l', 3, 1, ''), (2044, 9, 255, 'course-view', 'l', 4, 1, ''), (2045, 18, 255, 'course-view', 'r', 0, 1, ''), (2046, 8, 255, 'course-view', 'r', 1, 1, ''), (2047, 22, 255, 'course-view', 'r', 2, 1, ''), (2062, 8, 257, 'course-view', 'r', 1, 1, ''), (2061, 18, 257, 'course-view', 'r', 0, 1, ''), (2060, 9, 257, 'course-view', 'l', 4, 1, ''), (2059, 2, 257, 'course-view', 'l', 3, 1, ''), (2058, 25, 257, 'course-view', 'l', 2, 1, ''), (2057, 1, 257, 'course-view', 'l', 1, 1, ''), (2056, 20, 257, 'course-view', 'l', 0, 1, ''), (2063, 22, 257, 'course-view', 'r', 2, 1, ''), (2086, 8, 260, 'course-view', 'r', 1, 1, ''), (2087, 22, 260, 'course-view', 'r', 2, 1, ''), (2088, 20, 261, 'course-view', 'l', 0, 1, ''), (2089, 1, 261, 'course-view', 'l', 1, 1, ''), (2090, 25, 261, 'course-view', 'l', 2, 1, ''), (2091, 2, 261, 'course-view', 'l', 3, 1, ''), (2092, 9, 261, 'course-view', 'l', 4, 1, ''), (2093, 18, 261, 'course-view', 'r', 0, 1, ''), (2094, 8, 261, 'course-view', 'r', 1, 1, ''), (2095, 22, 261, 'course-view', 'r', 2, 1, ''), (2096, 20, 262, 'course-view', 'l', 0, 1, ''), (2097, 1, 262, 'course-view', 'l', 1, 1, ''), (2098, 25, 262, 'course-view', 'l', 2, 1, ''), (2099, 2, 262, 'course-view', 'l', 3, 1, ''), (2100, 9, 262, 'course-view', 'l', 4, 1, ''), (2101, 18, 262, 'course-view', 'r', 0, 1, ''), (2102, 8, 262, 'course-view', 'r', 1, 1, ''), (2103, 22, 262, 'course-view', 'r', 2, 1, ''), (2104, 5, 12, 'blog-view', 'r', 0, 1, NULL), (2105, 6, 12, 'blog-view', 'r', 1, 1, NULL), (2106, 9, 12, 'blog-view', 'r', 2, 1, ''), (2107, 20, 263, 'course-view', 'l', 0, 1, ''), (2108, 1, 263, 'course-view', 'l', 1, 1, ''), (2109, 25, 263, 'course-view', 'l', 2, 1, ''), (2110, 2, 263, 'course-view', 'l', 3, 1, ''), (2111, 9, 263, 'course-view', 'l', 4, 1, ''), (2112, 18, 263, 'course-view', 'r', 0, 1, ''), (2113, 8, 263, 'course-view', 'r', 1, 1, ''), (2114, 22, 263, 'course-view', 'r', 2, 1, ''), (2117, 5, 26, 'blog-view', 'r', 0, 1, NULL), (2118, 6, 26, 'blog-view', 'r', 1, 1, NULL), (2119, 20, 264, 'course-view', 'l', 0, 1, ''), (2120, 1, 264, 'course-view', 'l', 1, 1, ''), (2121, 25, 264, 'course-view', 'l', 2, 1, ''), (2122, 2, 264, 'course-view', 'l', 3, 1, ''), (2123, 9, 264, 'course-view', 'l', 4, 1, ''), (2124, 18, 264, 'course-view', 'r', 0, 1, ''), (2125, 8, 264, 'course-view', 'r', 1, 1, ''), (2126, 22, 264, 'course-view', 'r', 2, 1, ''), (2127, 20, 265, 'course-view', 'l', 0, 1, ''), (2128, 1, 265, 'course-view', 'l', 1, 1, ''), (2129, 25, 265, 'course-view', 'l', 2, 1, ''), (2130, 2, 265, 'course-view', 'l', 3, 1, ''), (2131, 9, 265, 'course-view', 'l', 4, 1, ''), (2132, 18, 265, 'course-view', 'r', 0, 1, ''), (2133, 8, 265, 'course-view', 'r', 1, 1, ''), (2134, 22, 265, 'course-view', 'r', 2, 1, ''), (2135, 20, 266, 'course-view', 'l', 0, 1, ''), (2136, 1, 266, 'course-view', 'l', 1, 1, ''), (2137, 25, 266, 'course-view', 'l', 2, 1, ''), (2138, 2, 266, 'course-view', 'l', 3, 1, ''), (2139, 9, 266, 'course-view', 'l', 4, 1, ''), (2140, 18, 266, 'course-view', 'r', 0, 1, ''), (2141, 8, 266, 'course-view', 'r', 1, 1, ''), (2142, 22, 266, 'course-view', 'r', 2, 1, ''), (2143, 20, 267, 'course-view', 'l', 0, 1, ''), (2144, 1, 267, 'course-view', 'l', 1, 1, ''), (2145, 25, 267, 'course-view', 'l', 2, 1, ''), (2146, 2, 267, 'course-view', 'l', 3, 1, ''), (2147, 9, 267, 'course-view', 'l', 4, 1, ''), (2148, 18, 267, 'course-view', 'r', 0, 1, ''), (2149, 8, 267, 'course-view', 'r', 1, 1, ''), (2150, 22, 267, 'course-view', 'r', 2, 1, ''), (2151, 20, 268, 'course-view', 'l', 0, 1, ''), (2152, 1, 268, 'course-view', 'l', 1, 1, ''), (2153, 25, 268, 'course-view', 'l', 2, 1, ''), (2154, 2, 268, 'course-view', 'l', 3, 1, ''), (2155, 9, 268, 'course-view', 'l', 4, 1, ''), (2156, 18, 268, 'course-view', 'r', 0, 1, ''), (2157, 8, 268, 'course-view', 'r', 1, 1, ''), (2158, 22, 268, 'course-view', 'r', 2, 1, ''), (2159, 20, 269, 'course-view', 'l', 0, 1, ''), (2160, 1, 269, 'course-view', 'l', 1, 1, ''), (2161, 25, 269, 'course-view', 'l', 2, 1, ''), (2162, 2, 269, 'course-view', 'l', 3, 1, ''), (2163, 9, 269, 'course-view', 'l', 4, 1, ''), (2164, 18, 269, 'course-view', 'r', 0, 1, ''), (2165, 8, 269, 'course-view', 'r', 1, 1, ''), (2166, 22, 269, 'course-view', 'r', 2, 1, ''), (2167, 20, 270, 'course-view', 'l', 0, 1, ''), (2168, 1, 270, 'course-view', 'l', 1, 1, ''), (2169, 25, 270, 'course-view', 'l', 2, 1, ''), (2170, 2, 270, 'course-view', 'l', 3, 1, ''), (2171, 9, 270, 'course-view', 'l', 4, 1, ''), (2172, 18, 270, 'course-view', 'r', 0, 1, ''), (2173, 8, 270, 'course-view', 'r', 1, 1, ''), (2174, 22, 270, 'course-view', 'r', 2, 1, ''), (2175, 20, 271, 'course-view', 'l', 0, 1, ''), (2176, 1, 271, 'course-view', 'l', 1, 1, ''), (2177, 25, 271, 'course-view', 'l', 2, 1, ''), (2178, 2, 271, 'course-view', 'l', 3, 1, ''), (2179, 9, 271, 'course-view', 'l', 4, 1, ''), (2180, 18, 271, 'course-view', 'r', 0, 1, ''), (2181, 8, 271, 'course-view', 'r', 1, 1, ''), (2182, 22, 271, 'course-view', 'r', 2, 1, ''), (2183, 20, 272, 'course-view', 'l', 0, 1, ''), (2184, 1, 272, 'course-view', 'l', 1, 1, ''), (2185, 25, 272, 'course-view', 'l', 2, 1, ''), (2186, 2, 272, 'course-view', 'l', 3, 1, ''), (2187, 9, 272, 'course-view', 'l', 4, 1, ''), (2188, 18, 272, 'course-view', 'r', 0, 1, ''), (2189, 8, 272, 'course-view', 'r', 1, 1, ''), (2190, 22, 272, 'course-view', 'r', 2, 1, ''), (2191, 20, 273, 'course-view', 'l', 0, 1, ''), (2192, 1, 273, 'course-view', 'l', 1, 1, ''), (2193, 25, 273, 'course-view', 'l', 2, 1, ''), (2194, 2, 273, 'course-view', 'l', 3, 1, ''), (2195, 9, 273, 'course-view', 'l', 4, 1, ''), (2196, 18, 273, 'course-view', 'r', 0, 1, ''), (2197, 8, 273, 'course-view', 'r', 1, 1, ''), (2198, 22, 273, 'course-view', 'r', 2, 1, ''), (2199, 20, 274, 'course-view', 'l', 0, 1, ''), (2200, 1, 274, 'course-view', 'l', 1, 1, ''), (2201, 25, 274, 'course-view', 'l', 2, 1, ''), (2202, 2, 274, 'course-view', 'l', 3, 1, ''), (2203, 9, 274, 'course-view', 'l', 4, 1, ''), (2204, 18, 274, 'course-view', 'r', 0, 1, ''), (2205, 8, 274, 'course-view', 'r', 1, 1, ''), (2206, 22, 274, 'course-view', 'r', 2, 1, ''), (2207, 20, 275, 'course-view', 'l', 0, 1, ''), (2208, 1, 275, 'course-view', 'l', 1, 1, ''), (2209, 25, 275, 'course-view', 'l', 2, 1, ''), (2210, 2, 275, 'course-view', 'l', 3, 1, ''), (2211, 9, 275, 'course-view', 'l', 4, 1, ''), (2212, 18, 275, 'course-view', 'r', 0, 1, ''), (2213, 8, 275, 'course-view', 'r', 1, 1, ''), (2214, 22, 275, 'course-view', 'r', 2, 1, ''), (2215, 20, 276, 'course-view', 'l', 0, 1, ''), (2216, 1, 276, 'course-view', 'l', 1, 1, ''), (2217, 25, 276, 'course-view', 'l', 2, 1, ''), (2218, 2, 276, 'course-view', 'l', 3, 1, ''), (2219, 9, 276, 'course-view', 'l', 4, 1, ''), (2220, 18, 276, 'course-view', 'r', 0, 1, ''), (2221, 8, 276, 'course-view', 'r', 1, 1, ''), (2222, 22, 276, 'course-view', 'r', 2, 1, ''), (2223, 20, 277, 'course-view', 'l', 0, 1, ''), (2224, 1, 277, 'course-view', 'l', 1, 1, ''), (2225, 25, 277, 'course-view', 'l', 2, 1, ''), (2226, 2, 277, 'course-view', 'l', 3, 1, ''), (2227, 9, 277, 'course-view', 'l', 4, 1, ''), (2228, 18, 277, 'course-view', 'r', 0, 1, ''), (2229, 8, 277, 'course-view', 'r', 1, 1, ''), (2230, 22, 277, 'course-view', 'r', 2, 1, ''), (2231, 5, 21, 'blog-view', 'r', 0, 1, NULL), (2232, 6, 21, 'blog-view', 'r', 1, 1, NULL), (2233, 20, 278, 'course-view', 'l', 0, 1, ''), (2234, 1, 278, 'course-view', 'l', 1, 1, ''), (2235, 25, 278, 'course-view', 'l', 2, 1, ''), (2236, 2, 278, 'course-view', 'l', 3, 1, ''), (2237, 9, 278, 'course-view', 'l', 4, 1, ''), (2238, 18, 278, 'course-view', 'r', 0, 1, ''), (2239, 8, 278, 'course-view', 'r', 1, 1, ''), (2240, 22, 278, 'course-view', 'r', 2, 1, ''), (2263, 8, 281, 'course-view', 'r', 1, 1, ''), (2262, 18, 281, 'course-view', 'r', 0, 1, ''), (2261, 9, 281, 'course-view', 'l', 4, 1, ''), (2260, 2, 281, 'course-view', 'l', 3, 1, ''), (2259, 25, 281, 'course-view', 'l', 2, 1, ''), (2258, 1, 281, 'course-view', 'l', 1, 1, ''), (2257, 20, 281, 'course-view', 'l', 0, 1, ''), (2249, 20, 280, 'course-view', 'l', 0, 1, ''), (2250, 1, 280, 'course-view', 'l', 1, 1, ''), (2251, 25, 280, 'course-view', 'l', 2, 1, ''), (2252, 2, 280, 'course-view', 'l', 3, 1, ''), (2253, 9, 280, 'course-view', 'l', 4, 1, ''), (2254, 18, 280, 'course-view', 'r', 0, 1, ''), (2255, 8, 280, 'course-view', 'r', 1, 1, ''), (2256, 22, 280, 'course-view', 'r', 2, 1, ''), (2264, 22, 281, 'course-view', 'r', 2, 1, ''), (2265, 20, 282, 'course-view', 'l', 0, 1, ''), (2266, 1, 282, 'course-view', 'l', 1, 1, ''), (2267, 25, 282, 'course-view', 'l', 2, 1, ''), (2268, 2, 282, 'course-view', 'l', 3, 1, ''), (2269, 9, 282, 'course-view', 'l', 4, 1, ''), (2270, 18, 282, 'course-view', 'r', 0, 1, ''), (2271, 8, 282, 'course-view', 'r', 1, 1, ''), (2272, 22, 282, 'course-view', 'r', 2, 1, ''), (2273, 20, 283, 'course-view', 'l', 0, 1, ''), (2274, 1, 283, 'course-view', 'l', 1, 1, ''), (2275, 25, 283, 'course-view', 'l', 2, 1, ''), (2276, 2, 283, 'course-view', 'l', 3, 1, ''), (2277, 9, 283, 'course-view', 'l', 4, 1, ''), (2278, 18, 283, 'course-view', 'r', 0, 1, ''), (2279, 8, 283, 'course-view', 'r', 1, 1, ''), (2280, 22, 283, 'course-view', 'r', 2, 1, ''), (2281, 20, 284, 'course-view', 'l', 0, 1, ''), (2282, 1, 284, 'course-view', 'l', 1, 1, ''), (2283, 25, 284, 'course-view', 'l', 2, 1, ''), (2284, 2, 284, 'course-view', 'l', 3, 1, ''), (2285, 9, 284, 'course-view', 'l', 4, 1, ''), (2286, 18, 284, 'course-view', 'r', 0, 1, ''), (2287, 8, 284, 'course-view', 'r', 1, 1, ''), (2288, 22, 284, 'course-view', 'r', 2, 1, ''), (2289, 20, 285, 'course-view', 'l', 0, 1, ''), (2290, 1, 285, 'course-view', 'l', 1, 1, ''), (2291, 25, 285, 'course-view', 'l', 2, 1, ''), (2292, 2, 285, 'course-view', 'l', 3, 1, ''), (2293, 9, 285, 'course-view', 'l', 4, 1, ''), (2294, 18, 285, 'course-view', 'r', 0, 1, ''), (2295, 8, 285, 'course-view', 'r', 1, 1, ''), (2296, 22, 285, 'course-view', 'r', 2, 1, ''), (2297, 20, 286, 'course-view', 'l', 0, 1, ''), (2298, 1, 286, 'course-view', 'l', 1, 1, ''), (2299, 25, 286, 'course-view', 'l', 2, 1, ''), (2300, 2, 286, 'course-view', 'l', 3, 1, ''), (2301, 9, 286, 'course-view', 'l', 4, 1, ''), (2302, 18, 286, 'course-view', 'r', 0, 1, ''), (2303, 8, 286, 'course-view', 'r', 1, 1, ''), (2304, 22, 286, 'course-view', 'r', 2, 1, ''), (2305, 20, 287, 'course-view', 'l', 0, 1, ''), (2306, 1, 287, 'course-view', 'l', 1, 1, ''), (2307, 25, 287, 'course-view', 'l', 2, 1, ''), (2308, 2, 287, 'course-view', 'l', 3, 1, ''), (2309, 9, 287, 'course-view', 'l', 4, 1, ''), (2310, 18, 287, 'course-view', 'r', 0, 1, ''), (2311, 8, 287, 'course-view', 'r', 1, 1, ''), (2312, 22, 287, 'course-view', 'r', 2, 1, ''), (2313, 20, 288, 'course-view', 'l', 0, 1, ''), (2314, 1, 288, 'course-view', 'l', 1, 1, ''), (2315, 25, 288, 'course-view', 'l', 2, 1, ''), (2316, 2, 288, 'course-view', 'l', 3, 1, ''), (2317, 9, 288, 'course-view', 'l', 4, 1, ''), (2318, 18, 288, 'course-view', 'r', 0, 1, ''), (2319, 8, 288, 'course-view', 'r', 1, 1, ''), (2320, 22, 288, 'course-view', 'r', 2, 1, ''), (2321, 20, 289, 'course-view', 'l', 0, 1, ''), (2322, 1, 289, 'course-view', 'l', 1, 1, ''), (2323, 25, 289, 'course-view', 'l', 2, 1, ''), (2324, 2, 289, 'course-view', 'l', 3, 1, ''), (2325, 9, 289, 'course-view', 'l', 4, 1, ''), (2326, 18, 289, 'course-view', 'r', 0, 1, ''), (2327, 8, 289, 'course-view', 'r', 1, 1, ''), (2328, 22, 289, 'course-view', 'r', 2, 1, ''), (2329, 20, 290, 'course-view', 'l', 0, 1, ''), (2330, 1, 290, 'course-view', 'l', 1, 1, ''), (2331, 25, 290, 'course-view', 'l', 2, 1, ''), (2332, 2, 290, 'course-view', 'l', 3, 1, ''), (2333, 9, 290, 'course-view', 'l', 4, 1, ''), (2334, 18, 290, 'course-view', 'r', 0, 1, ''), (2335, 8, 290, 'course-view', 'r', 1, 1, ''), (2336, 22, 290, 'course-view', 'r', 2, 1, ''), (2337, 20, 291, 'course-view', 'l', 0, 1, ''), (2338, 1, 291, 'course-view', 'l', 1, 1, ''), (2339, 25, 291, 'course-view', 'l', 2, 1, ''), (2340, 2, 291, 'course-view', 'l', 3, 1, ''), (2341, 9, 291, 'course-view', 'l', 4, 1, ''), (2342, 18, 291, 'course-view', 'r', 0, 1, ''), (2343, 8, 291, 'course-view', 'r', 1, 1, ''), (2344, 22, 291, 'course-view', 'r', 2, 1, ''), (2345, 20, 292, 'course-view', 'l', 0, 1, ''), (2346, 1, 292, 'course-view', 'l', 1, 1, ''), (2347, 25, 292, 'course-view', 'l', 2, 1, ''), (2348, 2, 292, 'course-view', 'l', 3, 1, ''), (2349, 9, 292, 'course-view', 'l', 4, 1, ''), (2350, 18, 292, 'course-view', 'r', 0, 1, ''), (2351, 8, 292, 'course-view', 'r', 1, 1, ''), (2352, 22, 292, 'course-view', 'r', 2, 1, ''), (2353, 20, 293, 'course-view', 'l', 0, 1, ''), (2354, 1, 293, 'course-view', 'l', 1, 1, ''), (2355, 25, 293, 'course-view', 'l', 2, 1, ''), (2356, 2, 293, 'course-view', 'l', 3, 1, ''), (2357, 9, 293, 'course-view', 'l', 4, 1, ''), (2358, 18, 293, 'course-view', 'r', 0, 1, ''), (2359, 8, 293, 'course-view', 'r', 1, 1, ''), (2360, 22, 293, 'course-view', 'r', 2, 1, ''), (2361, 20, 294, 'course-view', 'l', 0, 1, ''), (2362, 1, 294, 'course-view', 'l', 1, 1, ''), (2363, 25, 294, 'course-view', 'l', 2, 1, ''), (2364, 2, 294, 'course-view', 'l', 3, 1, ''), (2365, 9, 294, 'course-view', 'l', 4, 1, ''), (2366, 18, 294, 'course-view', 'r', 0, 1, ''), (2367, 8, 294, 'course-view', 'r', 1, 1, ''), (2368, 22, 294, 'course-view', 'r', 2, 1, ''), (2369, 20, 295, 'course-view', 'l', 0, 1, ''), (2370, 1, 295, 'course-view', 'l', 1, 1, ''), (2371, 25, 295, 'course-view', 'l', 2, 1, ''), (2372, 2, 295, 'course-view', 'l', 3, 1, ''), (2373, 9, 295, 'course-view', 'l', 4, 1, ''), (2374, 18, 295, 'course-view', 'r', 0, 1, ''), (2375, 8, 295, 'course-view', 'r', 1, 1, ''), (2376, 22, 295, 'course-view', 'r', 2, 1, ''), (2377, 20, 296, 'course-view', 'l', 0, 1, ''), (2378, 1, 296, 'course-view', 'l', 1, 1, ''), (2379, 25, 296, 'course-view', 'l', 2, 1, ''), (2380, 2, 296, 'course-view', 'l', 3, 1, ''), (2381, 9, 296, 'course-view', 'l', 4, 1, ''), (2382, 18, 296, 'course-view', 'r', 0, 1, ''), (2383, 8, 296, 'course-view', 'r', 1, 1, ''), (2384, 22, 296, 'course-view', 'r', 2, 1, ''), (2385, 20, 297, 'course-view', 'l', 0, 1, ''), (2386, 1, 297, 'course-view', 'l', 1, 1, ''), (2387, 25, 297, 'course-view', 'l', 2, 1, ''), (2388, 2, 297, 'course-view', 'l', 3, 1, ''), (2389, 9, 297, 'course-view', 'l', 4, 1, ''), (2390, 18, 297, 'course-view', 'r', 0, 1, ''), (2391, 8, 297, 'course-view', 'r', 1, 1, ''), (2392, 22, 297, 'course-view', 'r', 2, 1, ''), (2393, 20, 298, 'course-view', 'l', 0, 1, ''), (2394, 1, 298, 'course-view', 'l', 1, 1, ''), (2395, 25, 298, 'course-view', 'l', 2, 1, ''), (2396, 2, 298, 'course-view', 'l', 3, 1, ''), (2397, 9, 298, 'course-view', 'l', 4, 1, ''), (2398, 18, 298, 'course-view', 'r', 0, 1, ''), (2399, 8, 298, 'course-view', 'r', 1, 1, ''), (2400, 22, 298, 'course-view', 'r', 2, 1, ''), (2401, 20, 299, 'course-view', 'l', 0, 1, ''), (2402, 1, 299, 'course-view', 'l', 1, 1, ''), (2403, 25, 299, 'course-view', 'l', 2, 1, ''), (2404, 2, 299, 'course-view', 'l', 3, 1, ''), (2405, 9, 299, 'course-view', 'l', 4, 1, ''), (2406, 18, 299, 'course-view', 'r', 0, 1, ''), (2407, 8, 299, 'course-view', 'r', 1, 1, ''), (2408, 22, 299, 'course-view', 'r', 2, 1, ''), (2409, 20, 300, 'course-view', 'l', 0, 1, ''), (2410, 1, 300, 'course-view', 'l', 1, 1, ''), (2411, 25, 300, 'course-view', 'l', 2, 1, ''), (2412, 2, 300, 'course-view', 'l', 3, 1, ''), (2413, 9, 300, 'course-view', 'l', 4, 1, ''), (2414, 18, 300, 'course-view', 'r', 0, 1, ''), (2415, 8, 300, 'course-view', 'r', 1, 1, ''), (2416, 22, 300, 'course-view', 'r', 2, 1, ''), (2417, 20, 301, 'course-view', 'l', 0, 1, ''), (2418, 1, 301, 'course-view', 'l', 1, 1, ''), (2419, 25, 301, 'course-view', 'l', 2, 1, ''), (2420, 2, 301, 'course-view', 'l', 3, 1, ''), (2421, 9, 301, 'course-view', 'l', 4, 1, ''), (2422, 18, 301, 'course-view', 'r', 0, 1, ''), (2423, 8, 301, 'course-view', 'r', 1, 1, ''), (2424, 22, 301, 'course-view', 'r', 2, 1, ''), (2425, 20, 302, 'course-view', 'l', 0, 1, ''), (2426, 1, 302, 'course-view', 'l', 1, 1, ''), (2427, 25, 302, 'course-view', 'l', 2, 1, ''), (2428, 2, 302, 'course-view', 'l', 3, 1, ''), (2429, 9, 302, 'course-view', 'l', 4, 1, ''), (2430, 18, 302, 'course-view', 'r', 0, 1, ''), (2431, 8, 302, 'course-view', 'r', 1, 1, ''), (2432, 22, 302, 'course-view', 'r', 2, 1, ''); -- -------------------------------------------------------- -- -- Table structure for table `mdl_block_pinned` -- CREATE TABLE IF NOT EXISTS `mdl_block_pinned` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `blockid` bigint(10) unsigned NOT NULL DEFAULT '0', `pagetype` varchar(20) NOT NULL DEFAULT '', `position` varchar(10) NOT NULL DEFAULT '', `weight` smallint(3) NOT NULL DEFAULT '0', `visible` tinyint(1) NOT NULL DEFAULT '0', `configdata` text NOT NULL, PRIMARY KEY (`id`), KEY `mdl_blocpinn_pag_ix` (`pagetype`), KEY `mdl_blocpinn_blo_ix` (`blockid`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='to pin blocks' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_block_pinned` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_block_rss_client` -- CREATE TABLE IF NOT EXISTS `mdl_block_rss_client` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `userid` bigint(10) unsigned NOT NULL DEFAULT '0', `title` text NOT NULL, `preferredtitle` varchar(64) NOT NULL DEFAULT '', `description` text NOT NULL, `shared` tinyint(2) unsigned NOT NULL DEFAULT '0', `url` varchar(255) NOT NULL DEFAULT '', PRIMARY KEY (`id`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='Remote news feed information. Contains the news feed id, the' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_block_rss_client` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_block_search_documents` -- CREATE TABLE IF NOT EXISTS `mdl_block_search_documents` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `docid` varchar(32) NOT NULL DEFAULT '', `doctype` varchar(32) NOT NULL DEFAULT 'none', `itemtype` varchar(32) NOT NULL DEFAULT 'standard', `title` varchar(255) NOT NULL DEFAULT '', `url` varchar(255) NOT NULL DEFAULT '', `docdate` bigint(10) unsigned NOT NULL DEFAULT '0', `updated` bigint(10) unsigned NOT NULL DEFAULT '0', `courseid` bigint(10) unsigned NOT NULL DEFAULT '0', `groupid` bigint(10) unsigned NOT NULL DEFAULT '0', PRIMARY KEY (`id`), KEY `mdl_blocseardocu_doc_ix` (`docid`), KEY `mdl_blocseardocu_do2_ix` (`doctype`), KEY `mdl_blocseardocu_ite_ix` (`itemtype`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='table to store search index backups' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_block_search_documents` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_cache_filters` -- CREATE TABLE IF NOT EXISTS `mdl_cache_filters` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `filter` varchar(32) NOT NULL DEFAULT '', `version` bigint(10) unsigned NOT NULL DEFAULT '0', `md5key` varchar(32) NOT NULL DEFAULT '', `rawtext` text NOT NULL, `timemodified` bigint(10) unsigned NOT NULL DEFAULT '0', PRIMARY KEY (`id`), KEY `mdl_cachfilt_filmd5_ix` (`filter`,`md5key`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='For keeping information about cached data' AUTO_INCREMENT=1 ; -- -- Dumping data for table `mdl_cache_filters` -- -- -------------------------------------------------------- -- -- Table structure for table `mdl_cache_flags` -- CREATE TABLE IF NOT EXISTS `mdl_cache_flags` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `flagtype` varchar(255) NOT NULL DEFAULT '', `name` varchar(255) NOT NULL DEFAULT '', `timemodified` bigint(10) unsigned NOT NULL DEFAULT '0', `value` mediumtext NOT NULL, `expiry` bigint(10) unsigned NOT NULL, PRIMARY KEY (`id`), KEY `mdl_cachflag_fla_ix` (`flagtype`), KEY `mdl_cachflag_nam_ix` (`name`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='Cache of time-sensitive flags' AUTO_INCREMENT=727 ; -- -- Dumping data for table `mdl_cache_flags` -- INSERT INTO `mdl_cache_flags` (`id`, `flagtype`, `name`, `timemodified`, `value`, `expiry`) VALUES (1, 'accesslib/dirtycontexts', '/1', 1279686225, '1', 1279693425), (2, 'accesslib/dirtycontexts', '/1/12', 1273511688, '1', 1273518888), (3, 'accesslib/dirtycontexts', '/1/13', 1273511873, '1', 1273519073), (4, 'accesslib/dirtycontexts', '/1/14', 1273511970, '1', 1273519170), (5, 'accesslib/dirtycontexts', '/1/15', 1273512069, '1', 1273519269), (6, 'accesslib/dirtycontexts', '/1/16', 1273515094, '1', 1273522294), (7, 'accesslib/dirtycontexts', '/1/17', 1273515202, '1', 1273522402), (8, 'accesslib/dirtycontexts', '/1/18', 1273523469, '1', 1273530669), (9, 'accesslib/dirtycontexts', '/1/19', 1273524112, '1', 1273531312), (10, 'accesslib/dirtycontexts', '/1/20', 1273524162, '1', 1273531362), (11, 'accesslib/dirtycontexts', '/1/16/21', 1273524750, '1', 1273531950), (12, 'accesslib/dirtycontexts', '/1/16/22', 1273524847, '1', 1273532047), (13, 'accesslib/dirtycontexts', '/1/16/23', 1273524924, '1', 1273532124), (14, 'accesslib/dirtycontexts', '/1/17/24', 1273526419, '1', 1273533619), (15, 'accesslib/dirtycontexts', '/1/17/25', 1273526499, '1', 1273533699), (16, 'accesslib/dirtycontexts', '/1/17/26', 1273526553, '1', 1273533753), (17, 'accesslib/dirtycontexts', '/1/17/27', 1273526598, '1', 1273533798), (18, 'accesslib/dirtycontexts', '/1/17/28', 1273526680, '1', 1273533880), (19, 'accesslib/dirtycontexts', '/1/18/29', 1273527394, '1', 1273534594), (20, 'accesslib/dirtycontexts', '/1/18/30', 1273527501, '1', 1273534701), (21, 'accesslib/dirtycontexts', '/1/18/31', 1273527696, '1', 1273534896), (22, 'accesslib/dirtycontexts', '/1/18/32', 1273527841, '1', 1273535041), (23, 'accesslib/dirtycontexts', '/1/18/33', 1273528252, '1', 1273535452), (24, 'accesslib/dirtycontexts', '/1/18/34', 1273528335, '1', 1273535535), (25, 'accesslib/dirtycontexts', '/1/18/35', 1273528391, '1', 1273535591), (26, 'accesslib/dirtycontexts', '/1/18/36', 1273528470, '1', 1273535670), (27, 'accesslib/dirtycontexts', '/1/18/37', 1273529019, '1', 1273536219), (28, 'accesslib/dirtycontexts', '/1/18/37/38', 1273529019, '1', 1273536219), (29, 'accesslib/dirtycontexts', '/1/18/39', 1273528944, '1', 1273536144), (30, 'accesslib/dirtycontexts', '/1/12/38', 1273814263, '1', 1273821463), (31, 'accesslib/dirtycontexts', '/1/18/40', 1273529087, '1', 1273536287), (32, 'accesslib/dirtycontexts', '/1/18/41', 1273529247, '1', 1273536447), (33, 'accesslib/dirtycontexts', '/1/19/42', 1273529354, '1', 1273536554), (34, 'accesslib/dirtycontexts', '/1/19/43', 1273529498, '1', 1273536698), (35, 'accesslib/dirtycontexts', '/1/19/44', 1273529717, '1', 1273536917), (36, 'accesslib/dirtycontexts', '/1/19/45', 1273529844, '1', 1273537044), (37, 'accesslib/dirtycontexts', '/1/19/46', 1273530084, '1', 1273537284), (38, 'accesslib/dirtycontexts', '/1/19/47', 1273530188, '1', 1273537388), (39, 'accesslib/dirtycontexts', '/1/19/48', 1273530267, '1', 1273537467), (40, 'accesslib/dirtycontexts', '/1/19/49', 1273530341, '1', 1273537541), (41, 'accesslib/dirtycontexts', '/1/19/50', 1273530412, '1', 1273537612), (42, 'accesslib/dirtycontexts', '/1/19/51', 1273530515, '1', 1273537715), (43, 'accesslib/dirtycontexts', '/1/20/52', 1273530719, '1', 1273537919), (44, 'accesslib/dirtycontexts', '/1/20/53', 1273530810, '1', 1273538010), (45, 'accesslib/dirtycontexts', '/1/20/54', 1273530912, '1', 1273538112), (46, 'accesslib/dirtycontexts', '/1/20/55', 1273531055, '1', 1273538255), (47, 'accesslib/dirtycontexts', '/1/20/56', 1273531181, '1', 1273538381), (48, 'accesslib/dirtycontexts', '/1/20/57', 1273531301, '1', 1273538501), (49, 'accesslib/dirtycontexts', '/1/20/58', 1273531400, '1', 1273538600), (50, 'accesslib/dirtycontexts', '/1/20/59', 1273531474, '1', 1273538674), (51, 'accesslib/dirtycontexts', '/1/20/60', 1273531576, '1', 1273538776), (52, 'accesslib/dirtycontexts', '/1/20/61', 1273531636, '1', 1273538836), (53, 'accesslib/dirtycontexts', '/1/20/62', 1273531712, '1', 1273538912), (54, 'accesslib/dirtycontexts', '/1/20/63', 1273532133, '1', 1273539333), (55, 'accesslib/dirtycontexts', '/1/19/50/76', 1276461438, '1', 1276468638), (56, 'accesslib/dirtycontexts', '/1/18/30/99', 1276464883, '1', 1276472083), (57, 'accesslib/dirtycontexts', '/1/19/44/116', 1275835117, '1', 1275842317), (58, 'accesslib/dirtycontexts', '/1/20/54/133', 1277270525, '1', 1277277725), (59, 'accesslib/dirtycontexts', '/1/18/30/150', 1275837569, '1', 1275844769), (60, 'accesslib/dirtycontexts', '/1/19/44/170', 1275843358, '1', 1275850558), (61, 'accesslib/dirtycontexts', '/1/20/54/190', 1277270424, '1', 1277277624), (62, 'accesslib/dirtycontexts', '/1/18/31/210', 1276407834, '1', 1276415034), (63, 'accesslib/dirtycontexts', '/1/18/40/211', 1276407989, '1', 1276415189), (64, 'accesslib/dirtycontexts', '/1/17/24/212', 1276408362, '1', 1276415562), (65, 'accesslib/dirtycontexts', '/1/17/26/240', 1276464789, '1', 1276471989), (66, 'accesslib/dirtycontexts', '/1/18/31/250', 1297809489, '1', 1297816689), (67, 'accesslib/dirtycontexts', '/1/18/40/251', 1276410416, '1', 1276417616), (68, 'accesslib/dirtycontexts', '/1/17/24/252', 1281334269, '1', 1281341469), (69, 'accesslib/dirtycontexts', '/1/19/50/254', 1276461369, '1', 1276468569), (70, 'accesslib/dirtycontexts', '/1/255', 1276459868, '1', 1276467068), (71, 'accesslib/dirtycontexts', '/1/256', 1276459943, '1', 1276467143), (72, 'accesslib/dirtycontexts', '/1/18/31/254', 1297809416, '1', 1297816616), (73, 'accesslib/dirtycontexts', '/1/18/39/76', 1276545615, '1', 1276552815), (74, 'accesslib/dirtycontexts', '/1/18/31/257', 1295911855, '1', 1295919055), (75, 'accesslib/dirtycontexts', '/1/18/31/258', 1297809545, '1', 1297816745), (76, 'accesslib/dirtycontexts', '/1/18/40/259', 1295903658, '1', 1295910858), (77, 'accesslib/dirtycontexts', '/1/18/40/260', 1276462399, '1', 1276469599), (78, 'accesslib/dirtycontexts', '/1/261', 1276464213, '1', 1276471413), (79, 'accesslib/dirtycontexts', '/1/18/31/76', 1297809315, '1', 1297816515), (80, 'accesslib/dirtycontexts', '/1/288', 1276560024, '1', 1276567224), (81, 'accesslib/dirtycontexts', '/1/18/36/289', 1276561719, '1', 1276568919), (82, 'accesslib/dirtycontexts', '/1/18/31/310', 1276715127, '1', 1276722327), (83, 'accesslib/dirtycontexts', '/1/17/24/322', 1276715028, '1', 1276722228), (84, 'accesslib/dirtycontexts', '/1/17/24/322/329', 1276715028, '1', 1276722228), (85, 'accesslib/dirtycontexts', '/1/17/24/322/332', 1276715028, '1', 1276722228), (86, 'accesslib/dirtycontexts', '/1/17/24/322/333', 1276715028, '1', 1276722228), (87, 'accesslib/dirtycontexts', '/1/17/24/322/323', 1276715028, '1', 1276722228), (88, 'accesslib/dirtycontexts', '/1/17/24/322/324', 1276715028, '1', 1276722228), (89, 'accesslib/dirtycontexts', '/1/17/24/322/325', 1276715028, '1', 1276722228), (90, 'accesslib/dirtycontexts', '/1/17/24/322/326', 1276715028, '1', 1276722228), (91, 'accesslib/dirtycontexts', '/1/17/24/322/327', 1276715028, '1', 1276722228), (92, 'accesslib/dirtycontexts', '/1/17/24/322/328', 1276715028, '1', 1276722228), (93, 'accesslib/dirtycontexts', '/1/17/24/322/330', 1276715028, '1', 1276722228), (94, 'accesslib/dirtycontexts', '/1/17/24/322/331', 1276715028, '1', 1276722228), (95, 'accesslib/dirtycontexts', '/1/18/31/310/317', 1276715126, '1', 1276722326), (96, 'accesslib/dirtycontexts', '/1/18/31/310/320', 1276715127, '1', 1276722327), (97, 'accesslib/dirtycontexts', '/1/18/31/310/321', 1276715127, '1', 1276722327), (98, 'accesslib/dirtycontexts', '/1/18/31/310/311', 1276715127, '1', 1276722327), (99, 'accesslib/dirtycontexts', '/1/18/31/310/312', 1276715127, '1', 1276722327), (100, 'accesslib/dirtycontexts', '/1/18/31/310/313', 1276715127, '1', 1276722327), (101, 'accesslib/dirtycontexts', '/1/18/31/310/314', 1276715127, '1', 1276722327), (102, 'accesslib/dirtycontexts', '/1/18/31/310/315', 1276715127, '1', 1276722327), (103, 'accesslib/dirtycontexts', '/1/18/31/310/316', 1276715127, '1', 1276722327), (104, 'accesslib/dirtycontexts', '/1/18/31/310/318', 1276715127, '1', 1276722327), (105, 'accesslib/dirtycontexts', '/1/18/31/310/319', 1276715127, '1', 1276722327), (106, 'accesslib/dirtycontexts', '/1/20/62/351', 1281333823, '1', 1281341023), (107, 'accesslib/dirtycontexts', '/1/20/52/361', 1282412156, '1', 1282419356), (108, 'accesslib/dirtycontexts', '/1/19/50/374', 1293499300, '1', 1293506500), (109, 'accesslib/dirtycontexts', '/1/19/50/384', 1288131825, '1', 1288139025), (110, 'accesslib/dirtycontexts', '/1/20/62/385', 1281333823, '1', 1281341023), (111, 'accesslib/dirtycontexts', '/1/20/54/435', 1278888607, '1', 1278895807), (112, 'accesslib/dirtycontexts', '/1/20/54/454', 1278904587, '1', 1278911787), (113, 'accesslib/dirtycontexts', '/1/20/54/471', 1287710152, '1', 1287717352), (114, 'accesslib/dirtycontexts', '/1/19/51/454', 1278906586, '1', 1278913786), (115, 'accesslib/dirtycontexts', '/1/20/60/454', 1288304667, '1', 1288311867), (116, 'accesslib/dirtycontexts', '/1/20/54/487', 1278906732, '1', 1278913932), (117, 'accesslib/dirtycontexts', '/1/20/63/503', 1288299461, '1', 1288306661), (118, 'accesslib/dirtycontexts', '/1/513', 1279689448, '1', 1279696648), (119, 'accesslib/dirtycontexts', '/1/2', 1279684985, '1', 1279692185), (120, 'accesslib/dirtycontexts', '/1/18/30/523', 1279687234, '1', 1279694434), (121, 'accesslib/dirtycontexts', '/1/18/30/538', 1288932024, '1', 1288939224), (122, 'accesslib/dirtycontexts', '/1/18/30/554', 1279690675, '1', 1279697875), (123, 'accesslib/dirtycontexts', '/1/421', 1279691762, '1', 1279698962), (124, 'accesslib/dirtycontexts', '/1/433', 1279692135, '1', 1279699335), (125, 'accesslib/dirtycontexts', '/1/18/31/570', 1287709331, '1', 1287716531), (126, 'accesslib/dirtycontexts', '/1/19/42/584', 1289407089, '1', 1289414289), (127, 'accesslib/dirtycontexts', '/1/18/32/598', 1300897837, '1', 1300905037), (128, 'accesslib/dirtycontexts', '/1/18/40/609', 1280270258, '1', 1280277458), (129, 'accesslib/dirtycontexts', '/1/18/31/620', 1280273142, '1', 1280280342), (130, 'accesslib/dirtycontexts', '/1/18/31/621', 1280273543, '1', 1280280743), (131, 'accesslib/dirtycontexts', '/1/18/31/641', 1289407059, '1', 1289414259), (132, 'accesslib/dirtycontexts', '/1/18/31/651', 1289407122, '1', 1289414322), (133, 'accesslib/dirtycontexts', '/1/19/48/679', 1280280959, '1', 1280288159), (134, 'accesslib/dirtycontexts', '/1/19/42/680', 1289229590, '1', 1289236790), (135, 'accesslib/dirtycontexts', '/1/20/52/681', 1288882901, '1', 1288890101), (136, 'accesslib/dirtycontexts', '/1/18/30/682', 1280329677, '1', 1280336877), (137, 'accesslib/dirtycontexts', '/1/19/44/699', 1280365969, '1', 1280373169), (138, 'accesslib/dirtycontexts', '/1/19/44/709', 1280366435, '1', 1280373635), (139, 'accesslib/dirtycontexts', '/1/19/44/719', 1280366736, '1', 1280373936), (140, 'accesslib/dirtycontexts', '/1/19/44/720', 1280366947, '1', 1280374147), (141, 'accesslib/dirtycontexts', '/1/19/44/721', 1280367066, '1', 1280374266), (142, 'accesslib/dirtycontexts', '/1/18/32/722', 1280984008, '1', 1280991208), (143, 'accesslib/dirtycontexts', '/1/18/34/737', 1280984895, '1', 1280992095), (144, 'accesslib/dirtycontexts', '/1/19/43/752', 1280985353, '1', 1280992553), (145, 'accesslib/dirtycontexts', '/1/19/47/767', 1280986135, '1', 1280993335), (146, 'accesslib/dirtycontexts', '/1/18/32/782', 1300898027, '1', 1300905227), (147, 'accesslib/dirtycontexts', '/1/18/34/797', 1280988592, '1', 1280995792), (148, 'accesslib/dirtycontexts', '/1/20/62/813', 1281275396, '1', 1281282596), (149, 'accesslib/dirtycontexts', '/1/20/62/814', 1291156633, '1', 1291163833), (150, 'accesslib/dirtycontexts', '/1/20/62/815', 1294176351, '1', 1294183551), (151, 'accesslib/dirtycontexts', '/1/20/61/816', 1281275989, '1', 1281283189), (152, 'accesslib/dirtycontexts', '/1/20/62/817', 1281276147, '1', 1281283347), (153, 'accesslib/dirtycontexts', '/1/20/62/818', 1289402764, '1', 1289409964), (154, 'accesslib/dirtycontexts', '/1/20/62/829', 1281332724, '1', 1281339924), (155, 'accesslib/dirtycontexts', '/1/20/62/830', 1287710086, '1', 1287717286), (156, 'accesslib/dirtycontexts', '/1/20/62/831', 1281333020, '1', 1281340220), (157, 'accesslib/dirtycontexts', '/1/17/24/351', 1288131777, '1', 1288138977), (158, 'accesslib/dirtycontexts', '/1/17/24/385', 1281333823, '1', 1281341023), (159, 'accesslib/dirtycontexts', '/1/18/31/252', 1297808302, '1', 1297815502), (160, 'accesslib/dirtycontexts', '/1/20/52/832', 1282412156, '1', 1282419356), (161, 'accesslib/dirtycontexts', '/1/20/52/842', 1282412156, '1', 1282419356), (162, 'accesslib/dirtycontexts', '/1/20/52/843', 1282412156, '1', 1282419356), (163, 'accesslib/dirtycontexts', '/1/20/61/844', 1282024939, '1', 1282032139), (164, 'accesslib/dirtycontexts', '/1/20/61/845', 1282025097, '1', 1282032297), (165, 'accesslib/dirtycontexts', '/1/20/52/843/874', 1282191859, '1', 1282199059), (166, 'accesslib/dirtycontexts', '/1/20/62/832', 1291013295, '1', 1291020495), (167, 'accesslib/dirtycontexts', '/1/20/62/842', 1291013295, '1', 1291020495), (168, 'accesslib/dirtycontexts', '/1/20/62/843', 1291013295, '1', 1291020495), (169, 'accesslib/dirtycontexts', '/1/20/62/361', 1291013295, '1', 1291020495), (170, 'accesslib/dirtycontexts', '/1/921', 1283366327, '1', 1283373527), (171, 'accesslib/dirtycontexts', '/1/922', 1283373697, '1', 1283380897), (172, 'accesslib/dirtycontexts', '/1/20/58/923', 1283374800, '1', 1283382000), (173, 'accesslib/dirtycontexts', '/1/20/58/940', 1285975155, '1', 1285982355), (174, 'accesslib/dirtycontexts', '/1/20/58/941', 1285975198, '1', 1285982398), (175, 'accesslib/dirtycontexts', '/1/20/58/958', 1285975844, '1', 1285983044), (176, 'accesslib/dirtycontexts', '/1/17/27/975', 1283460112, '1', 1283467312), (177, 'accesslib/dirtycontexts', '/1/17/27/1012', 1283563066, '1', 1283570266), (178, 'accesslib/dirtycontexts', '/1/17/27/1022', 1283563196, '1', 1283570396), (179, 'accesslib/dirtycontexts', '/1/17/27/1023', 1283563288, '1', 1283570488), (180, 'accesslib/dirtycontexts', '/1/19/50/1024', 1297807004, '1', 1297814204), (181, 'accesslib/dirtycontexts', '/1/19/50/1025', 1297807489, '1', 1297814689), (182, 'accesslib/dirtycontexts', '/1/19/50/1026', 1284151297, '1', 1284158497), (183, 'accesslib/dirtycontexts', '/1/19/50/1045', 1297807632, '1', 1297814832), (184, 'accesslib/dirtycontexts', '/1/19/50/1046', 1284156636, '1', 1284163836), (185, 'accesslib/dirtycontexts', '/1/19/50/1047', 1284156759, '1', 1284163959), (186, 'accesslib/dirtycontexts', '/1/19/50/1048', 1297807905, '1', 1297815105), (187, 'accesslib/dirtycontexts', '/1/19/50/1058', 1297807545, '1', 1297814745), (188, 'accesslib/dirtycontexts', '/1/19/50/1059', 1297808031, '1', 1297815231), (189, 'accesslib/dirtycontexts', '/1/19/50/1078', 1297807724, '1', 1297814924), (190, 'accesslib/dirtycontexts', '/1/19/50/1079', 1297807592, '1', 1297814792), (191, 'accesslib/dirtycontexts', '/1/19/50/1080', 1284158633, '1', 1284165833), (192, 'accesslib/dirtycontexts', '/1/19/50/1081', 1284158775, '1', 1284165975), (193, 'accesslib/dirtycontexts', '/1/20/62/1082', 1298504287, '1', 1298511487), (194, 'accesslib/dirtycontexts', '/1/20/62/1083', 1294760161, '1', 1294767361), (195, 'accesslib/dirtycontexts', '/1/20/62/1084', 1284160652, '1', 1284167852), (196, 'accesslib/dirtycontexts', '/1/20/62/1085', 1284160781, '1', 1284167981), (197, 'accesslib/dirtycontexts', '/1/19/43/1097', 1284919730, '1', 1284926930), (198, 'accesslib/dirtycontexts', '/1/19/43/1107', 1284919932, '1', 1284927132), (199, 'accesslib/dirtycontexts', '/1/19/43/1108', 1284920086, '1', 1284927286), (200, 'accesslib/dirtycontexts', '/1/19/47/1109', 1284920290, '1', 1284927490), (201, 'accesslib/dirtycontexts', '/1/19/47/1110', 1284920495, '1', 1284927695), (202, 'accesslib/dirtycontexts', '/1/19/47/1111', 1284920592, '1', 1284927792), (203, 'accesslib/dirtycontexts', '/1/19/43/1112', 1284920723, '1', 1284927923), (204, 'accesslib/dirtycontexts', '/1/19/43/1113', 1284920888, '1', 1284928088), (205, 'accesslib/dirtycontexts', '/1/19/47/1114', 1284921025, '1', 1284928225), (206, 'accesslib/dirtycontexts', '/1/19/47/1115', 1284921143, '1', 1284928343), (207, 'accesslib/dirtycontexts', '/1/19/43/1116', 1284921283, '1', 1284928483), (208, 'accesslib/dirtycontexts', '/1/19/47/1117', 1284921634, '1', 1284928834), (209, 'accesslib/dirtycontexts', '/1/19/43/1118', 1284921807, '1', 1284929007), (210, 'accesslib/dirtycontexts', '/1/19/43/1119', 1284924510, '1', 1284931710), (211, 'accesslib/dirtycontexts', '/1/19/47/1120', 1284924623, '1', 1284931823), (212, 'accesslib/dirtycontexts', '/1/19/47/1121', 1284924752, '1', 1284931952), (213, 'accesslib/dirtycontexts', '/1/19/43/1122', 1284924966, '1', 1284932166), (214, 'accesslib/dirtycontexts', '/1/19/47/1123', 1284925046, '1', 1284932246), (215, 'accesslib/dirtycontexts', '/1/19/43/1196', 1284926066, '1', 1284933266), (216, 'accesslib/dirtycontexts', '/1/19/47/1197', 1284926164, '1', 1284933364), (217, 'accesslib/dirtycontexts', '/1/19/43/1198', 1284931043, '1', 1284938243), (218, 'accesslib/dirtycontexts', '/1/19/47/1208', 1284932366, '1', 1284939566), (219, 'accesslib/dirtycontexts', '/1/19/43/1209', 1284932526, '1', 1284939726), (220, 'accesslib/dirtycontexts', '/1/19/47/1210', 1284932606, '1', 1284939806), (221, 'accesslib/dirtycontexts', '/1/19/43/1211', 1284934086, '1', 1284941286), (222, 'accesslib/dirtycontexts', '/1/19/47/1212', 1284934219, '1', 1284941419), (223, 'accesslib/dirtycontexts', '/1/19/43/1213', 1284935069, '1', 1284942269), (224, 'accesslib/dirtycontexts', '/1/19/47/1214', 1284935217, '1', 1284942417), (225, 'accesslib/dirtycontexts', '/1/19/43/1215', 1284935427, '1', 1284942627), (226, 'accesslib/dirtycontexts', '/1/19/47/1216', 1284935539, '1', 1284942739), (227, 'accesslib/dirtycontexts', '/1/19/43/1217', 1284935722, '1', 1284942922), (228, 'accesslib/dirtycontexts', '/1/19/47/1218', 1284936113, '1', 1284943313), (229, 'accesslib/dirtycontexts', '/1/19/43/1219', 1284936317, '1', 1284943517), (230, 'accesslib/dirtycontexts', '/1/19/47/1220', 1284936423, '1', 1284943623), (231, 'accesslib/dirtycontexts', '/1/19/43/1221', 1284937462, '1', 1284944662), (232, 'accesslib/dirtycontexts', '/1/19/47/1222', 1284937546, '1', 1284944746), (233, 'accesslib/dirtycontexts', '/1/19/43/1223', 1284937683, '1', 1284944883), (234, 'accesslib/dirtycontexts', '/1/19/47/1224', 1284937793, '1', 1284944993), (235, 'accesslib/dirtycontexts', '/1/20/62/1082/1244', 1284941413, '1', 1284948613), (236, 'accesslib/dirtycontexts', '/1/19/43/1268', 1284952364, '1', 1284959564), (237, 'accesslib/dirtycontexts', '/1/19/47/1284', 1284956334, '1', 1284963534), (238, 'accesslib/dirtycontexts', '/1/20/62/817/1295', 1284956864, '1', 1284964064), (239, 'accesslib/dirtycontexts', '/1/20/62/1303', 1284959223, '1', 1284966423), (240, 'accesslib/dirtycontexts', '/1/18/31/252/1325', 1285093688, '1', 1285100888), (241, 'accesslib/dirtycontexts', '/1/18/31/252/1326', 1285095614, '1', 1285102814), (242, 'accesslib/dirtycontexts', '/1/18/31/1343', 1297808197, '1', 1297815397), (243, 'accesslib/dirtycontexts', '/1/18/31/1344', 1297808124, '1', 1297815324), (244, 'accesslib/dirtycontexts', '/1/18/31/1345', 1297809375, '1', 1297816575), (245, 'accesslib/dirtycontexts', '/1/18/31/1346', 1285103485, '1', 1285110685), (246, 'accesslib/dirtycontexts', '/1/18/31/1347', 1289229426, '1', 1289236626), (247, 'accesslib/dirtycontexts', '/1/17/24/1367', 1287891049, '1', 1287898249), (248, 'accesslib/dirtycontexts', '/1/17/24/1380', 1285180824, '1', 1285188024), (249, 'accesslib/dirtycontexts', '/1/18/32/1381', 1285181269, '1', 1285188469), (250, 'accesslib/dirtycontexts', '/1/18/32/1398', 1285182898, '1', 1285190098), (251, 'accesslib/dirtycontexts', '/1/18/29/1414', 1285183799, '1', 1285190999), (252, 'accesslib/dirtycontexts', '/1/20/58/1449', 1286204833, '1', 1286212033), (253, 'accesslib/dirtycontexts', '/1/2/68', 1286213641, '1', 1286220841), (254, 'accesslib/dirtycontexts', '/1/2/69', 1286213661, '1', 1286220861), (255, 'accesslib/dirtycontexts', '/1/2/70', 1286213669, '1', 1286220869), (256, 'accesslib/dirtycontexts', '/1/2/65', 1286214107, '1', 1286221307), (257, 'accesslib/dirtycontexts', '/1/2/66', 1286214115, '1', 1286221315), (258, 'accesslib/dirtycontexts', '/1/2/71', 1286214167, '1', 1286221367), (259, 'accesslib/dirtycontexts', '/1/2/75', 1286214711, '1', 1286221911), (260, 'accesslib/dirtycontexts', '/1/18/30/1489', 1288932024, '1', 1288939224), (261, 'accesslib/dirtycontexts', '/1/18/30/1490', 1286323424, '1', 1286330624), (262, 'accesslib/dirtycontexts', '/1/18/30/1491', 1287710412, '1', 1287717612), (263, 'accesslib/dirtycontexts', '/1/20/63/1492', 1286332937, '1', 1286340137), (264, 'accesslib/dirtycontexts', '/1/20/63/1492/1493', 1286333236, '1', 1286340436), (265, 'accesslib/dirtycontexts', '/1/17/24/1516', 1287708877, '1', 1287716077), (266, 'accesslib/dirtycontexts', '/1/17/24/1527', 1288750491, '1', 1288757691), (267, 'accesslib/dirtycontexts', '/1/17/24/1538', 1288750491, '1', 1288757691), (268, 'accesslib/dirtycontexts', '/1/17/24/1538/1548', 1287438989, '1', 1287446189), (269, 'accesslib/dirtycontexts', '/1/17/24/1538/1549', 1287679292, '1', 1287686492), (270, 'accesslib/dirtycontexts', '/1/17/24/1577', 1287891018, '1', 1287898218), (271, 'accesslib/dirtycontexts', '/1/20/62/1516', 1287709296, '1', 1287716496), (272, 'accesslib/dirtycontexts', '/1/20/62/570', 1287709331, '1', 1287716531), (273, 'accesslib/dirtycontexts', '/1/18/31/1516', 1287709296, '1', 1287716496), (274, 'accesslib/dirtycontexts', '/1/18/31/1577', 1287891018, '1', 1287898218), (275, 'accesslib/dirtycontexts', '/1/18/31/1516/1526', 1288030323, '1', 1288037523), (276, 'accesslib/dirtycontexts', '/1/19/42/1592', 1289229576, '1', 1289236776), (277, 'accesslib/dirtycontexts', '/1/19/42/1592/1603', 1288125896, '1', 1288133096), (278, 'accesslib/dirtycontexts', '/1/19/42/1604', 1289229514, '1', 1289236714), (279, 'accesslib/dirtycontexts', '/1/19/50/384/1625', 1288131556, '1', 1288138756), (280, 'accesslib/dirtycontexts', '/1/19/50/351', 1293499300, '1', 1293506500), (281, 'accesslib/dirtycontexts', '/1/18/31/384', 1288750425, '1', 1288757625), (282, 'accesslib/dirtycontexts', '/1/17/24/1638', 1289496709, '1', 1289503909), (283, 'accesslib/dirtycontexts', '/1/17/24/1650', 1288750491, '1', 1288757691), (284, 'accesslib/dirtycontexts', '/1/19/42/1662', 1289407079, '1', 1289414279), (285, 'accesslib/dirtycontexts', '/1/19/48/503', 1288299461, '1', 1288306661), (286, 'accesslib/dirtycontexts', '/1/20/63/1682', 1288302647, '1', 1288309847), (287, 'accesslib/dirtycontexts', '/1/20/63/1683', 1294175136, '1', 1294182336), (288, 'accesslib/dirtycontexts', '/1/20/63/1702', 1294175195, '1', 1294182395), (289, 'accesslib/dirtycontexts', '/1/20/63/1703', 1288304231, '1', 1288311431), (290, 'accesslib/dirtycontexts', '/1/20/60/1704', 1296935322, '1', 1296942522), (291, 'accesslib/dirtycontexts', '/1/20/60/454/461', 1288304664, '1', 1288311864), (292, 'accesslib/dirtycontexts', '/1/20/60/454/464', 1288304666, '1', 1288311866), (293, 'accesslib/dirtycontexts', '/1/20/60/454/465', 1288304666, '1', 1288311866), (294, 'accesslib/dirtycontexts', '/1/20/60/454/466', 1288304666, '1', 1288311866), (295, 'accesslib/dirtycontexts', '/1/20/60/454/467', 1288304666, '1', 1288311866), (296, 'accesslib/dirtycontexts', '/1/20/60/454/468', 1288304666, '1', 1288311866), (297, 'accesslib/dirtycontexts', '/1/20/60/454/469', 1288304666, '1', 1288311866), (298, 'accesslib/dirtycontexts', '/1/20/60/454/470', 1288304666, '1', 1288311866), (299, 'accesslib/dirtycontexts', '/1/20/60/454/455', 1288304666, '1', 1288311866), (300, 'accesslib/dirtycontexts', '/1/20/60/454/456', 1288304666, '1', 1288311866), (301, 'accesslib/dirtycontexts', '/1/20/60/454/457', 1288304666, '1', 1288311866), (302, 'accesslib/dirtycontexts', '/1/20/60/454/458', 1288304666, '1', 1288311866), (303, 'accesslib/dirtycontexts', '/1/20/60/454/459', 1288304666, '1', 1288311866), (304, 'accesslib/dirtycontexts', '/1/20/60/454/460', 1288304666, '1', 1288311866), (305, 'accesslib/dirtycontexts', '/1/20/60/454/462', 1288304666, '1', 1288311866), (306, 'accesslib/dirtycontexts', '/1/20/60/454/463', 1288304666, '1', 1288311866), (307, 'accesslib/dirtycontexts', '/1/20/54/1705', 1288304921, '1', 1288312121), (308, 'accesslib/dirtycontexts', '/1/20/54/1706', 1288305041, '1', 1288312241), (309, 'accesslib/dirtycontexts', '/1/20/60/1707', 1288308200, '1', 1288315400), (310, 'accesslib/dirtycontexts', '/1/20/60/1708', 1288308313, '1', 1288315513), (311, 'accesslib/dirtycontexts', '/1/20/54/1709', 1288308569, '1', 1288315769), (312, 'accesslib/dirtycontexts', '/1/20/60/1710', 1298514179, '1', 1298521379), (313, 'accesslib/dirtycontexts', '/1/20/60/1711', 1288308936, '1', 1288316136), (314, 'accesslib/dirtycontexts', '/1/20/54/1712', 1288309069, '1', 1288316269), (315, 'accesslib/dirtycontexts', '/1/20/60/1713', 1288309169, '1', 1288316369), (316, 'accesslib/dirtycontexts', '/1/20/54/1714', 1288309293, '1', 1288316493), (317, 'accesslib/dirtycontexts', '/1/20/60/1715', 1296860045, '1', 1296867245), (318, 'accesslib/dirtycontexts', '/1/20/60/1716', 1288309498, '1', 1288316698), (319, 'accesslib/dirtycontexts', '/1/20/60/1717', 1288309634, '1', 1288316834), (320, 'accesslib/dirtycontexts', '/1/20/54/1718', 1288309771, '1', 1288316971), (321, 'accesslib/dirtycontexts', '/1/20/60/1719', 1288309942, '1', 1288317142), (322, 'accesslib/dirtycontexts', '/1/20/60/1720', 1288310117, '1', 1288317317), (323, 'accesslib/dirtycontexts', '/1/20/54/1721', 1288310399, '1', 1288317599), (324, 'accesslib/dirtycontexts', '/1/20/61/1731', 1288310669, '1', 1288317869), (325, 'accesslib/dirtycontexts', '/1/20/62/1732', 1288310971, '1', 1288318171), (326, 'accesslib/dirtycontexts', '/1/20/62/1733', 1288311131, '1', 1288318331), (327, 'accesslib/dirtycontexts', '/1/20/62/1734', 1288311406, '1', 1288318606), (328, 'accesslib/dirtycontexts', '/1/20/62/1735', 1288311497, '1', 1288318697), (329, 'accesslib/dirtycontexts', '/1/20/62/1736', 1291152796, '1', 1291159996), (330, 'accesslib/dirtycontexts', '/1/19/43/1737', 1288492574, '1', 1288499774), (331, 'accesslib/dirtycontexts', '/1/20/53/1747', 1288492708, '1', 1288499908), (332, 'accesslib/dirtycontexts', '/1/19/42/384', 1288750425, '1', 1288757625), (333, 'accesslib/dirtycontexts', '/1/19/42/1527', 1288750491, '1', 1288757691), (334, 'accesslib/dirtycontexts', '/1/19/42/1538', 1288750491, '1', 1288757691), (335, 'accesslib/dirtycontexts', '/1/19/42/1650', 1288750491, '1', 1288757691), (336, 'accesslib/dirtycontexts', '/1/20/52/1784', 1288882901, '1', 1288890101), (337, 'accesslib/dirtycontexts', '/1/19/42/1538/1796', 1288878098, '1', 1288885298), (338, 'accesslib/dirtycontexts', '/1/19/42/1797', 1288878382, '1', 1288885582), (339, 'accesslib/dirtycontexts', '/1/17/24/1809', 1289496710, '1', 1289503910), (340, 'accesslib/dirtycontexts', '/1/18/31/1577/1587', 1288881769, '1', 1288888969), (341, 'accesslib/dirtycontexts', '/1/19/51/1839', 1288882176, '1', 1288889376), (342, 'accesslib/dirtycontexts', '/1/19/42/1859', 1288882852, '1', 1288890052), (343, 'accesslib/dirtycontexts', '/1/18/40/681', 1288882901, '1', 1288890101), (344, 'accesslib/dirtycontexts', '/1/18/40/1784', 1288882901, '1', 1288890101), (345, 'accesslib/dirtycontexts', '/1/18/30/1870', 1288931916, '1', 1288939116), (346, 'accesslib/dirtycontexts', '/1/18/1871', 1288931976, '1', 1288939176), (347, 'accesslib/dirtycontexts', '/1/18/1871/538', 1288932024, '1', 1288939224), (348, 'accesslib/dirtycontexts', '/1/18/1871/1489', 1288932024, '1', 1288939224), (349, 'accesslib/dirtycontexts', '/1/18/30/1872', 1288932483, '1', 1288939683), (350, 'accesslib/dirtycontexts', '/1/14/1882', 1289103173, '1', 1289110373), (351, 'accesslib/dirtycontexts', '/1/14/1883', 1289103388, '1', 1289110588), (352, 'accesslib/dirtycontexts', '/1/13/1894', 1289137924, '1', 1289145124), (353, 'accesslib/dirtycontexts', '/1/13/1894/1917', 1289142682, '1', 1289149882), (354, 'accesslib/dirtycontexts', '/1/13/1922', 1289144009, '1', 1289151209), (355, 'accesslib/dirtycontexts', '/1/13/1941', 1289146146, '1', 1289153346), (356, 'accesslib/dirtycontexts', '/1/13/1942', 1289146223, '1', 1289153423), (357, 'accesslib/dirtycontexts', '/1/13/1943', 1289146335, '1', 1289153535), (358, 'accesslib/dirtycontexts', '/1/13/1941/1983', 1289149432, '1', 1289156632), (359, 'accesslib/dirtycontexts', '/1/13/1942/1976', 1289149494, '1', 1289156694), (360, 'accesslib/dirtycontexts', '/1/13/1943/1968', 1289149550, '1', 1289156750), (361, 'accesslib/dirtycontexts', '/1/19/46/1993', 1289154871, '1', 1289162071), (362, 'accesslib/dirtycontexts', '/1/19/46/2011', 1289158557, '1', 1289165757), (363, 'accesslib/dirtycontexts', '/1/13/2026', 1289160145, '1', 1289167345), (364, 'accesslib/dirtycontexts', '/1/13/2044', 1289161865, '1', 1289169065), (365, 'accesslib/dirtycontexts', '/1/13/2063', 1289163052, '1', 1289170252), (366, 'accesslib/dirtycontexts', '/1/13/2088', 1289167748, '1', 1289174948), (367, 'accesslib/dirtycontexts', '/1/19/50/1024/1265', 1289177325, '1', 1289184525), (368, 'accesslib/dirtycontexts', '/1/13/2243', 1289189623, '1', 1289196823), (369, 'accesslib/dirtycontexts', '/1/20/52/2261', 1289228609, '1', 1289235809), (370, 'accesslib/dirtycontexts', '/1/20/52/2261/2268', 1289228608, '1', 1289235808), (371, 'accesslib/dirtycontexts', '/1/20/52/2261/2271', 1289228609, '1', 1289235809), (372, 'accesslib/dirtycontexts', '/1/20/52/2261/2272', 1289228609, '1', 1289235809), (373, 'accesslib/dirtycontexts', '/1/20/52/2261/2262', 1289228609, '1', 1289235809), (374, 'accesslib/dirtycontexts', '/1/20/52/2261/2263', 1289228609, '1', 1289235809), (375, 'accesslib/dirtycontexts', '/1/20/52/2261/2264', 1289228609, '1', 1289235809), (376, 'accesslib/dirtycontexts', '/1/20/52/2261/2265', 1289228609, '1', 1289235809), (377, 'accesslib/dirtycontexts', '/1/20/52/2261/2266', 1289228609, '1', 1289235809), (378, 'accesslib/dirtycontexts', '/1/20/52/2261/2267', 1289228609, '1', 1289235809), (379, 'accesslib/dirtycontexts', '/1/20/52/2261/2269', 1289228609, '1', 1289235809), (380, 'accesslib/dirtycontexts', '/1/20/52/2261/2270', 1289228609, '1', 1289235809), (381, 'accesslib/dirtycontexts', '/1/18/31/1347/1363', 1289229425, '1', 1289236625), (382, 'accesslib/dirtycontexts', '/1/18/31/1347/1357', 1289229425, '1', 1289236625), (383, 'accesslib/dirtycontexts', '/1/18/31/1347/1358', 1289229426, '1', 1289236626), (384, 'accesslib/dirtycontexts', '/1/18/31/1347/1359', 1289229426, '1', 1289236626), (385, 'accesslib/dirtycontexts', '/1/18/31/1347/1360', 1289229426, '1', 1289236626), (386, 'accesslib/dirtycontexts', '/1/18/31/1347/1361', 1289229426, '1', 1289236626), (387, 'accesslib/dirtycontexts', '/1/18/31/1347/1362', 1289229426, '1', 1289236626), (388, 'accesslib/dirtycontexts', '/1/18/31/1347/1364', 1289229426, '1', 1289236626), (389, 'accesslib/dirtycontexts', '/1/18/31/1347/1365', 1289229426, '1', 1289236626), (390, 'accesslib/dirtycontexts', '/1/19/42/1604/1611', 1289229512, '1', 1289236712), (391, 'accesslib/dirtycontexts', '/1/19/42/1604/1614', 1289229512, '1', 1289236712), (392, 'accesslib/dirtycontexts', '/1/19/42/1604/1605', 1289229512, '1', 1289236712), (393, 'accesslib/dirtycontexts', '/1/19/42/1604/1606', 1289229512, '1', 1289236712), (394, 'accesslib/dirtycontexts', '/1/19/42/1604/1607', 1289229512, '1', 1289236712), (395, 'accesslib/dirtycontexts', '/1/19/42/1604/1608', 1289229512, '1', 1289236712), (396, 'accesslib/dirtycontexts', '/1/19/42/1604/1609', 1289229512, '1', 1289236712), (397, 'accesslib/dirtycontexts', '/1/19/42/1604/1610', 1289229512, '1', 1289236712), (398, 'accesslib/dirtycontexts', '/1/19/42/1604/1612', 1289229512, '1', 1289236712), (399, 'accesslib/dirtycontexts', '/1/19/42/1604/1613', 1289229512, '1', 1289236712), (400, 'accesslib/dirtycontexts', '/1/19/42/1592/1599', 1289229573, '1', 1289236773), (401, 'accesslib/dirtycontexts', '/1/19/42/1592/1602', 1289229574, '1', 1289236774), (402, 'accesslib/dirtycontexts', '/1/19/42/1592/1593', 1289229574, '1', 1289236774), (403, 'accesslib/dirtycontexts', '/1/19/42/1592/1594', 1289229574, '1', 1289236774), (404, 'accesslib/dirtycontexts', '/1/19/42/1592/1595', 1289229575, '1', 1289236775), (405, 'accesslib/dirtycontexts', '/1/19/42/1592/1596', 1289229575, '1', 1289236775), (406, 'accesslib/dirtycontexts', '/1/19/42/1592/1597', 1289229575, '1', 1289236775), (407, 'accesslib/dirtycontexts', '/1/19/42/1592/1598', 1289229575, '1', 1289236775), (408, 'accesslib/dirtycontexts', '/1/19/42/1592/1600', 1289229575, '1', 1289236775), (409, 'accesslib/dirtycontexts', '/1/19/42/1592/1601', 1289229575, '1', 1289236775), (410, 'accesslib/dirtycontexts', '/1/19/42/680/1781', 1289229590, '1', 1289236790), (411, 'accesslib/dirtycontexts', '/1/19/42/680/1775', 1289229590, '1', 1289236790), (412, 'accesslib/dirtycontexts', '/1/19/42/680/1776', 1289229590, '1', 1289236790), (413, 'accesslib/dirtycontexts', '/1/19/42/680/1777', 1289229590, '1', 1289236790), (414, 'accesslib/dirtycontexts', '/1/19/42/680/1778', 1289229590, '1', 1289236790), (415, 'accesslib/dirtycontexts', '/1/19/42/680/1779', 1289229590, '1', 1289236790), (416, 'accesslib/dirtycontexts', '/1/19/42/680/1780', 1289229590, '1', 1289236790), (417, 'accesslib/dirtycontexts', '/1/19/42/680/1782', 1289229590, '1', 1289236790), (418, 'accesslib/dirtycontexts', '/1/19/42/680/1783', 1289229590, '1', 1289236790), (419, 'accesslib/dirtycontexts', '/1/17/24/2277', 1289496710, '1', 1289503910), (420, 'accesslib/dirtycontexts', '/1/18/31/1516/1589', 1289239976, '1', 1289247176), (421, 'accesslib/dirtycontexts', '/1/19/42/2297', 1289241105, '1', 1289248305), (422, 'accesslib/dirtycontexts', '/1/17/27/2307', 1297362817, '1', 1297370017), (423, 'accesslib/dirtycontexts', '/1/17/27/2308', 1297363047, '1', 1297370247), (424, 'accesslib/dirtycontexts', '/1/18/39/2309', 1289402673, '1', 1289409873), (425, 'accesslib/dirtycontexts', '/1/18/39/2310', 1289402612, '1', 1289409812), (426, 'accesslib/dirtycontexts', '/1/18/31/2311', 1289281825, '1', 1289289025), (427, 'accesslib/dirtycontexts', '/1/18/31/2312', 1289282031, '1', 1289289231), (428, 'accesslib/dirtycontexts', '/1/18/31/2313', 1289282183, '1', 1289289383), (429, 'accesslib/dirtycontexts', '/1/18/40/2314', 1289282322, '1', 1289289522), (430, 'accesslib/dirtycontexts', '/1/17/27/2315', 1289282500, '1', 1289289700), (431, 'accesslib/dirtycontexts', '/1/18/39/2316', 1289282617, '1', 1289289817), (432, 'accesslib/dirtycontexts', '/1/18/31/2317', 1291217725, '1', 1291224925), (433, 'accesslib/dirtycontexts', '/1/20/61/2318', 1289282932, '1', 1289290132), (434, 'accesslib/dirtycontexts', '/1/18/31/641/648', 1289407058, '1', 1289414258), (435, 'accesslib/dirtycontexts', '/1/18/31/641/664', 1289407058, '1', 1289414258), (436, 'accesslib/dirtycontexts', '/1/18/31/641/666', 1289407058, '1', 1289414258), (437, 'accesslib/dirtycontexts', '/1/18/31/641/668', 1289407058, '1', 1289414258), (438, 'accesslib/dirtycontexts', '/1/18/31/641/670', 1289407058, '1', 1289414258), (439, 'accesslib/dirtycontexts', '/1/18/31/641/671', 1289407058, '1', 1289414258), (440, 'accesslib/dirtycontexts', '/1/18/31/641/672', 1289407058, '1', 1289414258), (441, 'accesslib/dirtycontexts', '/1/18/31/641/642', 1289407059, '1', 1289414259), (442, 'accesslib/dirtycontexts', '/1/18/31/641/643', 1289407059, '1', 1289414259), (443, 'accesslib/dirtycontexts', '/1/18/31/641/644', 1289407059, '1', 1289414259), (444, 'accesslib/dirtycontexts', '/1/18/31/641/645', 1289407059, '1', 1289414259), (445, 'accesslib/dirtycontexts', '/1/18/31/641/646', 1289407059, '1', 1289414259), (446, 'accesslib/dirtycontexts', '/1/18/31/641/647', 1289407059, '1', 1289414259), (447, 'accesslib/dirtycontexts', '/1/18/31/641/649', 1289407059, '1', 1289414259), (448, 'accesslib/dirtycontexts', '/1/18/31/641/650', 1289407059, '1', 1289414259), (449, 'accesslib/dirtycontexts', '/1/19/42/1662/1669', 1289407076, '1', 1289414276), (450, 'accesslib/dirtycontexts', '/1/19/42/1662/1672', 1289407078, '1', 1289414278), (451, 'accesslib/dirtycontexts', '/1/19/42/1662/1663', 1289407078, '1', 1289414278), (452, 'accesslib/dirtycontexts', '/1/19/42/1662/1664', 1289407078, '1', 1289414278), (453, 'accesslib/dirtycontexts', '/1/19/42/1662/1665', 1289407078, '1', 1289414278), (454, 'accesslib/dirtycontexts', '/1/19/42/1662/1666', 1289407078, '1', 1289414278), (455, 'accesslib/dirtycontexts', '/1/19/42/1662/1667', 1289407078, '1', 1289414278), (456, 'accesslib/dirtycontexts', '/1/19/42/1662/1668', 1289407078, '1', 1289414278), (457, 'accesslib/dirtycontexts', '/1/19/42/1662/1670', 1289407078, '1', 1289414278), (458, 'accesslib/dirtycontexts', '/1/19/42/1662/1671', 1289407078, '1', 1289414278), (459, 'accesslib/dirtycontexts', '/1/19/42/584/591', 1289407089, '1', 1289414289), (460, 'accesslib/dirtycontexts', '/1/19/42/584/594', 1289407089, '1', 1289414289), (461, 'accesslib/dirtycontexts', '/1/19/42/584/595', 1289407089, '1', 1289414289), (462, 'accesslib/dirtycontexts', '/1/19/42/584/596', 1289407089, '1', 1289414289), (463, 'accesslib/dirtycontexts', '/1/19/42/584/597', 1289407089, '1', 1289414289), (464, 'accesslib/dirtycontexts', '/1/19/42/584/585', 1289407089, '1', 1289414289), (465, 'accesslib/dirtycontexts', '/1/19/42/584/586', 1289407089, '1', 1289414289), (466, 'accesslib/dirtycontexts', '/1/19/42/584/587', 1289407089, '1', 1289414289), (467, 'accesslib/dirtycontexts', '/1/19/42/584/588', 1289407089, '1', 1289414289), (468, 'accesslib/dirtycontexts', '/1/19/42/584/589', 1289407089, '1', 1289414289), (469, 'accesslib/dirtycontexts', '/1/19/42/584/590', 1289407089, '1', 1289414289), (470, 'accesslib/dirtycontexts', '/1/19/42/584/592', 1289407089, '1', 1289414289), (471, 'accesslib/dirtycontexts', '/1/19/42/584/593', 1289407089, '1', 1289414289), (472, 'accesslib/dirtycontexts', '/1/18/31/651/658', 1289407122, '1', 1289414322), (473, 'accesslib/dirtycontexts', '/1/18/31/651/1773', 1289407122, '1', 1289414322), (474, 'accesslib/dirtycontexts', '/1/18/31/651/1774', 1289407122, '1', 1289414322), (475, 'accesslib/dirtycontexts', '/1/18/31/651/661', 1289407122, '1', 1289414322), (476, 'accesslib/dirtycontexts', '/1/18/31/651/662', 1289407122, '1', 1289414322), (477, 'accesslib/dirtycontexts', '/1/18/31/651/663', 1289407122, '1', 1289414322), (478, 'accesslib/dirtycontexts', '/1/18/31/651/665', 1289407122, '1', 1289414322), (479, 'accesslib/dirtycontexts', '/1/18/31/651/667', 1289407122, '1', 1289414322), (480, 'accesslib/dirtycontexts', '/1/18/31/651/669', 1289407122, '1', 1289414322), (481, 'accesslib/dirtycontexts', '/1/18/31/651/652', 1289407122, '1', 1289414322), (482, 'accesslib/dirtycontexts', '/1/18/31/651/653', 1289407122, '1', 1289414322), (483, 'accesslib/dirtycontexts', '/1/18/31/651/654', 1289407122, '1', 1289414322), (484, 'accesslib/dirtycontexts', '/1/18/31/651/655', 1289407122, '1', 1289414322), (485, 'accesslib/dirtycontexts', '/1/18/31/651/656', 1289407122, '1', 1289414322), (486, 'accesslib/dirtycontexts', '/1/18/31/651/657', 1289407122, '1', 1289414322), (487, 'accesslib/dirtycontexts', '/1/18/31/651/659', 1289407122, '1', 1289414322), (488, 'accesslib/dirtycontexts', '/1/18/31/651/660', 1289407122, '1', 1289414322), (489, 'accesslib/dirtycontexts', '/1/18/31/1638', 1289496710, '1', 1289503910), (490, 'accesslib/dirtycontexts', '/1/18/31/1809', 1291217702, '1', 1291224902), (491, 'accesslib/dirtycontexts', '/1/18/31/2277', 1289509607, '1', 1289516807), (492, 'accesslib/dirtycontexts', '/1/17/24/2394', 1297363129, '1', 1297370329), (493, 'accesslib/dirtycontexts', '/1/18/40/2277', 1289509607, '1', 1289516807), (494, 'accesslib/dirtycontexts', '/1/19/2408', 1289512376, '1', 1289519576), (495, 'accesslib/dirtycontexts', '/1/19/2408/2409', 1289512788, '1', 1289519988), (496, 'accesslib/dirtycontexts', '/1/19/2408/2420', 1289518226, '1', 1289525426), (497, 'accesslib/dirtycontexts', '/1/19/2408/2431', 1289519732, '1', 1289526932), (498, 'accesslib/dirtycontexts', '/1/20/54/2455', 1289933429, '1', 1289940629), (499, 'accesslib/dirtycontexts', '/1/17/24/2470', 1289938692, '1', 1289945892), (500, 'accesslib/dirtycontexts', '/1/17/24/2470/2477', 1289938690, '1', 1289945890), (501, 'accesslib/dirtycontexts', '/1/17/24/2470/2480', 1289938691, '1', 1289945891), (502, 'accesslib/dirtycontexts', '/1/17/24/2470/2481', 1289938691, '1', 1289945891), (503, 'accesslib/dirtycontexts', '/1/17/24/2470/2471', 1289938692, '1', 1289945892), (504, 'accesslib/dirtycontexts', '/1/17/24/2470/2472', 1289938692, '1', 1289945892), (505, 'accesslib/dirtycontexts', '/1/17/24/2470/2473', 1289938692, '1', 1289945892), (506, 'accesslib/dirtycontexts', '/1/17/24/2470/2474', 1289938692, '1', 1289945892), (507, 'accesslib/dirtycontexts', '/1/17/24/2470/2475', 1289938692, '1', 1289945892), (508, 'accesslib/dirtycontexts', '/1/17/24/2470/2476', 1289938692, '1', 1289945892), (509, 'accesslib/dirtycontexts', '/1/17/24/2470/2478', 1289938692, '1', 1289945892), (510, 'accesslib/dirtycontexts', '/1/17/24/2470/2479', 1289938692, '1', 1289945892), (511, 'accesslib/dirtycontexts', '/1/17/24/2482', 1292050413, '1', 1292057613), (512, 'accesslib/dirtycontexts', '/1/17/26/2497', 1289940206, '1', 1289947406), (513, 'accesslib/dirtycontexts', '/1/17/26/2497/2508', 1289940574, '1', 1289947774), (514, 'accesslib/dirtycontexts', '/1/17/26/2497/2507', 1289940626, '1', 1289947826), (515, 'accesslib/dirtycontexts', '/1/18/31/2514', 1290006748, '1', 1290013948), (516, 'accesslib/dirtycontexts', '/1/18/31/2514/2524', 1290009479, '1', 1290016679), (517, 'accesslib/dirtycontexts', '/1/18/30/150/2536', 1290014400, '1', 1290021600), (518, 'accesslib/dirtycontexts', '/1/17/24/2544', 1292050413, '1', 1292057613), (519, 'accesslib/dirtycontexts', '/1/17/24/2559', 1290441764, '1', 1290448964), (520, 'accesslib/dirtycontexts', '/1/19/42/2573', 1290018567, '1', 1290025767), (521, 'accesslib/dirtycontexts', '/1/19/42/2573/2586', 1290019925, '1', 1290027125), (522, 'accesslib/dirtycontexts', '/1/18/31/2589', 1290021625, '1', 1290028825), (523, 'accesslib/dirtycontexts', '/1/17/24/2606', 1292050413, '1', 1292057613), (524, 'accesslib/dirtycontexts', '/1/18/29/2607', 1290119927, '1', 1290127127), (525, 'accesslib/dirtycontexts', '/1/19/2408/2622', 1290117244, '1', 1290124444), (526, 'accesslib/dirtycontexts', '/1/19/2408/2622/2632', 1290117552, '1', 1290124752), (527, 'accesslib/dirtycontexts', '/1/18/29/2607/2614', 1290119923, '1', 1290127123), (528, 'accesslib/dirtycontexts', '/1/18/29/2607/2617', 1290119923, '1', 1290127123), (529, 'accesslib/dirtycontexts', '/1/18/29/2607/2618', 1290119923, '1', 1290127123), (530, 'accesslib/dirtycontexts', '/1/18/29/2607/2619', 1290119923, '1', 1290127123), (531, 'accesslib/dirtycontexts', '/1/18/29/2607/2620', 1290119923, '1', 1290127123), (532, 'accesslib/dirtycontexts', '/1/18/29/2607/2621', 1290119923, '1', 1290127123), (533, 'accesslib/dirtycontexts', '/1/18/29/2607/2608', 1290119923, '1', 1290127123), (534, 'accesslib/dirtycontexts', '/1/18/29/2607/2609', 1290119923, '1', 1290127123), (535, 'accesslib/dirtycontexts', '/1/18/29/2607/2610', 1290119923, '1', 1290127123), (536, 'accesslib/dirtycontexts', '/1/18/29/2607/2611', 1290119923, '1', 1290127123), (537, 'accesslib/dirtycontexts', '/1/18/29/2607/2612', 1290119923, '1', 1290127123), (538, 'accesslib/dirtycontexts', '/1/18/29/2607/2613', 1290119923, '1', 1290127123), (539, 'accesslib/dirtycontexts', '/1/18/29/2607/2615', 1290119923, '1', 1290127123), (540, 'accesslib/dirtycontexts', '/1/18/29/2607/2616', 1290119923, '1', 1290127123), (541, 'accesslib/dirtycontexts', '/1/20/56/2638', 1290120050, '1', 1290127250), (542, 'accesslib/dirtycontexts', '/1/18/30/1490/2668', 1290440524, '1', 1290447724), (543, 'accesslib/dirtycontexts', '/1/18/30/1490/2670', 1290441316, '1', 1290448516), (544, 'accesslib/dirtycontexts', '/1/17/24/2559/2566', 1290441744, '1', 1290448944), (545, 'accesslib/dirtycontexts', '/1/17/24/2559/2569', 1290441745, '1', 1290448945), (546, 'accesslib/dirtycontexts', '/1/17/24/2559/2570', 1290441745, '1', 1290448945), (547, 'accesslib/dirtycontexts', '/1/17/24/2559/2571', 1290441746, '1', 1290448946), (548, 'accesslib/dirtycontexts', '/1/17/24/2559/2572', 1290441746, '1', 1290448946), (549, 'accesslib/dirtycontexts', '/1/17/24/2559/2560', 1290441746, '1', 1290448946), (550, 'accesslib/dirtycontexts', '/1/17/24/2559/2561', 1290441746, '1', 1290448946), (551, 'accesslib/dirtycontexts', '/1/17/24/2559/2562', 1290441746, '1', 1290448946), (552, 'accesslib/dirtycontexts', '/1/17/24/2559/2563', 1290441746, '1', 1290448946), (553, 'accesslib/dirtycontexts', '/1/17/24/2559/2564', 1290441747, '1', 1290448947), (554, 'accesslib/dirtycontexts', '/1/17/24/2559/2565', 1290441747, '1', 1290448947), (555, 'accesslib/dirtycontexts', '/1/17/24/2559/2567', 1290441747, '1', 1290448947), (556, 'accesslib/dirtycontexts', '/1/17/24/2559/2568', 1290441747, '1', 1290448947), (557, 'accesslib/dirtycontexts', '/1/19/42/2672', 1290442034, '1', 1290449234), (558, 'accesslib/dirtycontexts', '/1/19/44/719/2693', 1290442460, '1', 1290449660), (559, 'accesslib/dirtycontexts', '/1/17/24/2710', 1292050415, '1', 1292057615), (560, 'accesslib/dirtycontexts', '/1/17/24/2710/2725', 1290445478, '1', 1290452678), (561, 'accesslib/dirtycontexts', '/1/17/24/2710/2727', 1290446090, '1', 1290453290), (562, 'accesslib/dirtycontexts', '/1/19/47/767/2739', 1290449908, '1', 1290457108), (563, 'accesslib/dirtycontexts', '/1/20/54/2741', 1290458158, '1', 1290465358), (564, 'accesslib/dirtycontexts', '/1/19/44/2751', 1290458287, '1', 1290465487), (565, 'accesslib/dirtycontexts', '/1/2/1486', 1290928255, '1', 1290935455), (566, 'accesslib/dirtycontexts', '/1/18/40/2775', 1291010369, '1', 1291017569), (567, 'accesslib/dirtycontexts', '/1/18/31/2776', 1291010575, '1', 1291017775), (568, 'accesslib/dirtycontexts', '/1/19/48/2777', 1291011498, '1', 1291018698), (569, 'accesslib/dirtycontexts', '/1/19/42/2778', 1291011795, '1', 1291018995), (570, 'accesslib/dirtycontexts', '/1/19/44/2779', 1291012384, '1', 1291019584), (571, 'accesslib/dirtycontexts', '/1/20/54/2780', 1291012523, '1', 1291019723), (572, 'accesslib/dirtycontexts', '/1/20/62/2781', 1291013469, '1', 1291020669), (573, 'accesslib/dirtycontexts', '/1/18/40/842', 1291013295, '1', 1291020495), (574, 'accesslib/dirtycontexts', '/1/18/40/843', 1291013295, '1', 1291020495), (575, 'accesslib/dirtycontexts', '/1/18/40/832', 1291013295, '1', 1291020495), (576, 'accesslib/dirtycontexts', '/1/18/40/361', 1291013295, '1', 1291020495), (577, 'accesslib/dirtycontexts', '/1/20/53/2787', 1299183713, '1', 1299190913), (578, 'accesslib/dirtycontexts', '/1/20/62/1736/2159', 1291152791, '1', 1291159991), (579, 'accesslib/dirtycontexts', '/1/20/62/1736/2153', 1291152795, '1', 1291159995), (580, 'accesslib/dirtycontexts', '/1/20/62/1736/2154', 1291152795, '1', 1291159995), (581, 'accesslib/dirtycontexts', '/1/20/62/1736/2155', 1291152795, '1', 1291159995), (582, 'accesslib/dirtycontexts', '/1/20/62/1736/2156', 1291152795, '1', 1291159995), (583, 'accesslib/dirtycontexts', '/1/20/62/1736/2157', 1291152795, '1', 1291159995), (584, 'accesslib/dirtycontexts', '/1/20/62/1736/2158', 1291152795, '1', 1291159995), (585, 'accesslib/dirtycontexts', '/1/20/62/1736/2160', 1291152795, '1', 1291159995), (586, 'accesslib/dirtycontexts', '/1/20/62/1736/2161', 1291152795, '1', 1291159995), (587, 'accesslib/dirtycontexts', '/1/18/31/1809/1816', 1291217696, '1', 1291224896), (588, 'accesslib/dirtycontexts', '/1/18/31/1809/1819', 1291217697, '1', 1291224897), (589, 'accesslib/dirtycontexts', '/1/18/31/1809/1820', 1291217697, '1', 1291224897), (590, 'accesslib/dirtycontexts', '/1/18/31/1809/1821', 1291217697, '1', 1291224897), (591, 'accesslib/dirtycontexts', '/1/18/31/1809/1822', 1291217697, '1', 1291224897), (592, 'accesslib/dirtycontexts', '/1/18/31/1809/1823', 1291217697, '1', 1291224897), (593, 'accesslib/dirtycontexts', '/1/18/31/1809/2405', 1291217697, '1', 1291224897), (594, 'accesslib/dirtycontexts', '/1/18/31/1809/1810', 1291217698, '1', 1291224898), (595, 'accesslib/dirtycontexts', '/1/18/31/1809/1811', 1291217698, '1', 1291224898), (596, 'accesslib/dirtycontexts', '/1/18/31/1809/1812', 1291217698, '1', 1291224898), (597, 'accesslib/dirtycontexts', '/1/18/31/1809/1813', 1291217698, '1', 1291224898), (598, 'accesslib/dirtycontexts', '/1/18/31/1809/1814', 1291217698, '1', 1291224898), (599, 'accesslib/dirtycontexts', '/1/18/31/1809/1815', 1291217698, '1', 1291224898), (600, 'accesslib/dirtycontexts', '/1/18/31/1809/1817', 1291217698, '1', 1291224898), (601, 'accesslib/dirtycontexts', '/1/18/31/1809/1818', 1291217698, '1', 1291224898), (602, 'accesslib/dirtycontexts', '/1/18/31/2317/2735', 1291217725, '1', 1291224925), (603, 'accesslib/dirtycontexts', '/1/18/31/2317/2729', 1291217725, '1', 1291224925), (604, 'accesslib/dirtycontexts', '/1/18/31/2317/2730', 1291217725, '1', 1291224925), (605, 'accesslib/dirtycontexts', '/1/18/31/2317/2731', 1291217725, '1', 1291224925), (606, 'accesslib/dirtycontexts', '/1/18/31/2317/2732', 1291217725, '1', 1291224925), (607, 'accesslib/dirtycontexts', '/1/18/31/2317/2733', 1291217725, '1', 1291224925), (608, 'accesslib/dirtycontexts', '/1/18/31/2317/2734', 1291217725, '1', 1291224925), (609, 'accesslib/dirtycontexts', '/1/18/31/2317/2736', 1291217725, '1', 1291224925), (610, 'accesslib/dirtycontexts', '/1/18/31/2317/2737', 1291217725, '1', 1291224925), (611, 'accesslib/dirtycontexts', '/1/18/31/2808', 1291217845, '1', 1291225045), (612, 'accesslib/dirtycontexts', '/1/19/42/2823', 1291222933, '1', 1291230133), (613, 'accesslib/dirtycontexts', '/1/18/1871/538/552', 1291411689, '1', 1291418889), (614, 'accesslib/dirtycontexts', '/1/19/51/2840', 1291421806, '1', 1291429006), (615, 'accesslib/dirtycontexts', '/1/18/30/523/2852', 1291651749, '1', 1291658949), (616, 'accesslib/dirtycontexts', '/1/18/30/523/2851', 1291651757, '1', 1291658957), (617, 'accesslib/dirtycontexts', '/1/17/24/2857', 1292050415, '1', 1292057615), (618, 'accesslib/dirtycontexts', '/1/19/50/2872', 1297806303, '1', 1297813503), (619, 'accesslib/dirtycontexts', '/1/19/50/2872/2882', 1291825523, '1', 1291832723), (620, 'accesslib/dirtycontexts', '/1/20/62/2891', 1298504401, '1', 1298511601), (621, 'accesslib/dirtycontexts', '/1/18/40/2482', 1292050413, '1', 1292057613), (622, 'accesslib/dirtycontexts', '/1/18/40/2544', 1292050413, '1', 1292057613), (623, 'accesslib/dirtycontexts', '/1/18/40/2606', 1292050414, '1', 1292057614), (624, 'accesslib/dirtycontexts', '/1/18/40/2710', 1292050415, '1', 1292057615), (625, 'accesslib/dirtycontexts', '/1/18/40/2857', 1297809622, '1', 1297816822), (626, 'accesslib/dirtycontexts', '/1/2/2906', 1292052191, '1', 1292059391), (627, 'accesslib/dirtycontexts', '/1/2/2909', 1292052251, '1', 1292059451), (628, 'accesslib/dirtycontexts', '/1/18/31/252/1324', 1292523274, '1', 1292530474), (629, 'accesslib/dirtycontexts', '/1/18/31/252/1333', 1292523848, '1', 1292531048), (630, 'accesslib/dirtycontexts', '/1/18/31/252/2917', 1292524283, '1', 1292531483), (631, 'accesslib/dirtycontexts', '/1/18/31/252/1332', 1292524295, '1', 1292531495), (632, 'accesslib/dirtycontexts', '/1/18/31/252/2914', 1292524399, '1', 1292531599), (633, 'accesslib/dirtycontexts', '/1/1366', 1293133676, '1', 1293140876), (634, 'accesslib/dirtycontexts', '/1/2907', 1293133724, '1', 1293140924); INSERT INTO `mdl_cache_flags` (`id`, `flagtype`, `name`, `timemodified`, `value`, `expiry`) VALUES (635, 'accesslib/dirtycontexts', '/1/20/55/2923', 1293143688, '1', 1293150888), (636, 'accesslib/dirtycontexts', '/1/18/31/374', 1293499300, '1', 1293506500), (637, 'accesslib/dirtycontexts', '/1/18/31/351', 1293499300, '1', 1293506500), (638, 'accesslib/dirtycontexts', '/1/19/42/2954', 1293504385, '1', 1293511585), (639, 'accesslib/dirtycontexts', '/1/20/58/2966', 1294175078, '1', 1294182278), (640, 'accesslib/dirtycontexts', '/1/19/44/116/3021', 1294340245, '1', 1294347445), (641, 'accesslib/dirtycontexts', '/1/19/47/3047', 1294683279, '1', 1294690479), (642, 'accesslib/dirtycontexts', '/1/20/56/3067', 1294686744, '1', 1294693944), (643, 'accesslib/dirtycontexts', '/1/19/42/259', 1295903659, '1', 1295910859), (644, 'accesslib/dirtycontexts', '/1/18/31/3124', 1295992825, '1', 1296000025), (645, 'accesslib/dirtycontexts', '/1/18/31/3124/3134', 1295992975, '1', 1296000175), (646, 'accesslib/dirtycontexts', '/1/17/24/3139', 1296056423, '1', 1296063623), (647, 'accesslib/dirtycontexts', '/1/17/24/3139/3149', 1296059316, '1', 1296066516), (648, 'accesslib/dirtycontexts', '/1/18/31/2313/3160', 1296138982, '1', 1296146182), (649, 'accesslib/dirtycontexts', '/1/18/31/2313/3162', 1296139257, '1', 1296146457), (650, 'accesslib/dirtycontexts', '/1/18/39/3171', 1296145257, '1', 1296152457), (651, 'accesslib/dirtycontexts', '/1/19/50/3186', 1297807985, '1', 1297815185), (652, 'accesslib/dirtycontexts', '/1/17/3201', 1296148758, '1', 1296155958), (653, 'accesslib/dirtycontexts', '/1/17/25/3202', 1296149019, '1', 1296156219), (654, 'accesslib/dirtycontexts', '/1/17/25/3202/3212', 1296152563, '1', 1296159763), (655, 'accesslib/dirtycontexts', '/1/17/25/3202/3213', 1296152569, '1', 1296159769), (656, 'accesslib/dirtycontexts', '/1/18/33/3219', 1296153315, '1', 1296160515), (657, 'accesslib/dirtycontexts', '/1/18/31/3234', 1296162414, '1', 1296169614), (658, 'accesslib/dirtycontexts', '/1/18/39/3249', 1296163440, '1', 1296170640), (659, 'accesslib/dirtycontexts', '/1/18/39/3249/3259', 1296164232, '1', 1296171432), (660, 'accesslib/dirtycontexts', '/1/19/2408/3286', 1296575309, '1', 1296582509), (661, 'accesslib/dirtycontexts', '/1/20/56/3067/3304', 1296591961, '1', 1296599161), (662, 'accesslib/dirtycontexts', '/1/18/39/3307', 1297266602, '1', 1297273802), (663, 'accesslib/dirtycontexts', '/1/18/39/3308', 1296666918, '1', 1296674118), (664, 'accesslib/dirtycontexts', '/1/17/24/1380/3326', 1296755343, '1', 1296762543), (665, 'accesslib/dirtycontexts', '/1/17/24/1380/3325', 1296755395, '1', 1296762595), (666, 'accesslib/dirtycontexts', '/1/17/24/385/408', 1296758483, '1', 1296765683), (667, 'accesslib/dirtycontexts', '/1/17/24/385/409', 1296758525, '1', 1296765725), (668, 'accesslib/dirtycontexts', '/1/17/24/385/412', 1296758538, '1', 1296765738), (669, 'accesslib/dirtycontexts', '/1/17/24/385/413', 1296758555, '1', 1296765755), (670, 'accesslib/dirtycontexts', '/1/17/24/385/416', 1296758569, '1', 1296765769), (671, 'accesslib/dirtycontexts', '/1/17/27/1012/3340', 1296767821, '1', 1296775021), (672, 'accesslib/dirtycontexts', '/1/20/54/1715', 1296860047, '1', 1296867247), (673, 'accesslib/dirtycontexts', '/1/18/39/3307/3359', 1297266601, '1', 1297273801), (674, 'accesslib/dirtycontexts', '/1/18/39/3307/3353', 1297266601, '1', 1297273801), (675, 'accesslib/dirtycontexts', '/1/18/39/3307/3354', 1297266602, '1', 1297273802), (676, 'accesslib/dirtycontexts', '/1/18/39/3307/3355', 1297266602, '1', 1297273802), (677, 'accesslib/dirtycontexts', '/1/18/39/3307/3356', 1297266602, '1', 1297273802), (678, 'accesslib/dirtycontexts', '/1/18/39/3307/3357', 1297266602, '1', 1297273802), (679, 'accesslib/dirtycontexts', '/1/18/39/3307/3358', 1297266602, '1', 1297273802), (680, 'accesslib/dirtycontexts', '/1/18/39/3307/3360', 1297266602, '1', 1297273802), (681, 'accesslib/dirtycontexts', '/1/18/39/3307/3361', 1297266602, '1', 1297273802), (682, 'accesslib/dirtycontexts', '/1/19/50/3362', 1297807985, '1', 1297815185), (683, 'accesslib/dirtycontexts', '/1/18/31/3385', 1297269901, '1', 1297277101), (684, 'accesslib/dirtycontexts', '/1/17/24/3385', 1297269901, '1', 1297277101), (685, 'accesslib/dirtycontexts', '/1/18/40/3400', 1297270010, '1', 1297277210), (686, 'accesslib/dirtycontexts', '/1/18/40/3428', 1297278133, '1', 1297285333), (687, 'accesslib/dirtycontexts', '/1/18/40/3428/3429', 1297278262, '1', 1297285462), (688, 'accesslib/dirtycontexts', '/1/18/40/3428/3429/3442', 1297280061, '1', 1297287261), (689, 'accesslib/dirtycontexts', '/1/18/31/3453', 1297363665, '1', 1297370865), (690, 'accesslib/dirtycontexts', '/1/19/42/3468', 1297365869, '1', 1297373069), (691, 'accesslib/dirtycontexts', '/1/19/44/3483', 1297366993, '1', 1297374193), (692, 'accesslib/dirtycontexts', '/1/18/29/3498', 1297369082, '1', 1297376282), (693, 'accesslib/dirtycontexts', '/1/19/3513', 1297807226, '1', 1297814426), (694, 'accesslib/dirtycontexts', '/1/19/3513/3514', 1297807146, '1', 1297814346), (695, 'accesslib/dirtycontexts', '/1/18/33/3219/3532', 1297379288, '1', 1297386488), (696, 'accesslib/dirtycontexts', '/1/19/44/3537', 1297391627, '1', 1297398827), (697, 'accesslib/dirtycontexts', '/1/20/54/3552', 1297461109, '1', 1297468309), (698, 'accesslib/dirtycontexts', '/1/20/54/3552/3565', 1297462973, '1', 1297470173), (699, 'accesslib/dirtycontexts', '/1/18/30/3568', 1297463755, '1', 1297470955), (700, 'accesslib/dirtycontexts', '/1/18/30/3568/3578', 1297464200, '1', 1297471400), (701, 'accesslib/dirtycontexts', '/1/17/27/3583', 1297787571, '1', 1297794771), (702, 'accesslib/dirtycontexts', '/1/18/39/3597', 1297791217, '1', 1297798417), (703, 'accesslib/dirtycontexts', '/1/18/29/3514', 1297807146, '1', 1297814346), (704, 'accesslib/dirtycontexts', '/1/18/39/3186', 1297807985, '1', 1297815185), (705, 'accesslib/dirtycontexts', '/1/18/39/3362', 1297807985, '1', 1297815185), (706, 'accesslib/dirtycontexts', '/1/19/50/3620', 1297814442, '1', 1297821642), (707, 'accesslib/dirtycontexts', '/1/20/60/1704/3342', 1297895555, '1', 1297902755), (708, 'accesslib/dirtycontexts', '/1/20/60/1704/3343', 1297896099, '1', 1297903299), (709, 'accesslib/dirtycontexts', '/1/20/60/1704/3344', 1297896470, '1', 1297903670), (710, 'accesslib/dirtycontexts', '/1/20/60/1704/3632', 1297896834, '1', 1297904034), (711, 'accesslib/dirtycontexts', '/1/20/60/1704/3345', 1297897157, '1', 1297904357), (712, 'accesslib/dirtycontexts', '/1/20/60/1704/3346', 1297897577, '1', 1297904777), (713, 'accesslib/dirtycontexts', '/1/20/60/1704/3347', 1297897587, '1', 1297904787), (714, 'accesslib/dirtycontexts', '/1/20/58/3641', 1298496069, '1', 1298503269), (715, 'accesslib/dirtycontexts', '/1/17/27/3656', 1298582671, '1', 1298589871), (716, 'accesslib/dirtycontexts', '/1/18/39/3671', 1298584070, '1', 1298591270), (717, 'accesslib/dirtycontexts', '/1/17/27/3688', 1299254957, '1', 1299262157), (718, 'accesslib/dirtycontexts', '/1/18/39/3703', 1299256613, '1', 1299263813), (719, 'accesslib/dirtycontexts', '/1/3736', 1299519136, '1', 1299526336), (720, 'accesslib/dirtycontexts', '/1/3736/3737', 1299519322, '1', 1299526522), (721, 'accesslib/dirtycontexts', '/1/3736/3738', 1299519387, '1', 1299526587), (722, 'accesslib/dirtycontexts', '/1/3736/3739', 1299519429, '1', 1299526629), (723, 'accesslib/dirtycontexts', '/1/3736/3740', 1299519474, '1', 1299526674), (724, 'accesslib/dirtycontexts', '/1/3736/3741', 1299519553, '1', 1299526753), (725, 'accesslib/dirtycontexts', '/1/3736/3737/3742', 1299519964, '1', 1299527164), (726, 'accesslib/dirtycontexts', '/1/18/39/3752', 1299793166, '1', 1299800366); -- -------------------------------------------------------- -- -- Table structure for table `mdl_cache_text` -- CREATE TABLE IF NOT EXISTS `mdl_cache_text` ( `id` bigint(10) unsigned NOT NULL AUTO_INCREMENT, `md5key` varchar(32) NOT NULL DEFAULT '', `formattedtext` longtext NOT NULL, `timemodified` bigint(10) unsigned NOT NULL DEFAULT '0', PRIMARY KEY (`id`), KEY `mdl_cachtext_md5_ix` (`md5key`), KEY `mdl_cachtext_tim_ix` (`timemodified`) ) ENGINE=MyISAM DEFAULT CHARSET=utf8 COMMENT='For storing temporary copies of processed texts' AUTO_INCREMENT=22173 ; -- -- Dumping data for table `mdl_cache_text` -- INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (11205, '5ff433c127c9d8464c8fb0be1a25018e', '\r\n
click here to visit the help me too home page
\r\nThank you for taking the time to visit this page, and we hope you will donate to this worthwhile cause. The people of Haiti now need our assistance more than ever. Please click here to donate or click here to see our help page.
We are alumni now but we''re very pleased to welcome to take our place! We''re just graduated!
Welcome to CCU e-campus! This is the platform where you actually attending classes, meaning you should have completed all the admission, enrollment, and financial requirements prior to coming here. If so, simply click on "go to my class" for instructions on how to get to your class.
\r\nAt CCU, alumni take an active role in welcoming new students to class. Staff , faculty, and myself joined our voices to really welcome you to Cornerstone Christian University (CCU) for your most precious studies. We appreciate and thank you for trusting us with your biblical understanding and the opportunity to make a difference in your learning.
\r\nWe pray that your study here at CCU will be the most rewarding endeavor you have ever taken. Rest assure that the staff, faculty, and myself will do our very best to make that happens.
\r\nIf the above details do not apply to you and would like to learn more about CCU''s programs, please Visit CCU''s main site. You may register online if you find CCU''s program of interest to you.
Please click HERE to complete you application online!
\r\nClick HERE to make a current tuition payment
\r\nBuy your books HERE
click here to visit the help me too home page
\r\nThank you for taking the time to visit this page, and we hope you will donate to this worthwhile cause. The people of Haiti now need our assistance more than ever. Please click here to donate or click here to see our help page.
We are alumni now but we''re very pleased to welcome to take our place! We''re just graduated!
Welcome to CCU e-campus! This is the platform where you actually attending classes, meaning you should have completed all the admission, enrollment, and financial requirements prior to coming here.', 1294812739),
(11209, '7e5ba98a3b4c4dd6e338b03b9e9cac75', ' This category contains 45 credit hours of Busisness and Management Studies courses. Completing this track will lead to an Master Degree in Business and Management Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred. This category contains 45 credit hours of Leadership and Management Studies courses. Completing this track will lead to an Master Degree in Leadership and Management Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred. The default category for questions shared in context ''BUL603 Leadership Feeding and Leading''. The default category for questions shared in context ''Quiz Ch 1-5''. The default category for questions shared in context ''Qjuiz Ch 6-10''. The default category for questions shared in context ''quiz Ch.11-15''. The default category for questions shared in context ''Qjuiz Ch 15-20''. The default category for questions shared in context ''Final Exam''. This category contains 64 credit hours of Leadership and Management Studies courses. Completing this track will lead to an Doctor Degree in Leadership and Management Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred. The book summarizes and critiques the entire history of Christian thought, which will expose the student to the Judaic and Hellenistic origins of existentialism on a philosophical and theological point of view. The work stands at once as a valuable introduction to the theological tradition and to the major concentration to and classification of Tillich’s systematic Theology. This work is brilliantly authoritative and comprehensive, while remaining clear and uncluttered. Course Name: Church Leadership Course Number: BLD724 Credit Hours: 4 Text Book: Biblical Eldership Author:by Alexander Strauch ISBN: 0936083115 Description: Special Note:By using this textbook, the Cornerstone Christian University does not imply that we agreed or disagreed with its contents! Using this text does not reflect Cornerstone, its staff or its faculty’s beliefs. In keeping with the spirit of this discipline, works assignments are evaluated and graded based on the academic ability and the understanding of the student but not on doctrinal differences. PHL754 INTRODUCTION TO PHILOSOPHY: A Christian Perspective (4) ISBN: 0801038189 Description: Well-organized presentations of most of the significant philosophical positions make this book an excellent reference tool. PHL824 Philosophy of Christian thought (4)
', 1301361868),
(11523, '738ec91a40979a22d55ef7c84fbd6bfb', 'This course introduces the administrative strategies of leadership and administration involved within the church, ministry, and organization. ', 1301361868),
(11524, '0558cc2f5d8198c331279a97d9cba311', 'Bib;ical Eldership is a comprehensive description to the role and function of elders, which brings all the advantages of shared leadership into focus. Beginning with the four broad categories of eldership (leading, feeding, caring, and protecting), Biblical Eldership explores the essential work of elders, their qualifications (including why qualifications are necessary), their relationships with each other, and each of the biblical passages related to eldership. Written for those seeking a clear understanding of the mandate for biblical eldership, this full-length, expository book defines it accurately, practically, and according to Scripture. ', 1301361868),
(11525, '01eb11934d954b598debd8201055bf4b', '
Course: Leadership Feed (4)
Course Number: BLD-764
Textbook: Feeding & Leading
ISBN: 0801063310
From the viewpoint of the theological, practical and sociological aspects, this course is designed to focus on sound leadership practices from the business world without sacrificing Christian principles. Pastors, church leaders, and business leaders will walk away with tools and ideas that can be used immediately .
Every church and Christian organization has a leadership and administrative team. But how well is that team functioning? Feeding and Leading, now available in paperback, addresses this key component to effective ministry.
', 1299183428), (11527, '1ab2d952111b25881774be60abbb639d', 'The default category for questions shared in context ''BLD764 Leadership''.
', 1294685990), (11530, '58d01da71aa449419f54168d8a78a2bd', 'Many failures and failures in achieving goals are not due to either poor planning or a total lack of planning.', 1300832192), (11531, 'fcf2093ba8c31b645da93febd69c394c', 'Many organizations do realize that planning can be a useful way of involving many people in considerable depth.', 1300832192), (11532, 'c0ac79eb7d0b85c3f04d1e87b65918fa', 'The act of asking individuals or groups to consider alternate or optimum ways of reaching their goals, or the act of asking them to propose specific goals against the higher purpose of the organization can be the trigger for a series of events.', 1300832193), (11533, 'd02693fdec225835cb5290135553562c', 'Effective planning depends on identification of legitimate resources.', 1300832192), (11534, '876aa3f7ca5850d35675905885834cf3', 'Planning is an investment, not an expenditure of time and Planning is cyclically based on evaluation.', 1300832193), (11535, 'e3c50c79e255f6518325a67ee90f3d8d', 'Planning requires acting objectively toward goal realization and Planning requires maximum participation.', 1300832193), (11536, '5755ec06dd1b22be8b56168f88738266', 'What must be done before we think about planning and training even prior to the process of recruitment?', 1300832191), (11537, 'fb04ad759bd42c330079606d31a002c6', 'In the spiritual framework of the body of Christ, God calls the biblical servant to minister to others.', 1300832192), (11538, '085acdd7fe87abb7bcb90f4162168378', 'The biblical servant must carry out this calling in an attitude of Christlike perspective and in the reality of spiritual power.', 1300832193), (11539, '1d34d1762e95f03eab6738211e2f4f5b', 'What are five qualifications and characteristics that mark effective lay leaders?', 1300832189), (11540, '1ede3b6f4358bbafc9a6707df41fc4b5', 'What percentage of the church', 1294685324), (11541, '1ef37018f5f49db9289e9f1207fcaf0f', 'According to the survey which appeared in Leadership journal during 1982, the most frustrating problem in the church is motivating and sustaining active participation of lay members in the church.', 1300832191), (11542, '950854f4869b7e878f2267e10db64116', 'Recruitment and development of lay members remains the key that unlocks the door to church growth.', 1300832193), (11543, '799f3dbed30c85bdb8b5918a3846717e', 'What are three things that are not practiced in effective recruiting?', 1300832190), (11544, '9499777fe0f43aa75768de7bf6afbbd8', 'What four areas ought to concern every Christian leader looking for potential volunteer workers either in the local church or in parachurch ministries?', 1300832191), (11545, 'fda5a40bbf20cf7ec7c53740da9b14c6', 'What are five practical guidelines that should be considered before approaching the potential volunteer?', 1300832188), (11546, '9b9617c7bacf2d0a25477c84df57349b', 'According to Alvin Toffler, future shock is the shattering stress and disorientation that we introduce in people by subjecting them to too much change in too short time.', 1300832191), (11547, 'cd65b0a9829e8691ca9990793c0ad49d', 'Change begins at the point of greatest control, Change is facilitated as more people participate in its changing, and Change must move forward by small steps.', 1300832191), (11548, '2d7d6d168f9660eb5210f1f7944f9fe0', 'Psychologists have discovered that people are motivated by feeling that they are doing something worthwhile.', 1300832193), (11549, '57b9f900dfb3862aba745e32eb4922c7', 'According to psychologists people are motivated by what seems unimportant to most people and that is the feeling that they are doing something not worthwhile.', 1300832191), (11550, 'ddecde265224ab2bf23fb93e9d678fe9', 'The more people understand the value of what they do, the more motivated they become to do well.', 1300832193), (11551, 'ead36c0d37e417570554f120a40f2084', 'People tend not to be consistent in their level of motivation. People tend to perform at about a lower level as others that work closely to them.', 1300832193), (11552, '240bb5133e2b9e6f192e05674287f39d', 'In leadership, attitudinal change may be facilitated by interaction, events outside the group, external authority, interpersonal contact, and increase of similarity.', 1300832192), (11553, 'b94694a544b44c2b4195f2bad9bb7a91', 'Which answer is not one of the three techniques for managing change are the followings?', 1300832191), (11554, '0d73f2e7d482723aedaaef6c06374e62', 'What are three fearful emotional states used to manipulate children?', 1300832190), (11555, 'cd706da6dbee87dca0814bf615bdb72a', 'The question of manipulation hinges very closely on the question of loyalty.', 1300832193), (11556, 'acd5287f6c355653310d05d710836ef6', 'To avoid manipulation, one can judge his own behavior. Offer his own reasons to justify behavior. Change his mind if wished. Admit it when understanding is not clear.', 1300832193), (11557, 'eced6e34b560d12ac95427ee3d641cc9', 'Although these lessons can hinder manipulation, these lessons lead can also lead to ', 1294685325), (11558, '0adf51de489aa46fed0b7db2c495f561', 'Motivation depends on mutually acceptable goals and motivation is unleashed, not superimposed.', 1300832192), (11559, '9f02c074e1f5ce21b9055f8ece9cbede', 'Motivation depends on the basis of need fulfillment and motivation tends to follow positive ministry satisfaction.', 1300832192), (11560, '663db9be8879623c8401f3c1b6c412d7', 'Motivation does not relate dynamically to leadership style.', 1300832192), (11561, '43cbc135b2accb83723d61a2c7a166f0', 'Engstrom and McKenzie claim that delegation may not be the most important single skill of an executive.', 1300832192), (11562, 'bffb5d464584fb07dccfd04cff5ca6f8', 'Delegation has to do with assigning a part of your job to someone else, entrusting responsibility and authority as well as tasks to other people who share the ministry with you.', 1300832191), (11563, '62f6926595d7be7408f2dcea1be24425', 'At times, servant leadership requires doing everything that needs to be done around the church or parachurch ministry to show that one has a humble spirit of service (and to make sure that things get done on time and well).', 1300832191), (11564, 'f35a8a7d4057d3fd987b14baf4f2212e', 'What does delegation mean?', 1300832190), (11565, '6ca689622d0ae903c92295a8287eb8c0', 'The purposes of delegation are survival in ministry, reduction of stress in leadership, training others for service, and perpetuation of the administrative team.', 1300832193), (11566, 'be998f2de574fa71e2b7bd9c0c5b6e1b', 'Practices of delegation are exhibit confident, define expectations, provided resources, and establish control.', 1300832193), (11567, '00f5db251fa5a8b066b3a1fa6d5f331a', 'The default category for questions shared in context ''Quiz Ch 1-5''.
', 1294685128), (11568, 'a80c97c554b7b1635f05fb8faff5e3d8', 'The default category for questions shared in context ''Qjuiz Ch 6-10''.
', 1294685307), (11569, 'e86e149e4e0e0c9af14331e9efd21956', 'What did Litzinger and Schaefer argue?', 1294685502), (11570, 'd83153fbaa8ae4f1d835f03389ec2515', 'Some important ingredients of effective team decision-making are:', 1294685502), (11571, 'bb28be71141e23f661df6cf58ea5717a', 'What are values of effective team decisions-making?', 1294685502), (11572, '908e29c6c552fd8d7a60e135ae06adf5', 'Which of the following answers that is part of the six procedures of effective team decision-making?', 1294685502), (11573, '7c71a5bc5e5b3b88c0f55a3e0b2e68f1', 'What question does every leader need to answer?', 1294685502), (11574, 'd99d45b033a368450f245ccb33e4d529', 'What do phenomenologists suggest about people', 1294685502), (11575, '76424153949524470d2c7af40114e851', 'According to these passage of Scriptures, Rom. 12:3; Cor. 3:4-6; 4:7., what does the Bible tell us in regards to the effect of our self-image on others?', 1294685502), (11576, '1a1264a71471265982b28dc5ebfa3467', 'Why are human relations problems often more difficult in the Christian organization?', 1294685502), (11577, '61e6c7ee01bb15d14f0159bc21abe128', 'Which of the following answers that is part of the roadblocks to positive human relations?', 1294685502), (11578, 'd550730e2291c6738a94c9e120c2a45a', 'We can build better human relationships into our leadership styles by helping the followers to understand our genuine concern for them.', 1294685502), (11579, '299dbffa01740d5fbf387b875bd63ca5', 'Helping followers understand the creative and positive values of interpersonal conflict is not a good way to build better human relationships into our leadership style.', 1294685502), (11580, '3d7239eec07f5c97c0158a1e20ca0d4a', 'Help followers develop an idiographic leadership style, master the dynamics of team leadership, and learn how to listen to subordinates is the only way to build better human relationships into our leadership style.', 1294685502), (11581, '05d20d3f52026776f2ce7ab62270974f', 'What issue does this chapter confront?', 1294685502), (11582, 'a03aea0df8a22cfb9fee4309dfe6462b', 'This chapter assumes that a propositional rather than a rational view of communication accounts for a great many of the interpersonal problems we have in the body of Christ.', 1294685502), (11583, '8738d07acf53ee89ab84ca35922be8f3', 'Which of the following answers that is not one of the five ways to improve communication with volunteers?', 1294685502), (11584, 'd0c32447833627951b9243213a290f08', 'One of ways to work supportively in conjunction with a boss or supervisor to Learn whether he is a listener or reader.', 1294685502), (11585, '9bb63b752318ba248a0c6784a87cd668', 'To work supportively in conjunction with a boss or supervisor is to understand his leadership style and never underestimate him.', 1294685502), (11586, 'bd967990933ce302bbeae669681f1e85', 'To work supportively in conjunction with a boss or supervisor is to make sure that he never understands your job, your goals, and your needs.', 1294685502), (11587, '03e01f19e9c1d4e6a32bd96efbcfaa41', 'Begin a conference on a negative note is rewarding positively.', 1294685502), (11588, 'd2957c9534111ff98f443266c0c25803', 'What do most theologians say about goals of a Christian group?', 1294685502), (11589, 'b3d333e0116880ffdd03bc7f8efccabc', 'To what do Christian groups subject themselves?', 1294685502), (11590, '3b8c1cdeb928d0270adf12ca1fadf9b5', 'To what are Christian groups obligated?', 1294685502), (11591, 'bd96ae2ca7216ed43dbf37480ccb39c9', 'What functions are not affiliated with the role of Christian groups?', 1294685502), (11592, 'f239e6dea1593e094cf7355f98a1c02f', 'What are characteristics for an effective group?', 1294685502), (11593, 'b46d160cd1a84665301ddc823390f14c', 'Principles for developing group dynamics can be the following principles:', 1294685502), (11594, '76bb369f3b1209d0c3d9654d2de174c6', 'The default category for questions shared in context ''Qjuiz Ch 15-20''.
', 1294685837), (11595, '53dc5878ff79c2399c4b00eb539f8a1e', 'The issue of training must begin with a foundational understanding of the very nature of leadership and how it functions within the biblical framework.', 1294685860), (11596, '6c2fe2c5edf4b086e7c527bf9e9af14e', '', 1294685860), (11597, '2fd7e6761c68a97aaaebd7464ac3abfd', 'Which of the following answers that is not part of the six factors of ', 1294685860), (11598, '89e8cbf62b35cd3a1e167e0e6ee21f2b', 'Several common training patterns that will meet people', 1294685860), (11599, 'b8a85ff55b8dc301fec3b486a19e3abb', 'What five things does lay leader Bill Garrison of Fort Worth claim lay people want from pastors?', 1294685860), (11600, '5eb4b427c48b4bf873622941a18d9998', 'Leadership is not what one does so much as what one is within the given context of the development of the body of believers.', 1294685860), (11601, 'f38083ec586703548492ff0611dcea9f', 'Leadership is so much bringing people out the wilderness as it is not sharing in the journey.', 1294685860), (11602, '46e1b22098ec51207f42580e75e202f5', 'What are several things that leaders can do to help people function where God places them?_____.', 1294685860), (11603, 'bd4368431e6a726bc77b7ab3556cd908', 'To gain ministry control, leaders can provide sufficient understanding of objectives, provide sufficient access to resources, provide specific reason for confidence, and provide sufficient motivation to excellence.', 1294685860), (11604, '986352224c0736721e0eee760992579b', 'Which of the following answers in not one of the ways to help people stay in their ministries?', 1294685860), (11605, 'f9e89fdd93862870df44d65f713f4f92', 'The central problem of business meetings in the church has been viewed not as essential services for Jesus Christ, but as an necessary evil to be dispensed with as quickly and painlessly as possible so that service can commerce.', 1294685860), (11606, '02de085347f01b162e4a52a0b58d4422', 'The purpose of this chapter deals with the nuts-and-bolts procedures of running a good business meeting (whether board or committee).', 1294685860), (11607, '29a0edc0796522b1006115a7c13e421b', 'Spiritual maturity does not provide a basic prerequisite for effective ministry on a board and/or committee.', 1294685860), (11608, 'e7388472403f3fc841c360d267b08036', 'What are five deadly sins of chairpersons?', 1294685860), (11609, '5c528b892fa8ed96f099eb283e851140', 'Do members do their homework by analyzing documents and setting the agenda prior to the meeting?', 1294685860), (11610, 'd4e0b1325d5a2a3a0e9f70661ac4cfa8', 'Does the person in charge know how to conduct a meeting and keep things moving', 1294685860), (11611, '654ce0e349a9dd3b57b02473e0d7757f', 'Is the meeting held in an atmosphere conductive to good discussing and decision-making?', 1294685860), (11612, '36d3e3d23e507da60b9a8c90191e5127', 'Is the agenda prepared and distributed in advanced with appropriate documentation has the leader', 1294685860), (11613, 'acb97b0029de9867011ba2712eb9cb7d', 'Are the time boundaries of the meetings properly controlled so that it doesn', 1294685860), (11614, '8436ef425921a256bd3388b0fbed4602', 'Are action items appropriately marked for follow-up by specific people within a specific time frame?', 1294685860), (11615, '58fe4ba5cf9ac23c7faeebf5a2db836e', 'Are actions of the committee reported to the appropriate authorities, preferably in writing?', 1294685860), (11616, '5599f971b1643c368570fa11b59591cf', 'In what does the superintendent task center?', 1294685860), (11617, '0b1d389821ad0452ed04b2316c170109', 'Supervision is defined as the action, process, or occupation of critically watching and directing the activities of other people', 1294685860), (11618, 'c48e7befe05f7976858f9e31e9ee045f', 'Among the supervisor', 1294685860), (11619, '7d1a296976e859057bace2791b3d20e8', 'Among the supervisor', 1294685860), (11620, '5510ae800089cad3f613c03e5944e30a', 'Maintaining a good employee relation is not a good quality that researcher used to look for qualities in a good supervisor.', 1294685860), (11621, '29dd02b661b6c2311d68a8dc00c2666c', 'Maintaining an efficient operation so as to meet product schedules and accept his person responsibilities and try to improve on them is a good quality that researcher used to look for qualities in a good supervisor.', 1294685860), (11622, 'a8e45ace972efb33f2d381ee6cff11de', 'Maintaining proper communication and be responsible for safety and housekeeping in his area and should strive to improve working conditions is a good quality that researcher used to look for qualities in a good supervisor.', 1294685860), (11623, '64742e154d91c58bac44a2ef14abfa98', 'Choose the best answer for this question. What five steps must we follow in evaluating church educational programs?', 1294685860), (11624, 'dfc1a00aa9f785fefccc37c88c69c2e0', 'As leader, one to build your life into your staff is to select complementary staff and adapt to out-of-step staff.', 1294685860), (11625, 'ff74af179b2398cbb991989b0a924c91', 'As leader, one to build your life into your staff is to develop accountability in staff, and delegate accountability and authority.', 1294685860), (11626, 'a7464d446088bcdbdbcea2a0d6ecb012', 'Only professionals and not lay leaders can experience burnout.', 1294685860), (11627, '3b7c8a737e60ccf85c6fde78b3600421', 'Burnout results appear in people as self-induced or workaholism, a syndrome of problems related to success addictions.', 1294685860), (11628, '7d7cb2c14438dcd8590cc6d63a1a426d', 'Christians become performance-dependent and when their performance no longer satisfies them, burnout results.', 1294685860), (11629, '8d689c1d7c0c0262d8aa28b415462b8d', 'According to a survey done by Craig Ellison in conjunction with The Journal of Psychology and Theology, stress was the number one item experienced greatly by a senior pastor with staff, a senior pastor without staff, and an associate pastor.', 1294685860), (11630, '3c3eeb7e79a63fcb715ca5003bd1f60d', 'Answer true or false to the five axioms of stressful situations', 1294685860), (11631, 'c075c0c50b71aa544188120008caa458', 'Stress is a mind/body response to imbalance and frustration.', 1294685860), (11632, '2db235891b334d4d9925d6bd2b247cb7', 'Stress is stranger to Christians.', 1294685860), (11633, '25f2a3239ff61f97d3e6cc5f1562e9c0', 'Stress is a result of how we perceive problems and pressures.', 1294685860), (11634, '9ab3f32459e6a419d775007d278c4b07', 'Stress lies within us ', 1294685860), (11635, '9a2ff3d862c68806bcfd7643718416df', 'Stress excess may not be a matter of choice.', 1294685860), (11636, '80a97d638e03c2c38764ff7815ab8935', 'This category contains 45 credit hours of Early Childhood Education Studies courses. Completing this track will lead to an Master Degree in Early Childhood Education Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361820), (11637, '4daf4e37807e3ca818ea95cea00594f8', '
Credit Hours: 3 Credit Hours
\r\n
Prerequisites:
Instructor:
Telephone/E-mail:
\r\n
Course Description:
Examines the communication behaviors that create personal knowledge and shared meaning between people. Verbal and nonverbal communication behaviors are analyzed for impact at each stage of the communication process before, during, and after the communication interaction. Specific communication behaviors examined include self-awareness,
\r\n
self-disclosure, message content, listening, relationship expressiveness, and conflict management (including damage control).
\r\n
Course: The Seven Laws of the Learner 
Course Number: EDU594
Textbook: Bruce Wilkinson, “The Seven Laws of the Learner” Oregon: Multnomah
Credit Hours: 4 Credit Hours
Prerequisites: N/A
Instructor:
Telephone/E-mail:
Course Descriptions: Teach to Learn
You teach to make a difference. Now, revitalize your classroom by learning and mastering these seven time-tested principles being taught around the world! Written for teachers, including Bible school teachers, parents, and professionals, this book outlines scriptural principles and techniques that will revolutionize your ability to teach to change lives. From the “law of the learner” to the “law of equipping,” each chapter presents hands-on, practical tools for you to employ in your own classroom.
This catgory contains all Master programs
', 1301361923), (11640, 'ae027e48c85df4e201ef0315d095c048', 'This category contains 40 credit hours of Biblical Studies courses. Completing this track will lead to an Master Degree in Biblical Studies, unless transfrerable credits applied (only 4 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361807), (11641, '0bb65102c2d9f50bb03d2b46e41cfc4c', '"Education is to the mind what light is to the eyes"
', 1294812758), (11642, '40c101ad40e294954104d70ee28f5bb2', '', 1296593329), (11643, '828652d6dc2bf6a2df644cfd20764010', ' ', 1294696554), (11644, '49cf8bb399c9c85e9c531ab433f1b905', 'This category contains 120 credit hours of Religious Education Studies courses. Completing this track will lead to an Bachelor Degree in Christian Educations Studies, unless transferable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits transferred.
', 1301361756), (11645, '9510e78e7605c47cb70e22c22cb33738', 'This category contains 120 credit hours of Biblical Studies courses. Completing this track will lead to an Bachelory Degree in Biblicals Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361766); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (11646, 'cfd7db863bb9b43f8036b3c2ad2f4fd1', 'Student''s Unofficial Grade Report
Course # | Course Description | Credis Earned | Letter Grade | Grade Point | G.P.A | Quality Points |
BUS703 | Leadership and Administration | 3 | \r\n | \r\n | \r\n | \r\n |
PHL 754 | Intro to Philosophy | |||||
BDL764 | Leadership | |||||
BUS784 | Church Administration | |||||
| BUS794 \r\n |
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n |
', 1299175940), (11647, 'e00236ae0d364d922da3f9b491d92cb3', '', 1301418406), (11648, 'ee4ac55175e0a97a1809d745cd86f115', '\r\n\r\n', 1300759070), (11649, '2e8396bb7b247f6e0725142b2117a643', '\r\n\r\n', 1300820573), (11650, 'da73485d10a978422c3953b881f39de6', '', 1295404270), (11651, '791e9d60f072d6b082a5dd8136a8183d', 'Coming Up ', 1295402089), (11652, '4f7e3aa88e587541f30f88803334e050', 'Most translations to other languages than English are not accurate.', 1295404288), (11653, '989635a50c74c5decba0401342276f68', 'The "Septuagint" is not from the Latin language.', 1295404285), (11654, '8ccfc836a9e574cb3799d06d380c3cfa', ' ', 1295404286), (11655, '50ae4bce0e5ce31ca990ba324e945cfe', 'The chosen family is not a principal period.', 1295404288), (11656, '23cfd948224b56ea5f3b6163d826d003', 'Testament means promise or covenant.', 1295404286), (11657, '758a8898aa039424947e92e2cf3c5b36', 'The second "revised version', 1295404291), (11658, 'd767557435238181370f96ea6bdbfd39', 'Not all the Old Testament was collected as a unit when Christ came.', 1295404289), (11659, '17a7502516f543d2ebe72fd4fc1cff2f', 'Match the books with the terms:', 1295404292), (11660, '58a222a5f4c6601ceb726b8773c5a11b', 'Isaiah through Daniel', 1295404292), (11661, '274e48a7325ad3e04797a093bc009739', 'Hosea through Malachi', 1295404292), (11662, 'af42366a4885032c59803d4823d059a1', 'Romains through Hebrew', 1295404292), (11663, 'b2012f9b70c6000496122220c3ed0242', 'James through Jude', 1295404292), (11664, '04ba65e73cad9a34c416fecfb36f8751', 'Revelation', 1295404292), (11665, 'cef49dd62c614845eb30964da208c639', 'Job through Malachi', 1295404292), (11666, 'b55b3ca8ebfebca5baf5a3a297a9f918', 'First western European Bible not based on Latin was the German translation.', 1295404293), (11667, '14440ad311cf170846fb017a41b25b7b', 'Match the outline theme with the books:', 1295404287), (11668, '57941b1d8bfb44be6faf50a2a67d02d4', 'Production', 1295404287), (11669, '054c5a4e70edea4d219b43b2025a1849', 'Principles', 1295404287), (11670, '42bdb168258de94b8197c6b8ef98c55b', 'Preparation', 1295404287), (11671, 'fb248d942951962b30a6b311ac833de2', 'Propagation', 1295404287), (11672, '7572705084faadfd3575775b731ea763', 'Prophetic', 1295404287), (11673, 'be9e7912088e558a46f755e199d0085b', 'The Bible is the authoritative source recognized by all Christians.', 1295404289), (11674, '01cc3d12a28d731ece82d77ccd3c5202', 'The dark ages of the Old Testament the Book of Judges.', 1295404288), (11675, 'dedd96363a531a1bf6f942f5c5327d6b', 'The New English Bible was completed in 1970.', 1295404289), (11676, 'd27e8892dba9330fcd7b0bf6f14e446a', 'In Numbers:', 1295404286), (11677, '7a134557e521012ad7178bb9b577acde', 'Often the Jews rebel', 1295404286), (11678, 'd5535ba78989a6fe3b6bb5daddeb3ead', 'The march was told', 1295404286), (11679, 'dc86e197a5d4ee8b0d27744c9ff6e5b7', ' Tribes enrolled', 1295404287), (11680, 'b1dd1ee9e2256a3957fbb78c39137890', 'To Canaan leads', 1295404287), (11681, 'a68e0873520dcce2a3a3c4e81617ee9f', 'Match the term with the definition:', 1295404290), (11682, '5221e57c832a88d4c885b62158163f85', 'Illumination', 1295404290), (11683, '0e0d6835b37837a28f71b1f9012c30eb', 'Perspiration', 1295404290), (11684, '8a4e0c38319b6bdfbb75807c74fce271', 'Assimilation', 1295404290), (11685, '9c0d5ee3a3eb338973ade71a8b41417d', 'Continuation', 1295404290), (11686, 'd443ad152f89002b9fb977a2227d49f0', 'Sanctification', 1295404290), (11687, 'a241cd00028643d83eb93efa79b5ab89', 'Greek was the language spoken by Jesus.', 1295404293), (11688, '61b3d0e3dc120a4ac0e76eed445ac864', 'The reading and study of the Bible prompts the believer to unholy living.', 1295404292), (11689, '410752533d70737f5a6551f3fbbc86e3', 'Match the time with the people:', 1295404285), (11690, 'd624ea87468b6075c12dbbfccd03836f', 'History of the Humana race', 1295404286), (11691, '17102798db619fcefea2f7fc99b34995', 'History of the chosen Race', 1295404286), (11692, '828b044529095d6d78dd02842036ea45', 'History of the chosen', 1295404286), (11693, '4e9b55727bc0b45b37878d7da6312e64', 'Jesus never promoted the Bible as the inspired Word.', 1295404287), (11694, 'ec4f65c1bb7d84e6e41b8546abe3fb0b', 'James the first appointed scholars to translate a new version.', 1295404287), (11695, '5bf740245a1590101356a5ab46245a11', 'Match the Testament with the number of books:', 1295404286), (11696, '55e566a024a1d4f336a575d3626c9421', 'Old Testament', 1295404286), (11697, '85f723bd43bda5465248cc26c9c703c5', 'New Testament', 1295404286), (11698, '14bc7ab95c92e500f79910bab58788b0', 'In Ezekiel:', 1295404286), (11699, '3e12a1ab243e44f415349c915c9cb72a', 'Holy Cities overthrow', 1295404286), (11700, '7462fb0d5c5c3e0aa54ef7a45cfc6cdc', 'Tells of wrath', 1295404286), (11701, '51404add5939238a1703f430f12cac23', ' Speaks of mysteries', 1295404286), (11702, 'edeeeabfcf115b3ffb524d76d112e7cc', 'Judgments foretold', 1295404286), (11703, '6c96e31244e1cdcdea94d213a8fce800', 'In Romans:', 1295404290), (11704, '68d7155ed56614708a599b9ec126ac02', ' How saved by grace', 1295404290), (11705, '6493c7766a1e9b9f78031bbb30ff1280', 'Shows Holy Spirits work', 1295404290), (11706, '3c1e8e1624c35d17ceb93e6fe2af0fba', 'Trace his life', 1295404290), (11707, '414272f4ca170c6f850b7a28f93bf096', 'Show God''s grace alone', 1295404290), (11708, '5b0f8f6a27f7c1531efeb2a9519e55ba', 'The Bishops Bible was a revision of the King James.', 1295404293), (11709, 'df4dc469bc3a79ec3d61a5aefb617d7f', 'In Timothy:', 1295404293), (11710, '8c30c635452e802b3edb6c0c3e310e89', 'Faith by works', 1295404293), (11711, '88a077c7ed64288b12fc3f87f37f6ee8', 'Rules for Pastors', 1295404293), (11712, '42965d85be81ee264f44b4a51344e640', 'Pictures charity', 1295404293), (11713, '77eae6ac18722f1073f90dd860f96386', 'Urges steadfastness', 1295404293), (11714, '0115a28e94ac85fbb9be0417f6aa1acc', 'The Vulgate was a revision of the Latin translation of the Bible.', 1295404291), (11715, 'e7c18fea43bad06aec5b91c6ee87ce31', 'Coverdale fled England to complete a translation of the Bible.', 1295404287), (11716, '720c4e0559c4d0045e10b1dd8a76b8cf', 'Coming Up', 1295405918), (11717, 'b7f5219dacfabc1dec089f704a3e6026', 'Which is not a patriarchal father?', 1295404293), (11718, 'cc4f69fc0609bfea5d0ca6712056dbd5', 'Abraham', 1295404293), (11719, '5b03eb0548e28a6f9fccd39c38d2b99b', ' Laban', 1295404293), (11720, '99caf9be728a38d917b5e32e651ac82f', 'Isaac', 1295404293), (11721, 'b535a7c9a822aed58be91761ef9d7730', 'Joseph', 1295404293), (11722, 'b9e2921b59dececb5d9fbeeb8657aa23', 'There are 15 judges.', 1295404292), (11723, '437d414f71c69dc5c5755ed0e4834952', 'A very large portion of the story of Genesis is devoted to Isaac.', 1295404293), (11724, '1aa3aed4430146f3bcb5c67da7c21f8f', 'Rebuilding the national life of the Jewish people lasted 200 years.', 1295404293), (11725, '32ebb3cf38c35e8061ed5f4db539cd70', 'List the seven great names of Genesis:', 1295404293), (11726, 'ccea73de36afe50f61a793314b0f31ab', 'Joshua begins the third division of the Old Testament.', 1295404292), (11727, '9bb8d1f70417a123222a6eb4972c3653', 'The Temple was restored in:', 1295404287), (11728, '9e9e5d316338cd36c1fbf9529b988b93', '537 BC', 1295404287), (11729, '9239dd31446def1852e35f1bfcb5a840', '479 BC', 1295404287), (11730, '523b2640a798ac445ea3e1401a1902a2', ' 516 BC', 1295404287), (11731, '73d4b588cb7cb597689f95b900d9b3e0', '458 BC', 1295404287), (11732, 'de97714b5683065c2fa7c95be0982b49', 'Saul was the people''s choice, David was God''s choice.', 1295404288), (11733, 'bbc222f74983658138b0eacbb54d486c', 'Ezra & Nehemiah describes the captivity experiences of God''s people.', 1295404289), (11734, 'ecdc39a896feaedacd47a68acb23d9b7', 'Judges begins with confusion and ends with compromise.', 1295404294), (11735, '195cf76146cdccafe7308d96116a1c9f', 'The three chief characters of I Samuel:', 1295404290), (11736, '7b167a59c5c0df53f097e8c03869fbe6', 'Samuel, Job, David', 1295404290), (11737, '72ab96834194094a4c1bc13fd5504e5a', 'Samuel, Saul, Job', 1295404290), (11738, 'e9ea7c90304b4245fc8d36bd20edd265', ' Samuel, Saul, David', 1295404290), (11739, 'adc472f69381e163600fc80fb1a05fd4', 'None of the above', 1295404290), (11740, '3cc89f353a94798f222c61c3aa087d16', 'The purposes of God are sometimes abandoned.', 1295404292), (11741, '240134813fe4558eda14a4f6ec688cbd', 'Match the offering with the explanation:', 1295404287), (11742, '28afa34e2bd5c737cf6adda149264557', 'Substitute of Christ for sin', 1295404287), (11743, '42cefd23b72e92bb6a6faf8492323ea2', 'Serenity of Christ in life', 1295404287), (11744, '21705cf32c74fe7bf4027947004100fc', 'Satisfaction by Christ for demands of God', 1295404287), (11745, '0fe788c1573880cc9705a0889462ac7d', 'Surrender of Christ for the world', 1295404288), (11746, '1cf70b71eea0df6a20aefe97969845e7', 'Service of Christ in life', 1295404288), (11747, '2f15f6fc1b4b9a30735429b978efbb36', 'Joshua takes up where Numbers left off.', 1295404289), (11748, '196029c963c637c36f08eb0b733a0dc1', 'In 2 Samuel 7:18-8:15, we find David at the height of his prosperity.', 1295404289), (11749, 'a217ee2eb89b84631873026638e508cb', 'The ten Northern Tribes (Judah) were taken captive by Babylon.', 1295404288), (11750, 'cb2fba00219014dfd777af2494ff2872', 'Hebron was one of the most ancient cities.', 1295404288), (11751, '15d055d51206ac132ba9dce764cdc3ef', 'Royal history begins with Samuel.', 1295404293), (11752, '5982ae583aa299976b290de28e25b84b', 'Match the type of judge with the group:', 1295404293), (11753, 'bccaa21bebd4a61850495f16f9d066ef', 'Samuel', 1295404293), (11754, '8002f6f4df0de1b182fbdc8b68fb40ff', 'Gideon and Samson', 1295404293), (11755, '8c767ca5c0c1dfa62a46bd1d14e170c3', 'Eli', 1295404293), (11756, '7cf17207ba53f0f70a66714a2362ae9b', 'Match the term with the explanation:', 1295404286), (11757, '43aa048128027998f1b7fc02292f2cc6', 'Prophecy', 1295404286), (11758, 'ce96fff990f4e7174724e17a2d78de6f', 'History', 1295404286), (11759, '84def29185cb58e21609789818ffc362', 'Poetry', 1295404286), (11760, '769e7a4c00c9fc030908a39f51d39ea4', 'The word that indicate the scope and limits:', 1295404289), (11761, 'ad9b4baa819ba1b908a2f73ac891e0ff', 'Become a great nation', 1295404289), (11762, 'dfda8b1e8cd3801463d45b11d2b04451', ' In the beginning', 1295404289), (11763, 'ad8a2ed498794faa358b2e14a79f4707', 'Death of Joseph', 1295404289), (11764, 'cecc096e69a2794b92ab95e31bd2381c', 'God promised Abraham', 1295404289), (11765, '02fd4f67a93c1055cb1c092360921e8d', 'Jesus seldom quoted from Deuteronomy.', 1295404286), (11766, 'ece1a0178927308dd358e8c018bfa719', 'Leviticus begins with "but".', 1295404289), (11767, '88dd9897439c433c2ea553e08b72f535', 'Exodus tells of humanities failure.', 1295404293), (11768, '0d6a917258c0d83495533fcf5733172b', 'Leviticus deals with the believer''s walk.', 1295404293), (11769, '3a5020638d0852905b7279ac43daaa99', 'The historical section of the Old Testament begins with creation and closes with captivity by Babylonians', 1295404287), (11770, '88f61b4de2b7ea1f303a037aba1fddca', 'A Jewish orphan to a Persian queen is the story of Ruth.', 1295404294), (11771, '3e8667e04813adf233de301408c19c99', 'Deuteronomy does not contain an account of Moses.', 1295404287), (11772, 'bc4d47fa19c1b92fdbb026f2e3524d01', 'The tabernacle is a detailed picture of the redeemer to come.', 1295404292), (11773, 'ed0eb7266c5caf012bc21e2da34e29b5', 'Second Chronicles is a book of revivals.', 1295404292), (11774, '15a895090e7f3538b2c5485f459d7ac8', 'In Deuteronomy, "observe to do" is Moses words to the people.', 1295404288), (11775, 'f3dca9948d770548467e613798b018c1', 'Ruth is at the time of Joshua.', 1295404294), (11776, '45e3d5087cebf310cddf45d4e7dbf6b9', 'Judges runs to the ascension to the throne by Saul.', 1295404286), (11777, '48ccda1b3ce5d717619dcd996adc1156', 'The "Pentateuch" means "five books".', 1295404289), (11778, '0603332d8665c3a381896af638e1f739', 'Match the book with the term:', 1295404292), (11779, 'b73c9bf601c338284524e7e07a01c2d7', 'Judges', 1295404292), (11780, '222a80e9ede288d65a8221bc94ffdbca', 'Joshua', 1295404292), (11781, '40a218f643ed166888762265d01f8255', 'Judge s', 1295404292), (11782, '2132c1dcda2e95a71f92be5c39fbeb91', 'David did not deliberately stay in the valley of defeat.', 1295404290), (11783, '82449486723c4e58eeaaa2831565d409', 'List in Genesis the types and prophecies of Christ:', 1295404287), (11784, 'db70e23a1ea118991db70c83734aad01', 'Saul made a good start and a good finish.', 1295404292), (11785, 'd02d99f30939f983a2495fa9aa9de680', 'Match the time with the measurement:', 1295404286), (11786, '75e417d211afa935b24c39ed72320da3', 'Year of Jubilee', 1295404286), (11787, 'a7cb7baeaeef825763b38cdff7bed424', 'Feasts of Trumpets, Tabernacles, and Atonement', 1295404286), (11788, 'ab7536870fdc897c6800505e7c1d3392', 'Sabbath', 1295404286), (11789, '7c3cc3d4c3c49c7749958c53a000ac27', 'Pentecost, Passover', 1295404286), (11790, 'bd2c286826947335c4e62d5f34534c95', 'Sabbatical Year', 1295404286), (11791, '360b5cf22ac8793e74a6a562c744c88e', 'David was assured of success because he:', 1295404290), (11792, '1f71a11b8359585e1f6ae293b18cb338', ' Chose God''s way', 1295404290), (11793, '0b3a88421d448fb121f7bed6e0b52615', 'Was anointed king', 1295404290), (11794, '853673222ae188350ff67dc2a9ab3dc4', 'Was of the royal line', 1295404291), (11795, '48a231c49bbcb652b0b1c5f48bf4d850', 'Joshua was born in slavery in Egypt.', 1295404289), (11796, 'a0c088e882806a2912d1d95ea5682c7b', 'Boaz was the son of a harlot.', 1295404289); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (11797, '15759ad69701e5ffffe9356344f35594', 'The two young adult girls who join hands in behalf of God''s people are:', 1295404293), (11798, '0e332ab2811d23c9b9853e58c7c35506', 'Rahab and Esther', 1295404293), (11799, '0c3e911795e52ea1cd155fe6110cf9cc', 'Ruth and Rahab', 1295404293), (11800, '9a7d0931ba28af86fb4c9047c8ee79df', ' Ruth and Esther', 1295404293), (11801, '8227c3b2f42c2994acae8bc0198eecdd', 'Yuri Gargarin saw evidence of God in space.', 1295404294), (11802, '2e76888f3c0dcd2f64c7d4e26fcccb8d', 'Kings ends with the king of Assyria.', 1295404292), (11803, '81b7b98b1a4967098d89195012ae3fce', 'David Livingstone was a British missionary who served in Asia.', 1295404286), (11804, '85fc27dd82274dbc75fe9c783884d93e', 'First and Second Kings are a continuation of Chronicles.', 1295404293), (11805, '55975d4da3ffbf2b781a71ffe545adc0', 'Exodus means "way out".', 1295404293), (11806, 'bd77a7c5f168938a6c2237320c6c63a8', 'The New Testament closes with the same ending as Isaiah.', 1295404287), (11807, 'a9ce9319acf40ec7f7b099242f0799c9', 'Babylon could be compared with Hollywood.', 1295404288), (11808, 'da4d6a542610e955e7706d7317442bec', 'God has a wise purpose in our suffering.', 1295404289), (11809, '5f68f955bd6c468d79ed36b5a7d3fa1c', 'Knowing God as a youth is to find life worth living.', 1295404285), (11810, '20d62dc43d5942e0d1b1cfb8994f165a', 'Ezekiel tells that God will fulfill his sure promises.', 1295404291), (11811, '308d5aca1e8965caba715e628804b02c', 'Match the phrase to the event:', 1295404286), (11812, '02cc64c5b2f20711649cc47dd6cea9aa', 'The book of Proverbs divides people into two groups, and {=foolish.}', 1295402509), (11813, 'f34d55a5d192991741669df4ba045470', 'God did not tell of the exact time of Israel''s exile.', 1295404291), (11814, 'ecc8d1eff8a8c540842841977436338f', 'One of the prophets to Israel was not a Jew.', 1295404293), (11815, '7539abaa1c35246554c20591c036bce7', 'Daniel''s family was of a lowly nature.', 1295404286), (11816, '291f89adcebe9ab783154b7c6e8629d1', 'The oldest book is dealing with the latest problems.', 1295404291), (11817, '96b76227e680a85b3272a49e6772b44e', 'Isaiah is a prophet for all time.', 1295404289), (11818, '69d8b76ff1046426d096de9c3ff60c6f', 'God''s children love and serve him out of fear.', 1295404291), (11819, '3ace67baf2ec4033b446527492fe5a1b', 'Interpretation of scripture should never be in a literal, natural way.', 1295404287), (11820, 'f2ca14ff4e130d3a6774ae9e3b6274c6', 'Ezekiel was a foreign missionary.', 1295404287), (11821, '19fa5d68d2d9680d4419d0a8d36d3f22', 'List the subjects of individual Psalms:', 1295404291), (11822, '34e0ec861721ab8b5ebfeb2be0d63ca7', 'Ezekiel was a prophet, but not a priest.', 1295404293), (11823, 'f4342d5209f2168a8b521a77b64e9cd5', 'Proverbs is a _____ book.', 1295404294), (11824, '434b6da3f6b560c7da86de1ced4dadae', 'Jeremiah was an old man when called to the Prophet', 1295404286), (11825, '5183cd050e989af3eacf39e6ed5827db', 'Psalms is the least loved book in the Old Testament.', 1295404294), (11826, 'f647a21032e4573e6b4f2d51bd5d3860', 'Counsel is in Proverbs for:', 1295404288), (11827, '6d204720cc677dc5b9a989cb8a56364f', 'Prophets words are pointed to rebuke or exhort.', 1295404289), (11828, 'f049c058925b9ad3174e6b548752b3c5', 'Lamentations is not a prophetical book.', 1295404293), (11829, '90dc26e2752b581c1538c346c44ef034', 'Job saw himself before he saw God.', 1295404288), (11830, 'f04d80b6cf4eeaec9eb7a51e61ea7e64', 'Job is about meeting life''s adversities.', 1295404289), (11831, '3293a31baabfdda4acad66cd5e53b057', 'Match the incident with the term:', 1295404289), (11832, '71963ca2f1f1572ac124dfc1e2a535f3', 'Jeremiah''s ministry extended into Egypt.', 1295404294), (11833, '930584abc00822e7ea5f8f6bdd02be18', 'List the post-exilic prophets to Judah were:', 1295404286), (11834, '731b0202259c3f556998d19578aa51dc', 'Proverbs is for business, home, and playground.', 1295404293), (11835, 'b2e7577369cde1472cd4bdce1e80ab1f', 'Psalms was the national hymnbook of Israel.', 1295404289), (11836, '37e9cf607c47ea935c7d63002df76f97', 'List the four Major Prophets:', 1295404292), (11837, '9c9eecb2e3594eaa0a20ebf70c9a9d24', 'Daniel was a teetotaler.', 1295404285), (11838, '1ecb33f8ea6aa3844b656ec383c427da', 'Son of Solomon is in Eastern language and imagery.', 1295404290), (11839, 'd93dd0ecd40fc2703d65cc0ede22d131', 'God''s dealings with Israel were for correction.', 1295404289), (11840, '9d7d9fa89b14d95fdf04c66210c9ec50', 'Ecclesiastes has its origin in the sin of forsaking God and seeking satisfaction in philosophy and science.', 1295404293), (11841, '75aea3e4d9bbdc7b8cb10f57952d9c1b', 'Nahum predicted the final doom and overthrow of Nineveh.', 1295404285), (11842, 'fcb1562372d40dc85baced5691defdd6', 'Haggai worked with Zechariah following the exile.', 1295404286), (11843, '105967eae0f64ded18de5f5af726ee75', 'Malachi contains a prophecy of the second coming of Christ.', 1295404286), (11844, 'b19c1fd6f0be2bb8487440342e0bcdac', 'Joel probably knew Elijah and Jeremiah.', 1295404286), (11845, '525f5525ada6b9b470c9136f0990e052', 'Nahum came from Elkosh.', 1295404286), (11846, '3ee571314603c0da15346cdc8256a677', 'Zechariah is a book of the past.', 1295404287), (11847, '77492fd06fa69e608800e4384ba6fb7e', 'Amos was from Jerusalem.', 1295404287), (11848, '1e4725ee53d1a422fa9ccc898c01e814', 'Siddartha Gautama gave birth to Buddhism.', 1295404287), (11849, '7a753c1a5e412782383d21682167ef47', 'Amos was a farmer.', 1295404287), (11850, '2ab1c6efb43b54157a2ddb4e245867c2', 'Malachi is the bridge between the Old Testament and the New Testament.', 1295404288), (11851, '154fa0417012af2a023d632d5ab05c3e', 'Amos is a prophet of doom.', 1295404288), (11852, '4ab255e0108f7d708cd7a3e40d7d8043', 'Joel is a prophecy of the grace of God.', 1295404288), (11853, '3d12ec3df263afe36d311df1ac45129b', 'Obadiah wrote a warning to the Edomites.', 1295404289), (11854, '5dbec56a900f0a31bc1c0543b3c864a4', 'List how God was working in Jonah:', 1295404291), (11855, '1e945569194fdfda2ae262cd80d2f3ef', 'Amos was humble, wise, clever, and fearful.', 1295404291), (11856, 'a40c005abbc78d24bd3d90f1caf7805b', 'Amos probably never knew Jonah.', 1295404291), (11857, '1a162a070331a92816a9e45f553d20ec', 'Jonah was an obscure missionary to the Nineties.', 1295404291), (11858, 'ccb79c2c8f23131d91ad6bc476fe31a5', 'The prophet Malachi was a reformer.', 1295404292), (11859, '1cf3ed1e0238d93a43c767d6980f8377', 'Zephaniah was a prince in the time of Josiah.', 1295404293), (11860, '4651454c2aa92bea5a48acc084792c55', 'Gath-hepher was an hour', 1295404293), (11861, '061493d91b59659b7cdbe2966502ad4b', 'The Minor Prophets number 14.', 1295404293), (11862, '0b5fd262f3daa27745f8c5e8a36c89a5', 'The national sins Micah catalogued were:', 1295404293), (11863, '9264e9d86ef4c98b155b7aafaebf7680', 'King Josiah at 18 years of age promoted a revival.', 1295404293), (11864, '24ff5aa524e650439db5339031a70088', 'Micah prophesied concerning Samaria, the capital of Judah.', 1295404294), (11865, '2b4d62391abd72767201dce9af63e1bd', '
Coming Up
', 1295403548), (11866, '9a0dc4e3fe7046a4a4ecb01192c1058d', 'This category contains 124 credit hours of Clinical Biblical/Christian Counseling Studies courses. Completing this track will lead to an Bachelor Degree in Biblical or Christian Counseling Studies (Based on Preference of the student), unless transferable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits transferred.
', 1301361763), (11867, 'aff2cc0e17c2c3fc6918821697cb167b', 'Course: Nouthetic Counseling II (3 credits)
CON472 Counseling (Ready to Restore(2 )
Here is a course that is geared to Christian counseling designed specifically for the layperson using the basic essentials of counseling.
\r\n
This workbook is designed and put together to help those who are interested in the ministry of counseling. As you read the book, Pastoring the Temperament you will want to interact more with this new idea of counseling. To help you do so, I designed these questions to help you think and come to terms with your own understanding and solutions. These are not true/false, yes/ no questions. They will require you to think and they may even challenge your previous belief system as it concerns counseling and understanding people’s behavior.
', 1301361763), (11870, 'ce2286c24bb84232c77795f3dc0afa16', 'Counseling the Elderly (Wrinkled But Not Ruined) (2)
elderly. Scriptures are applied to help deal with the problems and opportunities of the older population. ', 1301361763);
INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES
(11871, 'c261c10aa1bba4a90d122b7ead852e1c', ' Course Description: This course introduces the student to the biblical basis for Christian counseling founded on directionism. It establishes the difference between Christian Counseling and Biblical Counseling. This book uses the five steps method of Biblical Directionism to help the professional counselors focus on the real issues
This course will introduce the students to principles and practice in Biblical counseling. This approach will bring a system of biblical truth that brings
together people, their problems and the living God.
\r\n
CON463 Competent to Counsel 3-credits
Competent to counsel has Counselors develop both a general approach to Christian counseling and z specific response to particular problems. The approach using in this
book I nouthetic counseling by means of the Holy Spirit to bring about change in the personality and behavior of the counselee.
ISBN: 0310511402
', 1301361763), (11874, '2644dc905e94404267c781784a2540b2', '
This Resource Page cover all the other resources. No need to go the ones outside this page.
\r\nThe following Resources are here for your convenience
\r\n\r\n1. Apologetic Research Project
2. Steps to submit your work:
http://www.ccudl.com/ecampus/mod/resource/view.php?id=10
3.Writing Styles to help you write your paper: 
http://www.ccudl.com/ecampus/mod/resource/view.php?id=12
4. Dissertation Step-by-Step: 
http://www.ccudl.com/ecampus/mod/resource/view.php?id=11
\r\n5.Find your Bible verse with ease: http://www.biblegateway.com/
\r\n6. Find your Bible passage: http://www.biblegateway.com/passage/?search=
\r\n7.Looking for words: http://en.wikipedia.org/wiki/Dictionary
\r\n8.Find the meaning of your word: http://en.wiktionary.org/wiki/Wiktionary:Main_Page
\r\n9.Get your questions andwered: http://wiki.answers.com/help/asking_questions
10. http://categories.paperstore.net/echeat/184-000.htmlThis category contains all programs under the bachelor Level in a subcategory setting.
', 1301361920), (11879, 'de17ce5b2f4d9aeb4926a0d16b562e26', '<!-- /* Font Definitions */ @font-face {font-family:"Arial Unicode MS"; panose-1:0 0 0 0 0 0 0 0 0 0; mso-font-charset:0; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:EN-US; mso-fareast-language:EN-US;} p {mso-style-noshow:yes; mso-margin-top-alt:auto; margin-right:0cm; mso-margin-bottom-alt:auto; margin-left:0cm; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Arial Unicode MS"; mso-fareast-font-family:"Arial Unicode MS"; mso-bidi-font-family:"Arial Unicode MS"; mso-ansi-language:EN-US; mso-fareast-language:EN-US;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:2016493305; mso-list-type:hybrid; mso-list-template-ids:1313086544 -2053991240 -814466194 1444044896 -739090138 2138762880 1515741316 1018745988 1865333070 1859392306;} @list l0:level1 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:36.0pt; mso-level-number-position:left; text-indent:-18.0pt; mso-ansi-font-size:10.0pt; font-family:Symbol;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} -->
Doctoral Program in Theology
The purpose Doctor of Theology (THD) program is to provide the candidate with an advanced competencies and biblical insights through the teaching, preparation and observation for those actively involved in vocational Christian ministry of education.
Graduates of the (THD) program will be prepared to:
THE713 Christian Theology & Doctrine (3)
This course is an advanced study of theology, which explores all of the details of the major doctrines and attributes of God and the Bible from different denomination.
"This final course culminates the entire course of studies and research
required by this program. This is a very involved endeavor and will require
an undivided attention. The research project comprises two part-a
quantitative and a qualitative research. Both parts must demonstrate
doctorate level quality of work.
Student allowed choosing their own research topic and getting it approved by
the Dissertation Review Board. Upon the approval of the research topic, a
proposal containing the first three chapters, table of content and partial
bibliography must be submitted to The Dissertation Review Board. A fee of
one hundred ($150.00) dollars must be submitted with the proposal. Proposal
will not be reviewed without this fee.
The Review Board will review the research proposal. The board will either
approve it, approve it with recommendations, or deny it. If the dissertation
is denied, a separate fee will be required for revisions. Students are
solely responsible to present the research project as required the first
time to avoid any denial proposal and extra fee.
Upon the final review and grading of the final research project, the student
will submit two bound copies to the school. One will be graded, endorse, and
return to the student and one copy will remain the property of the school."
and this from another document...
"Dissertation: More details will be discussed later but the very basic
instructions are as followed:
1. Your dissertation need to be a m minimum of 50,000 words to 60,000 words
maximum
2. You choose your own subject/topic and send it for acknowledgement
3. Send a proposal to the Review Board. The proposal should contain the
table of contents, the first three (3) chapters, and partial bibliography.
4. The margin are as followed: 1-1/2, left, 1 inch top, right, and bottom
5. Each chapter needs to start 3’’ from the top page (about 5 return stroke
from the 1 inch margin)
See the work submission guidelines attached for further instructions"
This is a 64-credit hours program in a strictly philosophical. Completing this program will lead to a Doctor of Philosophy Degree (PHD). There is no transferable credits allowed into this program applied. All classes in this program are philosophically oriented.
Contextually speaking, individual Graduated from this programwill be prepared to:
Demonstrate an advanced understanding and integration of philosophy in relation to the discipline, critical thinking, academic, and educational disciplines.
Articulate and apply a comprehensive and critical philosophy of reasoning.
Demonstrate advanced competencies in the areas of critical thinking, Research and Writing, Biblical psychology, Biblical Communication, Administration/Education Leadership, and Great Commission Strategies.
Plan, implement, and critically evaluate major undertakings in ministry toward the fulfillment of the Great Commission and the Great Commandment.
Evaluate personal, spiritual, and professional development and design a plan for lifelong learning.
Description: Well-organized presentations of most of the significant philosophical positions make this book an excellent reference tool. 
The Philosophical Foundations for a Christian worldview offers a comprehensive introduction to philosophy from a Christian perspective. It seeks to introduce leaders to the principles subdiscipline of philosophy, including epistemology, metaphysics,
and philosophy of science, ethics, and philosophy of religion.
You can order this book HERE
', 1301361893), (11887, 'f8322863abd5e604f013ec9140ec37dd', 'PHD864 Christian Ethics (4)
totally new, updated, culturally-relevant text continues the lofty standard the author has set for himself.You can order this book HERE
and a PDF copy is also available
', 1301361893), (11888, '49a94c568f4092616cb21b592c2eec70', 'PHD723 Christian Apologetics(4)
This is a study of Christian Apologetics for the purpose of equipping the pastor, minister, or lay leader in the defense of the Truths of God. This study is in three parts: 1) deals with various tests for
truth in order to lay a foundation for testing the “truths” of various world views, 2) applies the test for truth to those views, and 3) works within the theistic view to verify the deity of Jesus and the authority of the Bible.
\r\n
This category contains all pre-requisite General Education classes
', 1301361797), (11890, '76975afa6b8ff8ea2646c4be03732a9a', 'Course Description
Examines the communication behaviors that create personal knowledge and shared meaning between people. Verbal and nonverbal communication behaviors are analyzed for impact at each stage of the communication process before, during, and after the communication interaction. Specific communication behaviors examined include self-awareness,
self-disclosure, message content, listening, relationship expressiveness, and conflict management (including damage control', 1301361797), (11891, '4aa90e2698b167b51affd01617c191b3', 'Course Description:
An introduction to the legal and ethical environment of business, with and emphasis on negotiable instruments, secured transactions, bankruptcy, and agency.
', 1301361797), (11892, '0c5cb4937ba60ca5aabe8ef71bcf1359', 'Course: COM 203: Introduction to Speech Communication
Credit Hours: 3 Credit Hours
Prerequisites:
Instructor:
Telephone/E-mail:
Course Description:
The study of the basic principles and concepts involved in public speaking, including listening techniques. Concentration on the development and delivery of extemporaneous speeches. Types of speeches include informative, persuasive, entertainment, group, impromptu, and special occasion.
Course: MAT103: Business Mathematics
Credit Hours: 3 Credit Hours
Prerequisites: C or better 101 or 102
Instructor:
Telephone/E-mail:
Course Description:
The arithmetic of business with emphasis on bank records, payroll, inventories, turnover, percentages, discounts, depreciation, interest, and installment loans and sale.
', 1301361797), (11894, 'cf1ef9d62e035fce6096297916f0e0be', '
Course Description:
Continuation of ENGL 101 emphasizing style, the study and practice of argument, and development and use of formal research skills. 
Course Description:
Introduction to basic computer proficiency, terminology, operations, and hardware/software components selection. Covers hardware and software components; navigating the Windows operating system using a mouse; use of controls and applications of the Windows environment; managing files, folders, and programs; and basic operating system commands.
', 1301361797), (11896, '11e8091f195cbfe992ddb773f82a6604', 'Course Description:
Develops basic word processing software program proficiency using Word 2003: creating and formatting documents, editing fonts, importing graphics, and merging files.
', 1301361797), (11897, '3de83cf4b87e862ed463f7ac059c819c', '
Course Description:
Develops basic spreadsheet software program proficiency using Excel 2003: creating spreadsheets; using formulas, graphs and reports; and importing and exporting data.
', 1301361797), (11898, '805997007284969316bbb8e1c7718bdc', '
Explores expository writing as a process. Students work through a series of papers with different goals, emphasizing focus, invention, organization, development, grammar, and style. When this flagship thematic reader first appeared in the 1980s, instructors appreciated its rigorous approach and challenging essays. This revision harks back to the classic Dolphin Reader, with its timeless selections, lengthier readings, and streamlined apparatus.
', 1301361797), (11899, '6f6c474e08bb00567e8c1e6f83808dda', '
Course Description:
An overview of the physical sciences of physics and chemistry. The fundamental concepts of measurement are the starting point for study of concepts of motion, force, energy, wave motion, heat, electricity, magnetism, and modern physics, and then are used to develop the principles of chemistry and the topics of PHS 102.
The Dissertation Review Board Final Project Guidelines \r\n
\r\n \r\n\r\n \r\n
This final course, Dissertation Research Project (DRP) culminates the entire course of studies and research required by each doctoral program. This is a very involved endeavor and will require an undivided attention in order to be successful. Doctoral students are expected to present their project in an academically, intellectually, and spiritually stimulated format.
\r\n \r\n\r\n \r\n
Objective of a research project \r\n
\r\n \r\n\r\n \r\n
The main objective of a research project must be original and must make a contribution to its readers regardless of the approach taken. A doctoral candidate must carefully select topic of interest not just to self gratification, but also to an interested target audience.
\r\n \r\n\r\n \r\n \r\n
\r\n \r\n
Dissertation writing process \r\n
\r\nThere are five major stages in the dissertation writing process. \r\n
\r\nStage I. Preparing the Way. The aim of the first stage is to orient you to the tasks ahead by: (1) Identifying resources that can help you in carrying out your project, and (2) Describing (a) how the professional literature can be of use and (b) how to survey the literature efficiently.
\r\nStage II: Choosing and Defining Research Topics. The second stage involves: (1) Selecting the question or problem on which your project will focus, (2) Deciding if you wish to create or adapt a theory as part of your project''s contribution; and--if you do, indeed, plan to devise a theory - deciding how to go about it; and (3) Clearly delineating your selected problem and creating a rationale that explains what sort of contribution your dissertation will make to the realm of knowledge within which it''s located. \r\n
\r\nStage III: Collecting and Organizing Information. Once your research proposal has been specified and its value explained, your next task is to select an effective way to gather the information needed for answering the question. This phase is presented as two substages- III-A and III-B . The two are typically pursued in parallel, because they are interdependent. That is, collecting data efficiently requires a plan for organizing the data and vice versa. Even though the tasks are performed simultaneously, for clarity of presentation we find it convenient to describe them separately. \r\n
\r\nStage III-A: Collecting Information. The aim of the first data-collection stage is to describe a variety of the most useful approaches to gathering information. The purpose is not to inspect in detail the steps that comprise each method. Instead, the intention is to (a) sketch principal features of a method, (b) illustrate the sorts of research questions or problems for which it''s well suited, and (c) point out the method''s advantages and limitations. The approaches that are cited include historical accounts, case studies, ethnographies, experience narratives, surveys, correlation analyses, and experiments. \r\n
\r\nNote: Students often encounter problems at the data-collection stage of their dissertation. Plan carefully! \r\n
\r\nStage III-B: Organizing Information. No matter what sort of information you gather to solve your research problem; you need to organize it in a way that enables you to draw comparisons and contrasts, to estimate causes and effects, or to identify trends. For this purpose you require a classification system, such as a chronology, typology, or taxonomy and a method of condensing the mass of data in an accurate, comprehensible form. \r\n
\r\nStage IV. Interpreting the Results. At this stage you explain what your collection of classified, summarized information means. This is the "so what?" phase of your dissertation. \r\n
\r\nStage V: Presenting the Finished Product. In this final stage, you are obliged to describe your completed dissertation to appropriate audiences. Your most immediate audience includes your major advisor and any other faculty members who are assigned to assess your work. Therefore, your first responsibility is to present them with a well crafted written account of your project. Then, if you are also obliged to defend your dissertation before a committee in an oral examination session, your second responsibility is to fashion a convincing explanation of your research methods and findings
\r\n \r\n
Steps to take:
\r\n1. Choose a topic. The doctoral candidate is allowed to choose a research topic of hi/her own, which will make a contribution the world and present it in a proposal format to the Dissertation Review Board (DRB) for approval. The Review Board will review the research proposal and will approve, approve it with recommendations, or deny it altogether based on the criteria’s set forth in this guidelines.
\r\n \r\n\r\n \r\n
2. The research project may include a single or a set of the following approaches:
\r\n1. Objective
\r\n2. Subjective
\r\n3. Argumentative,
\r\n4. Creational
\r\n5. Reactive
\r\n6. Qualitative
\r\n7. Quantitative
\r\n8. Conservatively challenge
\r\n9. Fundamentally challenge
\r\n10. Biblically oriented
\r\n \r\n\r\n \r\n
Regardless of the approach taken, it must be clearly reflected and demonstrated in the proposal, the final draft, and the final project.
\r\n \r\n\r\n \r\n
Note 1: A defense statement explaining the reason and purpose for the topic selection must be inserted.
\r\n \r\n\r\n \r\n
3. If the proposal is approved, the candidate moves forward to continue writing. If the proposal is denied or denied with recommendations, the candidate proceeds to rewrite the proposal or make the revisions accordingly and resubmit it to the DRB for final approval.
\r\n \r\n\r\n \r\n
4. The proposal should include the first three chapters, table of content for the remaining chapters, and a partial bibliography. The prospectus should have a clear path to follow. Upon the approval of the final research project, the candidate is advised to move forward with the completion of the project.
\r\n \r\n\r\n \r\n
5. The dissertation should be having a minimum of 50,000 words to a maximum of 60,000 words. Any additional pages must be approved by the candidate’s advisor.
\r\n \r\n\r\n \r\n
6. Margins: Set your margins as followed:
\r\n \r\n\r\n \r\n
1. Left 1-1/2 inch
\r\n2. Right 1 inch
\r\n3. Top 1 inch
\r\n4. Bottom 1 inch
\r\nEach chapter should start on a new page at 3’’ from the top margin (about 5 return strokes from the 1 inch margin)
7. Five copies of the final draft of the project must be submitted to the DRB. A fee review of two hundred ($250.00) dollars must be submitted along with the draft. Proposal will not be reviewed without this fee. If the dissertation is denied, a separate fee will be required for revisions.
\r\n \r\n\r\n \r\n
Note 2: Distance learning candidates to whom, printing and mailing of the dissertation is inconvenient, may submit their work via email in PDF format along with a credit card to cover the cost of printing. CCU will use a copy service (Kinko, Office Depot, Office Max, etc.) to print the project for the Review Board.
\r\n \r\n\r\n \r\n
8. The candidate is solely responsible to present the research project as required the first time to avoid any rejection and consequently extra review fee. Must candidates are unable to meet the five-member board; therefore your Faculty Advisor is your bridge to the DRB. He or she is available to assist you when you it.
\r\n \r\n\r\n \r\n
9. Upon the final review and grading of the final research project is returned, the candidate will submit two bound copies to the school for grading. One copy will be graded, endorsed, and returned to the student and one copy will remain the property of the school."
\r\n \r\n\r\n \r\n
Every step must be completed prior to graduation. I hope this information is helpful and for further help on the dissertation, please visit the resource page at www.ccudl.com/ecampus.
\r\n\r\n
Why al this?
\r\nNow why is this observation about academic-discipline domains important for doing theses and dissertations? We think it''s significant for two reasons. The guidelines for conducting and writing research investigations in different academic departments are much the same, especially within the broad realm of the social sciences and such applied fields as education, social work, and business administration.
\r\nHowever, a number of students experience reasonable anxiety facing the need to write a dissertation that will sum up several years of intensive studies. On the one hand, writing such projects requires much time and effort put in research, while contemporary academic environment produces lack of both. On the other hand, a certain level of research and writing skills is required to be 100-percent sure that that final draft will meet the tutor’s requirements.
\r\n\r\n
Components of the Reearch Proposal and Dissertation
Components of the Research Proposal
Parts of a Formal Research Proposal
Title
Abstract
Table of
Chapter II. Review of the Literature and Research Questions
Chapter III. Methodology
References
Appendices
Parts of the Dissertation
Signature Page
Title
Copyright
Acknowledgments
Abstract
Table of Contents
List of Tables and List of
Chapter II. Review of the Literature and Research Questions
Chapter III. Methodology
Chapter IV. Results
Chapter V. Discussion
References
Appendices
Resume
Components of the Research Proposal and Dissertation
The dissertation document should follow in sequence the steps of the research process. In general, dissertations at Gallaudet should comply with the guidelines for writing style described in the fourth edition of the Publication Manual of the American Psychological Association (1994), henceforth referred to in this handbook as the APA Manual. Doctoral candidates should become familiar with the APA Manual and use it as a constant reference in matters of style. There may be individual situations in which, based on the content of the dissertation, the committee will recommend that another style guide be used. In these instances, the committee chair should consult with the graduate dean prior to recommending the alternate style guide.
It should be noted that the model described below and in the APA Manual is most appropriate for studies involving data collection and quantitative analysis designed to answer questions formulated prior to the data collection. In some cases, students may have reason to pursue models of research which lend themselves to a different organization of the dissertation document. For example, ethnographic or other qualitative designs which allow the emergence of new questions in response to incoming data may not be entirely accommodated by the format outlined below. Appendix L describes in outline an alternative structure for such studies. The specific format selected should fit the overall nature of the study. Students should discuss with their dissertation chair which model is most appropriate for the study they intend to pursue.
Parts of a Formal Research Proposal
A description of methods to be used will of necessity employ future tense, because the work at this stage has not yet been done. Similarly, the purpose of the study should be explained in the present tense in the proposal and in the past tense at the study''s completion. In the final dissertation, much of this prose can be revised through appropriate tense changes to reflect that the work is now completed.
Appendix J of this document lists elements to be included in the dissertation and highlights those that should also appear in the proposal.
Title. The title of the proposal and, later, of the dissertation should be a succinct summary of the topic and generally should not exceed 15 words. Unnecessary words, such as "A Study of ...," should always be avoided. The title should include key terms that readily identify the scope and nature of the study and should be typed using all capital letters. See Appendix F for a sample title page layout. A manuscript page header and a short title may appear in the proposal title page (following APA "copy" manuscript style) but not in the final dissertation.
Abstract. The abstract is a brief summary of the dissertation project''s area of investigation and expected course. It should reflect familiarity with current issues in the field and raise research questions or hypotheses suggested by findings in the current literature. In the abstract, the investigator should briefly describe proposed methods and expected conclusions.
Table of Contents. Essentially, the table of contents for the proposal lists all of the elements of the proposal, with accompanying page numbers. These elements generally include the following items: title page, abstract, table of contents, statement of the problem, review of literature, methodology, appendices, and reference list. The table of contents should be double-spaced between entries; entries longer than one line should be single-spaced.
Chapter II. Review of the Literature and Research Questions. A review of literature concerning the topic places the dissertation in the context of previous research. As stated in the APA Manual, a "scholarly review of earlier work provides an appropriate history and recognizes the priority of the work of others. Citation of and specific credit to relevant earlier works is part of the author''s scientific and scholarly responsibility" (p. 11). The review should focus only on literature and conclusions directly pertinent to the subject and the problem addressed in the dissertation. Any pilot work done should be described in this chapter. This chapter should also present the specific hypotheses or research questions to be addressed by the dissertation study, clearly relating these to lines of investigation and conjecture detailed in current literature.
Chapter III. Methodology. The methodology section describes in detail how the study will be conducted. This chapter is typically divided into labeled subsections. Often a subsection describing participants or subjects is followed by subsections describing testing or other measurement procedures to be undertaken with the participants and a subsection describing how the resulting measurements will be analyzed to help resolve the problems stated in the introduction.
References. The reference list at the end of the proposal should include all works cited in the proposal; conversely, all items listed as references must have been cited in the text of the proposal. The APA Manual can provide guidance for accurately compiling a reference list.
Appendices. Appendices6 of the proposal should include data-collection tools, such as IRB materials, consent forms, letters of introduction to subjects, questionnaires, survey forms, and the like. The appendices section should begin with its own cover page, followed by its own table of contents page. Each appendix may have its own cover page. The word "appendix" should appear in all capital letters.
Parts of the Dissertation
In general, the dissertation proposal is used as the basis for the first chapters of the dissertation, with modifications and additions as appropriate. For example, the proposal''s literature review is likely to need updating. On the other hand, research questions and hypotheses should not be modified or "retrofitted" to match later findings. Care should be taken to ensure that the proper grammatical tenses are used in the final document. In the literature review, for example, discussions of reported research activities are generally described in the past tense (e.g., "When the same test was administered three months later, 7 of the 10 subjects received significantly higher scores..."), but authors'' general conclusions, as stated in research reports, are typically described in the present tense (e.g., "Smith and Jones conclude that the test is a reliable indicator of visual acuity and spatial perception..."). As was stated earlier, prose from the proposal that described in the future tense methods to be used in the research will need to be changed in the dissertation to past tense, as appropriate, when describing work that has been completed.
Signature Page. On the signature page the following should appear, in order: the title of the dissertation, the author''s name, the words "Approved by," and blank underlines, below which should appear the names of the dissertation committee members, followed by their degrees. Committee members (beginning with the chair) sign their names on these lines and indicate the dates of approval. For a sample signature page, see Appendix E.
At least six copies of the dissertation should have original signatures; these include one copy for the Graduate School, one copy for UMI, one copy for the department, and two copies for the Gallaudet University library. Photocopied signatures are permissible for other copies.
Title. The title of the dissertation, like the title of the proposal, should summarize the project, should not generally exceed 15 words, and should not include unnecessary words such as "A Study of...." It may be appropriate for the title to change from the proposal to the dissertation draft to account for major changes that occurred prior to the completion of the research or for other reasons suggested by the committee. A title change requires the consent of the committee. The title should include key terms that readily identify the scope and nature of the study; it should be typed in all capital letters. See Appendix F for a sample title page layout.
Copyright. Copyrighting the dissertation, although highly desirable, is optional. Candidates who wish to may apply for a copyright for their dissertations, through University Microfilms Incorporated (UMI) or other avenues. Copyright information is available through the
Acknowledgments. Acknowledgments give credit for external support received throughout the dissertation process and recognize generally the contributions of committee members and others who made important contributions. Acknowledgments also express gratitude for the use of copyrighted or otherwise restricted materials, as appropriate. A doctoral candidate may choose to dedicate the dissertation to a person or persons who have had significant impact on the author''s work. This dedication, when included, should be brief and is best placed at the end of the acknowledgments section.
Abstract. The abstract, which must not exceed 350 words (or 2450 characters) for the final dissertation, is a brief, comprehensive summary of the contents of the dissertation. Generally written after the dissertation is complete but building on the framework set forth in the proposal abstract, the dissertation abstract provides a summary of the dissertation''s research question, methods, results, and conclusions. The abstract should be readable, coherent, well-organized, concise, and self-contained because the abstract is often printed separately.
Table of Contents. The table of contents should list in order of appearance all components of the dissertation, including all headings and subheadings, with the correct corresponding page numbers. The table of contents should be double-spaced between entries; entries longer than one line should be single-spaced.
The page numbers for materials preceding Chapter I (Introduction) should be in lower-case roman numerals, while all subsequent materials should be listed with standard arabic numerals. See Appendix H for a sample table of contents.
List of Tables and List of Illustrations. Separate lists should be created for tables and illustrations that appear in the text of the document. Illustrations appropriate for use in dissertations include figures, maps, diagrams, photos, and plates. These lists should include the number and full name of each table or illustration, listed in order of appearance in the text, followed by the number of the page on which the table or illustration appears. Tables and illustrations are usually numbered sequentially in arabic numerals, the first digit representing the chapter, followed by a decimal and the table or illustration''s number within that chapter, e.g. 4.12 (the twelfth table or illustration in chapter 4). The list of tables and the list of illustrations should be double-spaced between entries; entries longer than one line should be single-spaced.
Chapter II. Review of the Literature and Research Questions. The review of the literature in the dissertation places the present study in the context of previous research. The review should be similar to the review of literature in the proposal but should reflect any change of focus or direction that resulted from the research process. Again, this chapter should present the hypothesis or research questions and the relationship of these to previous findings.
Chapter III. Methodology. The methodology section of the dissertation should build on the description of methods outlined in the proposal. Labeled subsections similar to those in the proposal should be included. These may include a section describing participants or subjects, a section describing testing or other measurement procedures undertaken with the participants, and a section discussing limitations of the methodology. (The descriptions of the analyses which appeared in the proposal are usually incorporated in the results section of the final dissertation.)
Chapter IV. Results. The results section summarizes the data collected and details the statistical treatment of that data. After a brief statement of the main results or findings of the study, the data are reported in sufficient detail to justify the conclusions. Tables and illustrations (e.g., figures et al.) may be used to report data when these methods are seen to present the data more clearly and economically. All tables and illustrations used should be mentioned in the text, with appropriate titles or captions and enough explanation to make them readily identifiable.
Chapter V. Discussion. In the discussion section, the results are summarized, evaluated, and interpreted with respect to the original research questions and hypotheses. In this section, the investigator is free to examine, interpret, and qualify the results, as well as to draw inferences from them. Theoretical and practical consequences of the results and the validity of conclusions may appropriately be discussed in this section. The limitations of the study and suggestions for future work may also be included.
References. The reference list at the end of the dissertation should list all works cited in the dissertation, and all items listed as references must have been cited in the dissertation text. Special attention should be given to ensure appropriate citations of less common sources, such as unpublished manuscripts. Again, the APA Manual can provide guidance for ensuring accuracy in these details.
Appendices. Materials that document important components of the dissertation research process that would be too lengthy, awkward, or distracting to include within the text should be included as appendices in the final document. These materials may include pertinent raw data, and as in the proposal IRB materials, consent forms, letters of introduction to subjects, questionnaires, survey forms, and the like. The appendix section should begin with its own cover page. Each appendix may have its own cover page. The word "APPENDIX" should appear in all capital letters.
Resume. Resumes have traditionally appeared at the end of Gallaudet dissertations, but they are not required. Candidates choosing to present a resume should include the author''s name, permanent address, date and place of birth (optional), postsecondary training and degrees, professional publications, and professional positions. The resume should be selective rather than exhaustive and should be limited to one page. For resume format requirements, see Appendix N.
5 Names of chapters and the exact contents are matters under the discretion of the candidate and the committee. The chapter names used in this outline are illustrative of a typical format.
6 Although the APA Manual uses the spelling "Appendixes" for the plural of Appendix, the preferred spelling is "Appendices."
--- Table of Contents
-- Next section
Overall Style Requirements for Proposal and Final Document
Margins
Section Levels and Headings
Page Numbering
Document Appearance
Graphics
Writing Style
Editorial Assistance
Guidelines for overall style comply with University Microfilms Incorporated (UMI) dissertation publication requirements.
Margins. Each page of the dissertation document must be double-spaced, with a one-and-one-half inch margin on the left side and a one-inch margin on the top, bottom, and right sides. This applies to all pages of the document, including the abstract, title, illustrations, tables, appendices, and resume pages. It is the doctoral candidate''s responsibility to ensure that these standards are met in the original document and all photocopies. For a diagram of margin and page numbering requirements, see Appendix I.
Section Levels and Headings. The appropriate use of headings is vitally important for organizing the information presented in a dissertation. The APA Manual (pp.90-93) recommends a style guide for five levels of headings. It may be helpful to think of these levels as analogous to items in an outline. As with outlines, there should be more than one item beneath a heading to merit use of a distinct subordinate heading. APA exhibits the following five-heading model:
Because most dissertations require fewer than five levels, writers should refer to the section on selecting the levels of headings on pages 92 and 93 of the APA Manual. Level five headings should be used for chapter headings, which should always begin on a new page. The chapter number should be presented first, two double-spaces below the page number. The heading indicating the content of the chapter should be typed one double-space below the chapter number, e.g.:
METHODOLOGY
Appendix headings should also use level five.
Page Numbering. Running heads and shortened titles indicating the title, chapter, or author''s name, are acceptable for the proposal but not for the final dissertation document. For all pages with Roman numeral page numbering, the page number should be centered at the bottom of the page with a one-inch margin under the page number. For all pages with Arabic numeral page numbering, the page number should be in the upper right-hand corner of the page with a one-inch margin above and a one-inch margin to the right of the page number. In all cases, there should be a double space between the page number and the text of the page.
Numerals on pages in the body of the work should be Arabic and should appear within the corner defined by the upper and right margins of each page; numerals on the abstract, dedication, acknowledgment, table of contents, list of tables, list of illustrations (or figures), and appendix pages should be Roman and should appear in the center of the lower margin of each page. The title, copyright, and resume pages should not be numbered. This applies to both the proposal and the dissertation.
Document Appearance. In the finished dissertation document, the lettering should be clear, dark, and legible. The overall effect of the layout should be aesthetically pleasing. Writers are strongly encouraged to use a computer with word processing capabilities to produce the dissertation document. To ensure that the document''s appearance is acceptable, letter-quality printers7 such as laser or ink jet printers should be used. The document should be typed in a font with serifs (e.g. Times Roman, Courier, etc.) in a twelve-point size. Dot matrix print, erasures, dirty copies, strikeovers, or blurry type will not be accepted. Correction paper, fluid, or tape should not be used to cover errors.
The same typeface should be used throughout the manuscript; however, the use of another typeface in figures or illustrations is acceptable. The APA Manual (p. 237) recommends that a sans serif font (e.g. Helvetica, Univers, etc.) be used in figures. If an alternative typeface is used in figures, it is important that usage remain consistent throughout the figures of the document. Photocopied materials in the appendices, such as informed consent forms or questionnaires, should maintain the original typeface.
The dissertation document should use left justification. Words should not be hyphenated at the end of lines. Lines should run naturally short or long but must not run into the margin area. The final document should be double-spaced, except for block quotes, tables, and references. Block quotes in the final document can be a smaller font than the rest of the document but no smaller than ten point. Italics should be used only as indicated by APA style standards.
All pages of the final manuscript must be standard 8.5" by 11" size, and the paper should be heavy bond. Erasable paper is not acceptable. The copies of the final edition with original signatures which are submitted to the
Graphics. Illustrations appropriate for use in dissertations include figures, maps, diagrams, photos, and plates. Illustrations and tables should be included within the text, not at the end of the text. They should be of comparable print quality to the manuscript. Graphics pages must be titled in the same font size and style as the rest of the manuscript, and numbered in Arabic numerals. Illustrations and tables should be listed after the table of contents. Graphics must not exceed the margin requirements outlined in this handbook for text pages. Note that this differs from APA style.
Writing Style. The dissertation should be written in a simple and direct style that clearly delineates each stage of the study. It should accurately report the details of the research. Ambiguous or informal language should not be used. Language that may convey an impression of bias should also be avoided. Word choice should reflect the terminology currently used in the field of study. It is particularly important, for example, that dissertations written at Gallaudet reflect awareness of currently accepted deafness-related terminology. The term "hearing-impaired" as a descriptor for all individuals with hearing loss, for instance, has generally been replaced by the words "deaf and hard of hearing." Of course, the term "hearing-impaired" when cited from earlier literature is completely acceptable and is generally understood to have been the favored term as recently as a few years ago. It is important to recognize that in some instances the term "deaf and hard of hearing" may not be appropriate if the study, in fact, focuses only on deaf individuals (by some generally accepted definition) or only on hard of hearing individuals. When writing about deaf people as a cultural group, many writers have deliberately adopted the convention of capitalizing the "d" in deaf as follows: "A visual orientation toward experience is a central component of Deaf culture." Writers who adopt this convention in dissertations should identify their source and intended meaning in a footnote after the first usage. They should also take care not to capitalize "deaf" with thoughtless consistency thereafter, because there may be reasons elsewhere in a dissertation to comment on groups of deaf individuals selected for audiological, rather than cultural characteristics. The important thing to remember about such problems is to make sufficient inquiries to be certain that you are using the appropriate term.
A research proposal generally describes work that the scholar will complete in the future; a dissertation describes the finished project. The writing in the final document should reflect this shift from future tense to present or past, as dictated by the research.
Editorial Assistance. A doctoral degree is conferred in recognition of a high level of scholarship, which includes an ability to write cogently about issues in the chosen field. Students with concerns about their writing abilities are advised to devote as much time as possible to studying many of the style manuals listed in Appendix K. Editorial assistance for a dissertation is permissible and encouraged, but only in matters of style, not content.
7 Documents produced on electric typewriters, though not preferred, are acceptable. If an electric typewriter is used, a standard pica or elite type should be selected.
APPENDIX A
Establishment of Dissertation Committee
FOR: ____________________________________
(Signature) ________ (Date)
CHAIR: ________________________________________
(Signature) ________ (Date)
MEMBER: ________________________________________
(Signature) ________ (Date)
MEMBER: ________________________________________
(Signature) ________ (Date)
MEMBER: ________________________________________
(Signature) ________ (Date)
MEMBER: ________________________________________
(Signature) ________ (Date)
MEMBER: ________________________________________
(Signature) ________ (Date)
MEMBER: ________________________________________
(Signature) ________ (Date)
Dissertation Topic:
Approved: __________________________________________
We are alumni now but we''re very pleased to welcome to take our place! We''re just graduated!
Welcome to CCU e-campus! This is the platform where you actually attending classes, meaning you should have completed all the admission, enrollment, and financial requirements prior to coming here. If so, simply click on "go to my class" for instructions on how to get to your class.
\r\nAt CCU, alumni take an active role in welcoming new students to class. Staff , faculty, and myself joined our voices to really welcome you to Cornerstone Christian University (CCU) for your most precious studies. We appreciate and thank you for trusting us with your biblical understanding and the opportunity to make a difference in your learning.
\r\nWe pray that your study here at CCU will be the most rewarding endeavor you have ever taken. Rest assure that the staff, faculty, and myself will do our very best to make that happens.
\r\nIf the above details do not apply to you and would like to learn more about CCU''s programs, please Visit CCU''s main site. You may register online if you find CCU''s program of interest to you.
Please click HERE to complete you application online!
\r\nClick HERE to make a current tuition payment
\r\nBuy your books HERE
We are alumni now but we''re very pleased to welcome to take our place! We''re just graduated!
Welcome to CCU e-campus! This is the platform where you actually attending classes, meaning you should have completed all the admission, enrollment, and financial requirements prior to coming here. If so, simply click on "go to my class" for instructions on how to get to your class.
\r\nAt CCU, alumni take an active role in welcoming new students to class. Staff , faculty, and myself joined our voices to really welcome you to Cornerstone Christian University (CCU) for your most precious studies. We appreciate and thank you for trusting us with your biblical understanding and the opportunity to make a difference in your learning.
\r\nWe pray that your study here at CCU will be the most rewarding endeavor you have ever taken. Rest assure that the staff, faculty, and myself will do our very best to make that happens.
\r\nIf the above details do not apply to you and would like to learn more about CCU''s programs, please Visit CCU''s main site. You may register online if you find CCU''s program of interest to you.
Please click HERE to complete you application online!
\r\nClick HERE to make a current tuition payment
\r\nBuy your books HERE
Cornerstone Christian University offers highly effective academic programing. However, Christian school tuition has been the slowest always compare to secular schools. Are we providing an inferior service? Is our curriculum inferior to secular schools? Answers to both of questions are NO!
You may ask why it is so?
Mainly because Businesses and schools particularly are not support by Christians!
Imagine if Christian schools are not supported by Christians and definitely not by the government, how difficult it is for them to survive?
CCU''s tuition is $65 Undergraduate, $75 Graduate, and $85.00 Post-graduate compare to : (couple examples)
Devry University program typically cost $540 per semester hour for full-time students.
\r\nAsbury Theological Seminary Master of Arts
| \r\n 2010/2011 On Campus | \r\n \r\n 9 months, 27 credit hrs | \r\n \r\n 12 months, 30 credit hrs | \r\n
| \r\n Tuition (@ $505/hr) | \r\n \r\n $13,635 | \r\n \r\n $15,150 | \r\n
| \r\n Institutional Fees | \r\n \r\n $100 | \r\n \r\n $100 | \r\n
| \r\n Books (estimate) | \r\n \r\n $1,053 | \r\n \r\n $1,170 | \r\n
| \r\n Total Estimated Cost | \r\n \r\n $14,788 | \r\n \r\n $16,420 | \r\n
At CCU, the 9 months tuition would pay for three doctorate degrees and I dare to anyone to prove our program is less significant.
\r\n
This created a serious impact on the ability to hire people to do the job that needs to get done. Needless to say how much we need your help. With this kind of tuition we charge, it''s impossible to even upset our overheard, not to mention hiring staff to work.
If you have some skills you thank that can be helpful to CCU, would you consider volunteering a few hours here and there to help support our mission to provide quality education to those who cannot afford Asbury or a similar school?
Areas you can be of help:
Web design
IT
Teaching online
SEO Web Submission
Public Relations
Marketing
Fundraiser
Others ( if you want to donate money, land, building, or anything else)
If you would consider volunteering a few hours call me at (407) 295-4869 or use the contact form above to send me an email. You''ll never regret it!
Thank you so much in advance for your help and support
\r\nDr. Ted Ridore
Generic Academic Work Submission
\r\n\r\n
To: All Students
\r\nSubject: Course requirements
\r\nFrom: Dean''s Office
\r\nEvery course offered by Cornerstone Christian University requires the following work:
all homework, quizzes, and exams included with the Commentary. All coursework must be completed and turned in at any level of education. Term papers and a reading log must be turned in with the final exam. Textbooks assigned to each course must be read. If audiotapes are included in a course, they must be listened to and notes taken and turned in.
TERM PAPERS: One term paper is required for each course in addition to the questionnaire. This paper must be on the course subject. For example: if you are studying prayer, do not write on love. You may choose a subject of interest from the course. The following chart contains how many pages are expected at each level of schooling.
Freshman to Associate: A minimum of 2 pages and a maximum of 3 pages
\r\nAssociate: A minimum of 3 pages and a maximum of 5 pages
\r\nBachelor: A minimum of 5 pages and a maximum of 7 pages
\r\nMaster: A minimum of 7 pages and a maximum of 10 pages
\r\nDoctorate: A minimum of 10 pages and a maximum of 15 pages
Do not write less then the minimum or more than the maximum pages required and any of the following writing style may bed used: APA, MLA, and Chicago with prior approval from your advisore !
Outside reading is required if reading sources are available in the nations. If no reading sources are available, added Bible reading will be required. If there are no resources available, term papers should be written on what you got out of the class and from notes taken during the teaching. If you have resources, but they are minimal, they will be accepted as long as there is a Works Cited Page at the end of the paper, giving the source.
OUTSIDE READING: Reading must pertain to the course subject and must be from two or more sources. For example: if you are studying prayer, you may read on intercessory prayer or Christ''s prayers. This reading includes books or other materials, other then your syllabus and the Bible or textbook included with the syllabus. (Hint: use the outside reading as reference material for your term paper).
Freshman to Associate: A minimum of 2 sources 100 pages
\r\nAssociate to Bachelor: A minimum of 3 sources 250 pages
\r\nBachelor to Master: A minimum of 5 sources 350 pages
\r\n Master to Doctorate: A minimum of 10 sources 450 pages\r\n A reading log, which is found at the end of the homework, must be kept and turned in by the day of your final exam.
\r\n
\r\n
\r\n
\r\n
\r\n
\r\n
\r\n
\r\n
Term Paper and Other Work Related Submission Requirements
Each term paper, or other assignment that is turned in, must follow the following criteria:
1. A cover sheet with the following Information:
\r\n a. Name of Course
b. Course Number
c. Student’s Name
\r\nd. Student’s ID Number
\r\ne. Title of Term Paper
\r\nf. Faculty Advisor’s Name: Gladys Hayes-Whitfield
2. Every Term Paper must have one (1-1/2) inch margin on the left side and I-inch margin on the remaining three sides of your paper and be double- spaced between questions or paragraphs.
3.The body of the Term Paper must be in Times New Roman or Arial font no larger than 12 point and be double- spaced.
4.Every Every Term Paper mailed must be in a plastic or paper folder when it is turned in to the instructor.
\r\n
5.The Term Paper is not to be filled with written Scripture. You can refer to chapter and verse and/or use part of a verse to begin your topic. However, a term paper filled with scriptures will not be accepted.
Your final paper (7-10 pages*) is due for this class. The final paper is both a term and a reaction paper combined and it must reach your advisor by 12:00 midnight on this last day in order to avoid penalty.
*Note: Bibliography or reference page (s) does not count as a page.
What''s the difference in term?
1. A term paper is a research paper written by students over an academic term or semester which accounts for a large amount of a grade and makes up much of the course. Term papers are generally intended to describe an event, a concept, or argue a point. A term paper is a written original work discussing a topic in detail, usually several typed pages in length and is often due at the end of a semester. There is much overlap between the terms "research paper" and "term paper".
2. A reaction or argumentative paper in our definition is somehow overlapped with term paper. A reaction paper on the other hand is designed to critically understand the intended reasons and is intended to describe an event, a concept, or argue a point theologically in the context of this study.
In logic, an argument is a set of one or more meaningful declarative sentences (or "propositions") known as the premises along with another meaningful declarative sentence (or "proposition") known as the conclusion.
How to write a reaction paper?
Simply take a subject of which you agree or disagree to and present your argument in defending your case (see argument under the resource page).
Argument
In logic, an argument is a set of one or more meaningful declarative sentences (or "propositions") known as the premises along with another meaningful declarative sentence (or "proposition") known as the conclusion. A deductive argument asserts that the truth of the conclusion is a logical consequence of the premises; an inductive argument asserts that the truth of the conclusion is supported by the premises. Deductive arguments are valid or invalid, and sound or not sound. An argument is valid if and only if the truth of the conclusion is a logical consequence of the premises and (consequently) its corresponding conditional is a necessary truth. A sound argument is a valid argument with true premises.
Each premise and the conclusion are only either true or false, i.e. are truth bearers. The sentences composing an argument are referred to as being either true or false, not as being valid or invalid; deductive arguments are referred to as being valid or invalid, not as being true or false. Some authors refer to the premises and conclusion using the terms declarative sentence, statement, proposition, sentence, or even indicative utterance. The reason for the variety is concern about the ontological significance of the terms, proposition in particular. Whichever term is used, each premise and the conclusion must be capable of being true or false and nothing else: they are truthbearers.
Formal and informal arguments
Informal arguments are studied in informal logic, are presented in ordinary language and are intended for everyday discourse. Conversely, formal arguments are studied in formal logic (historically called symbolic logic, more commonly referred to as mathematical logic today) and are expressed in a formal language. Informal logic may be said to emphasize the study of argumentation, whereas formal logic emphasizes implication and inference. Informal arguments are sometimes implicit. That is, the logical structure –the relationship of claims, premises, warrants, relations of implication, and conclusion –is not always spelled out and immediately visible and must sometimes be made explicit by analysis.
Deductive arguments
A deductive argument is one which, if valid, has a conclusion that is entailed by its premises. In other words, the truth of the conclusion is a logical consequence of the premises—if the premises are true, then the conclusion must be true. It would be self-contradictory to assert the premises and deny the conclusion, because the negation of the conclusion is contradictory to the truth of the premises.
Validity
Arguments may be either valid or invalid. If an argument is valid, and its premises are true, the conclusion must be true: a valid argument cannot have true premises and a false conclusion.
The validity of an argument depends, however, not on the actual truth or falsity of its premises and conclusions, but solely on whether or not the argument has a valid logical form. The validity of an argument is not a guarantee of the truth of its conclusion. A valid argument may have false premises and a false conclusion.
Logic seeks to discover the valid forms, the forms that make arguments valid arguments. An argument form is valid if and only if all arguments of that form are valid. Since the validity of an argument depends on its form, an argument can be shown to be invalid by showing that its form is invalid, and this can be done by giving another argument of the same form that has true premises but a false conclusion. In informal logic this is called a counter argument.
The form of argument can be shown by the use of symbols. For each argument form, there is a corresponding statement form, called a corresponding conditional, and an argument form is valid if and only its corresponding conditional is a logical truth. A statement form which is logically true is also said to be a valid statement form. A statement form is a logical truth if it is true under all interpretations. A statement form can be shown to be a logical truth by either (a) showing that it is a tautology or (b) by means of a proof procedure.
The corresponding conditional, of a valid argument is a necessary truth (true in all possible worlds) and so we might say that the conclusion necessarily follows from the premises, or follows of logical necessity. The conclusion of a valid argument is not necessarily true, it depends on whether the premises are true. The conclusion of a valid argument need not be a necessary truth: if it were so, it would be so independently of the premises.
For example:
Some Greeks are logicians; therefore, some logicians are Greeks. Valid argument; it would be self-contradictory to admit that some Greeks are logicians but deny that some (any) logicians are Greeks.
All Greeks are human and all humans are mortal; therefore, all Greeks are mortal. : Valid argument; if the premises are true the conclusion must be true.
Some Greeks are logicians and some logicians are tiresome; therefore, some Greeks are tiresome. Invalid argument: the tiresome logicians might all be Romans (for example).
Either we are all doomed or we are all saved; we are not all saved; therefore, we are all doomed. Valid argument; the premises entail the conclusion. (Remember that this does not mean the conclusion has to be true; it is only true if the premises are true, which they may not be!)
Arguments can be invalid for a variety of reasons. There are well-established patterns of reasoning that render arguments that follow them invalid; these patterns are known as logical fallacies.
Soundness
A sound argument is a valid argument with true premises. A sound argument, being both valid and having true premises, must have a true conclusion. Some authors (especially in earlier literature) use the term sound as synonymous with valid.
Inductive arguments
Non-deductive logic is reasoning using arguments in which the premises support the conclusion but do not entail it. Forms of non-deductive logic include the statistical syllogism, which argues from generalizations true for the most part, and induction, a form of reasoning that makes generalizations based on individual instances. An inductive argument is said to be cogent if and only if the truth of the argument''s premises would render the truth of the conclusion probable (i.e., the argument is strong), and the argument''s premises are, in fact, true. Cogency can be considered inductive logic''s analogue to deductive logic''s "soundness." Despite its name, mathematical induction is not a form of inductive reasoning. The problem of induction is the philosophical question of whether inductive reasoning is valid.
Defeasible arguments
An argument is defeasible when additional information (such as new counterreasons) can have the effect that it no longer justifies its conclusion. The term "defeasibility" goes back to the legal theorist H.L.A. Hart, although he focused on concepts instead of arguments. Stephen Toulmin''s influential argument model includes the possibility of counterreasons that is characteristic of defeasible arguments, but he did not discuss the evaluation of defeasible arguments. Defeasible arguments give rise to defeasible reasoning.
Argument by analogy
Argument by analogy may be thought of as argument from the particular to particular.An argument by analogy may use a particular truth in a premise to argue towards a similar particular truth in the conclusion. ]For example, if A. Plato was mortal, and B. Plato was just like Socrates, then asserting that C. Socrates was mortal is an example of argument by analogy because the reasoning employed in it proceeds from a particular truth in a premise (Plato was mortal) to a similar particular truth in the conclusion, namely that Socrates was mortal.
Explanations and arguments
While arguments attempt to show that something is, will be, or should be the case, explanations try to show why or how something is or will be. If Fred and Joe address the issue of whether or not Fred''s cat has fleas, Joe may state: "Fred, your cat has fleas. Observe the cat is scratching right now." Joe has made an argument that the cat has fleas. However, if Fred and Joe agree on the fact that the cat has fleas, they may further question why this is so and put forth an explanation: "The reason the cat has fleas is that the weather has been damp." The difference is that the attempt is not to settle whether or not some claim is true, it is to show why it is true.
Arguments and explanations largely resemble each other in rhetorical use. This is the cause of much difficulty in thinking critically about claims. There are several reasons for this difficulty.
Fallacies and non arguments
A fallacy is an invalid argument that appears valid, or a valid argument with disguised assumptions. First the premises and the conclusion must be statements, capable of being true and false. Secondly it must be asserted that the conclusion follows from the premises. In English the words therefore, so, because and hence typically separate the premises from the conclusion of an argument, but this is not necessarily so. Thus: Socrates is a man, all men are mortal therefore Socrates is mortal is clearly an argument (a valid one at that), because it is clear it is asserted that that Socrates is mortal follows from the preceding statements. However I was thirsty and therefore I drank is NOT an argument, despite its appearance. It is not being claimed that I drank is logically entailed by I was thirsty. The therefore in this sentence indicates for that reason not it follows that.
Often an argument is invalid because there is a missing premise the supply of which would make it valid. Speakers and writers will often leave out a strictly necessary premise in their reasonings if it is widely accepted and the writer does not wish to state the blindingly obvious. Example: All metals expand when heated, therefore iron will expand when heated. (Missing premise: iron is a metal). On the other hand a seemingly valid argument may be found to lack a premise – a ‘hidden assumption’ – which if highlighted can show a fault in reasoning. Example: A witness reasoned: Nobody came out the front door except the milkman therefore the murderer must have left by the back door. (Hidden assumption- the milkman was not the murderer).
6.Every Term Paper must include a Works Cited Page in the back of the work.
7.No grade will be given without the required term paper being submitted with or before the Final Exam.
8. All assignments, including Term papers, Midterm and Final exams can be posted as a forum to your class. Depending where you are located in the world, assignments can be e-mailed directly to your advisor or to the general exam email at:exams@ccudl.com
\r\n
CCU desires to offer education with integrity. CCU does not defer from these requirements for any level of education. We cannot permit any student to do less than the required work. There are no exceptions! Students who desire a college education must be willing to do college level work. The higher level of the degree, the higher level of work is required. Please be aware of this fact before you enroll in a higher-level education program.
GRADING SYSTEM
All academic work is evaluated by a faculty member and assigned a letter grade on a 4.0 scale. The following numerical scale is used in grading a student''s work.
\r\n
96-100 Excellent ________ A = 4 Grade point
\r\n0-69 Failure__________F = 0 Grade point
\r\n85-95 Good_________ B = 3 Grade point Passing_________________ = No letter Grade
\r\n76-84 Average__________C = 2 Grade point Incomplete____________ = No letter Grade
\r\n70-75 Conditional Passing_D = 1 Grade point Withdrawal __________ = No letter Grade
\r\n1. All graduate students are to submit a term paper/reaction number pages (see above) after completing the course and test questions. Write a summary of what you’ve learned. State your agreement and /or disagreement as well, and state what you’ve benefited from the course.
2. All work is to be done on standard size white typing paper, double-spaced or white notebook paper, using one side only.
3. Your work is to be submitted in original form, not a photo copy, secured in a 3-hole plastic cover, and make sure that the cover page is exactly the same as shown above
\r\n.
\r\n4. If you do not type your work, be sure that your handwriting is legible. We cannot grade what we cannot read.
5. Make sure your work is clean and well presented. Use only black or blue pen if you handwrite your work. No pencils or other kinds of colored pens will be accepted.
6. Students are expected to use proper English, grammar, and spelling in their work.
7. Each page is to be numbered with one (1-1/2) inch margin on the left and (1) inch margin on the remaining three sides of your paper.
8. Only completed assignments are to be sent in. No partial assignments will be accepted and graded.
\r\n
9. All answer sheets are to be completed as follows: write out the question, skip a space or a line, and then write the answer. Use additional sheets of paper to answer questions that require more space.
Example of how to answer questions:
Q. Who preceded Jesus baptizing the people in the Jordan River?
Ans. John the Baptist preceded Jesus and was baptizing people in the Jordan River.
10. When asked to “give scripture”, “give verse”, “quote”, etc., please give the actual “word” as well as the location. When asked to give “scripture reference”, proof text, or “give chapter and verse”, etc., please give only the location where the text is found (i.e.- John 3:16, Mark 16:2, etc.).
11. Who wrote the Book of Hebrews?
A. Paul B. Timothy
\r\nC. Unknown D. Barnabas
Please note:
\r\n12. Should the seminary fail to receive any written communication from the student for 90 days, the seminary reserves the right to dismiss the student. The student should submit a completed assignment at least every 90 days or notify the school in writing of his or her intention.
13. Should you have a need to ask your professor a question, put the question with your work or you may call the school.
14. The student will receive a letter grade of A, B, C, D, or F (which is based on a 100 point scale), a letter grade of “I” for work submitted that is incomplete and a letter grade of “W” for withdrawal.
15. Only a grade report will be sent to the student. All assignments will be discarded after grading. However, if the student wants his or her assignment returned, the student must send along with the assignment a self- addressed stamped envelope for the return of the assignment. Any extra postage will be added to the student’s account.
Special Note: It is very important that students follow these guidelines as they replace any other that may be previously given. Any deviation may greatly affect your grade. Every aspect of irresponsibility may affect your grade, so be very careful when doing your assignments. Each course may have its own instruction as to how you should complete the assignment.
\r\n\r\n
\r\n
(This is a sample. You’ll need to design a cover page like this one for your lesson.)
\r\n
\r\n
\r\n
CORNERSTONE CHRISTIAN UNIVERSITY AND SEMINARY
\r\n
\r\n
\r\n
\r\n
(YOUR NAME)
(YOUR CURRENT ADDRESS)
\r\n
\r\n
\r\n
(Course # BI-000)
\r\n
(Course Name: Genesis I)
\r\n
(Subject: Laying the Foundation)
\r\n
\r\n
\r\n
\r\n
\r\n
(YOUR ID NUMBER 0000)
\r\n
\r\n
\r\n
\r\n
\r\n
PROFESOR/ADVISOR: (JOHN DOE)
\r\n
\r\n
\r\n
\r\n
\r\n
\r\n
\r\n
\r\n
\r\n
(This form must be returned with your final paper.)
\r\n\r\n
| \r\n Course Taken \r\n | \r\n \r\n Book Title \r\n | \r\n \r\n Author \r\n | \r\n \r\n # of Pages Read \r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
| \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n \r\n
\r\n | \r\n
\r\n
This category contains all Theology Studies courses. Completing this track will lead to an Associate Degree in Theology, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361748), (11908, '343acae7694a3e217982759873486330', 'THE363 Old Testament Studies III (3 credits)
This course explores the entire Old Testament in a practical way. Every book is analyzed based on the principle, the concept, and personages involved.
', 1294847250), (11909, '03738e20193ac38c57da31de6b0af00d', 'THE143 Intro to Bible Theology I (3 credits)
The importance of every preacher believing very strongly in and using his own God‑given talents is stressed in this look at preaching and preachers.
\r\n
THE153 Intro to Bible Theology II (3 credits)
The importance of every preacher believing very strongly in and using his own God‑given talents is stressed in this look at preaching and preachers.
\r\n
The Resources Center
\r\n\r\n
This page provides you with Tools, Resources, and Things to assist you in completing your studies with ease.
\r\n\r\n
The Bible GAteway is made available to assist you in doing your assignments. The Bible Gateway link is located on the right hand corner of the front page. From there, you''re note only read the verse for today, you can actually search for any verse or verses while studying or doing your assignments.
\r\n\r\n\r\n
1. APA Formatting and Style Guide
\r\n\r\nSummary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. http://owl.english.purdue.edu/owl/resource/560/01/
\r\n\r\n2. MLA Formatting and Style Guide
\r\n\r\nSummary: MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook for Writers of Research Papers (6th ed.) and the MLA Style Manual and Guide to Scholarly Publishing (2nd ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page. http://owl.english.purdue.edu/owl/resource/557/01/
\r\n\r\nMLA Style: Step-By-Step Instructions
\r\n\r\nhttp://jerz.setonhill.edu/writing/academic/mla_style.html
\r\n\r\n3. Find the meaning of your unknown words from here...
\r\n\r\nhttp://dictionary.reference.com/
\r\n\r\nhttp://www.yourdictionary.com/
\r\n\r\nhttp://en.wikipedia.org/wiki/Dictionary
\r\n\r\nCreation Science
\r\n\r\nhttp://creationwiki.org/Main_Page
\r\n"Education is to the mind what light is to the eyes"
', 1301361929), (11913, '0074aacd6cc8334161f21ee88253128a', '\r\nCornerstone Christian University \r\n
\r\nOrlando, FL \r\n
\r\nPhilosophy of Christian Thought Syllabus
\r\n\r\n
\r\n
\r\nCourse Name: Philosophy of Christian Thought (4)
\r\n \r\n \r\n\r\nCourse Number: PHL824
\r\n\r\nCourse Description \r\n
\r\nThe book summarizes and critiques the entire history of Christian thought, which will expose the student to the Judaic and Hellenistic origins of existentialism on a philosophical and theological point of view. The work stands at once as a valuable introduction to the theological tradition and to the major concentration to and classification of Tillich’s systematic Theology. This work is brilliantly authoritative and comprehensive, while remaining clear and uncluttered. \r\n
\r\nI. Overview and Course Goals \r\n
\r\nWelcome to Philosophy of Christian Thought. Class discussions will be detailing the outline, the main focuses, and dynamics of the Christian thought on a philosophical and theological point of view. \r\n
\r\nII Course Objective \r\n
\r\nUpon the completion of this course, the student should have clear understanding of certain philosophical and theological point of view, such as but not limited to: \r\n
\r\nIII Course Policies \r\n
\r\nGrading Policy \r\n
\r\nYour grade will be based on percentage of points earned. The following method will be used: each assignment will be assigned points and class participation is also assigned points. The percentage will be based on accumulated points. All points are giving back to student each week. \r\n
\r\nAs per the instructor, each student is responsible for: \r\n
\r\nLate Assignment Policy \r\n
\r\nFive (5) points will be deducted for all late assignments. Previous assignments are due at the beginning of class. No exception! \r\n
\r\nAbsenteeism \r\n
\r\nThe class is weeks in duration. Each student is allowed one (1) excused absence. After that absenteeism will be calculated with your class participation and result in five (5) points being deducted from classroom participation. \r\n
\r\nGrade Scale: \r\n
\r\nA =96% - 100% \r\n
\r\nB= 95% - 88% \r\n
\r\nC= 87% - 78% \r\n
\r\nD= 77% – 70 % \r\n
\r\nF = 0% - 69% \r\n
\r\nI. Incomplete \r\n
\r\nW. Withdraw \r\n
\r\nIV. Assignment Grades (Instructor has leeway to assign assignment points as per his/her desire) \r\n
\r\nGrades are based on accumulation of points. Points are assigned to each of the weekly assignments. ______ points are assessed for each weekly homework assignment, _______ points for classroom participation, ______ for midterm, and ________ points for final exam . Students are expected to turn in quality work. Instructor will determine knowledge level based on individual responses. It is up to the student to answer all questions as accurately and succinctly as possible in order to accumulate the number of points for each assignment. \r\n
\r\nWeekly Outline \r\n
\r\nWeek 1 January 9, 2011 \r\n
\r\nPart one: Read The Introduction to part I \r\n
\r\nComplete the week 1 assignment \r\n
\r\nWeek 2 Read Part I Chapter One \r\n
\r\nComplete the week 2 assignment \r\n
\r\nWeek 3 and 4 Read Part I chapter Two \r\n
\r\nComplete the week 3-4 assignment \r\n
\r\nWeek 5 Read Part I chapter 3 and 4 \r\n
\r\nComplete the week 5 assignment
\r\nWeek 6 Read Part I chapter 5, 6, and Part II Introduction \r\n
\r\nComplete the week 6 assignment
\r\n\r\n
\r\nWeek 7 Read Part Two, chapters 1-5 \r\n
\r\nComplete the week 7 assignment
\r\n \r\n \r\n \r\n \r\n \r\n \r\n\r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\n \r\nTextbook: A History of Christian Thought (ISBN: 0671214268)\r\nFaculty Advisor: Dr. Ted Ridoré\r\nE-mail: doctored@ccudl.com\r\n', 1297369160), (11914, 'bb18358ee339bdfd157b4f208a0ec2a9', 'General news and announcements', 1294862432), (11915, '205b75faf2cea3ee37314bd2307e262f', '
This category contains 40 credit hours of Pastoral Miistry Studies courses. Completing this track will lead to an Master Degree in Pastoral Ministry Studies, unless transfrerable credits applied (only 4 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361828), (11917, '4199e2428edce0a753218f7297a40383', 'SWF443 Spiritual Warefare (3 credits)
Description
Your guide to understanding all dimensions of spiritual warfare!
This course is a most needed for ministers. The Handbook for Spiritual Warfare is the most thorough treatment available of biblical and theological foundations and practical concerns for spiritual warfare. Further revised and updated for the 21st century.
This is 45 credit hours of Theological Studies program. Completing this track will lead to a Master Degree in Theological Studies.
The purpose Master of Theology (M.TH) program is to provide the candidate with an advanced competencies and biblical insights through the teaching, preparation and observation for those actively involved in vocational Christian ministry of education. Cornerstone focuses on knowledge and understanding rather the actual degree itself. For this purpose, CCU’s requirements and standards are slightly higher without any additional cost to you. CCU’s cost per credit hour is still at $75.00, which is unheard of from a high caliber university such as Cornerstone Christian University. Once you’re graduated, you’ll know you have some great knowledge under your belt and you’ll be proud of your degree.
Graduates of the Theology program will be prepared to:
· Demonstrate an advanced understanding and integration of ministry in relation to the biblical, theological, academic, and educational disciplines.
· Articulate and apply a comprehensive and critical philosophy of ministry.
· Demonstrate advanced competencies in the areas of critical thinking, Research and Writing, Biblical Theology, Biblical Communication, Administration/Education Leadership, and Great Commission Strategies.
· Plan, implement, and critically evaluate major undertakings in ministry toward the fulfillment of the Great Commission and the Great Commandment.
· Evaluate personal, spiritual, and professional development and design a plan for lifelong learning.
This category contains 45 credit hours of Systematic Theology Studies courses. Completing this track will lead to an Doctor Degree in Systematic Theology Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361884), (11921, 'a843b155551a2b6bbfc6de70ff21a5b9', 'THS763 Systematic Theology III(vol. II: God and Creation) (Geisler 3 vol.) (3)
This course is a continuation of volume Iwhich introduces the student to the “great voyage of discovery into a rich, deep, and inclusive, yet elaborated, vision and understanding of human life in the presence of the mystery of God.”
\r\n
Course: Dissertation Research Project (12)
Course Number: THD900
Description: This dissertation project must be a significant original work in nature, which will seek to make a contribution to the world of theology. This final course culminates the entire course of studies and research required by this program. This is a very involved endeavor and will require an undivided attention. The research project comprises two part—a quantitative and a qualitative research. Both parts must demonstrate doctorate level quality of work in respect to magnitude of effort and the end product for such program.
Student allowed choosing their own research topic and getting it approved by the Dissertation Review Board. Upon the approval of the research topic, a proposal containing the first three chapters, table of content and partial bibliography must be submitted to The Dissertation Review Board. A fee of one hundred ($350.00) dollars must be submitted with the proposal. Proposal will not be reviewed without this fee.
The Review Board will review the research proposal. The board will either approve it, approve it with recommendations, or denied it. If the dissertation is denied, a separate fee will be required for revisions. Students are solely responsible to present the research project as required the first time to avoid any denial proposal and extra fee.
Upon the final review and grading of the final research project, the student will submit two bound copies to the school. One will be graded, endorse, and return to the student and one copy will remain the property of the school.
THS748 Introduction to Systematic Theology (8)
This course introduces the student to the “great voyage of discovery into a rich, deep, and inclusive, yet elaborated, vision and understanding of human life in the presence of the mystery of God.”
We are alumni now but we''re very pleased to welcome to take our place! We''re just graduated!
Welcome to CCU e-campus! This is the platform where you actually attending classes, meaning you should have completed all the admission, enrollment, and financial requirements prior to coming here.', 1300898032),
(11928, 'cfaeaace45e6bfd7037b8b7baa8266c1', ' Grade Porgress Report Course # Course Description # of Credits Grade Point Letter Grade GPA QP OTS103 Old Testament Survey I 3 95 B 3.0 11.00 OTS213 Old Testament Survey II 3 93 B 3.0 11.00 NTS143 New Testament Survey 3 93 B 3.0 11.00 Acts of the Apostles
\r\n BNT283
\r\n 3
\r\n 89
\r\n B
\r\n 3.0
\r\n 11.00
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n 1
\r\n
This category contains 120 credit hours of Theology Studies courses. Completing this track will lead to an Bachelory Degree in Theology Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361794), (11931, 'f4c4f4c3ded28cb72e1a6509aa0964ec', 'THE373 Old Testament Studies III (3 credits)
This course explores the entire Old Testament in a practical way. Every book is analyzed based on the principle, the concept, and personages involved.
', 1299256550), (11932, '27436f38b1f7f6b1f6dc0ad10b4b1d68', 'THE213 Intro to Bible Theology I (3 credits )
The importance of every preacher believing very strongly in and using his own God‑given talents is stressed in this look at preaching and preachers.
\r\n
THE223 Intro to Bible Theology II (3 credits )
The importance of every preacher believing very strongly in and using his own God‑given talents is stressed in this look at preaching and preachers.
', 1295052717), (11934, '223831fddbd44f68e355297bf1028f95', 'THE223 Intro to Bible Theology II (3 credits )
The importance of every preacher believing very strongly in and using his own God‑given talents is stressed in this look at preaching and preachers.
', 1295053597), (11935, '87f353dad106916811c8527909e056ff', 'Grade Porgress Report
Course # | Course Description | # of Credits | Grade Point | Letter Grade | GPA | QP |
BIS103 | Foundation of Faith | 0 | 0 | 0 | .0 | 00 |
OTS103 | Old Testament Survey I | 0 | 0 | 0 | 0.0 | 0.00 |
NTS123 | New Testament Survey | 0 | 0 | 0 | 0.0 | 0.00 |
OTS113 | Old Testament Survey II | 000 | 00 | 0 | 0.0 | 0.00 |
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n |
Grade Porgress Report
Course # | Course Description | # of Credits | Grade Point | Letter Grade | GPA | QP |
BIS103 | Foundation of Faith | 0 | 0 | 0 | .0 | 00 |
OTS103 | Old Testament Survey I | 0 | 0 | 0 | 0.0 | 0.00 |
NTS123 | New Testament Survey | 0 | 0 | 0 | 0.0 | 0.00 |
OTS113 | Old Testament Survey II | 000 | 00 | 0 | 0.0 | 0.00 |
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n |
Grade Porgress Report
Course # | Course Description | # of Credits | Grade Point | Letter Grade | GPA | QP |
BIS103 | Foundation of Faith | 0 | 0 | 0 | .0 | 00 |
OTS103 | Old Testament Survey I | 0 | 0 | 0 | 0.0 | 0.00 |
NTS123 | New Testament Survey | 0 | 0 | 0 | 0.0 | 0.00 |
OTS113 | Old Testament Survey II | 000 | 00 | 0 | 0.0 | 0.00 |
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n | |||||
| 1 \r\n | 1 \r\n |
Chapter Five
34. State the five names of God for our encouragement and brief meanings.
Ans._______________ ___________________ ___________________ _________________ __________________
Chapter Six
35. Prayer has a central place in Christian counseling, both for the counselor and for the counselee.
True or False
36. Among other things, what is prayer?
A. _________________________________________________________________________
_________________________________________________________________________
37. A more recent concept to be rejected is the idea that prayer is ____________.
Ans. ________________________________________
38. Thanksgiving is vitally connected to ___________.
Ans. _______________________________________
39. What does a counselor have the responsibility to be careful about?
A. _________________________________________________________________________
_________________________________________________________________________
40. Name the seven prayers God does not hear.
A. _____________________________._______________________________._____________
______________._______________._________________.___________________________
Chapter Seven
41. Fundamentally, teaching by discipleship is the ________ ________ method.
Ans. _____________________
42. What are five salient features of teaching by discipleship?
A. _____________________________._______________________________._____________
______________._______________._________________.___________________________
43. Discipleship takes its impetus from the __________.
Ans. _____________________
Chapter Eight
44. Most systems stop to ask whether there was an original, pre-sinful, human condition.
True or False
45. The consistent Christian refuses to accept sociology as a norm-setting discipline.
True or False
46. In the final analysis, what must we say is normal for a human being?
Ans. ___________________________________.
47. Why do counselors need to know what Adam was like before the fall?
A. _________________________________________________________________________
_________________________________________________________________________
48. Both the ___________ and ____________ were equally good and equally important because both were from God and for God.
49. T/F Human materiality is more to be identified with Satan than human spirituality.
Ans. ___________________________________
50. There is an earthy side to man, but there is a heavenly or spiritual side as well. Man belongs to both worlds.
Ans. ______________________
51. What does God''s counsel consist in?
Ans. ______________________________________
52. What are perhaps the greatest areas of interest in social problems today (among Christian counselors)?
Ans. ______________________________________________________________
Chapter Nine
53. What are the two tasks that a counselor must summon a counselee to do?
A. _________________________________________________________________________
54. When we speak of total depravity, we mean that every person is as bad as he might be.
True or False
55. All of man is both ___________ by sin and is a ___________ of further sin.
Ans. __________________________
56. As guilt is the basis for a sense of guilt, what should Christians recognize?
A. _________________________________________________________________________
_________________________________________________________________________
57. What is the Christian viewpoint on pain and suffering?
A. _________________________________________________________________________
_________________________________________________________________________
58. What must you make perfectly clear to a counselee about suffering?
A. _________________________________________________________________________
_________________________________________________________________________
59. What is the greatest help a counselor can bring to a counselee?
A. _________________________________________________________________________
_________________________________________________________________________
Chapter Ten
60. What is the greatest blessing of God that has been misused by sinners?
Ans. ______________________
Chapter Eleven
61. Sinful human thought reverses God''s thought.
True or False
62. When counselees adopt erroneous explanations of life or teachings, seldom they responsible for doing so.
Ans. ___________________________________
63. In life situations, what does the teaching of truth grow out of?
A. _________________________________________________________________________
_________________________________________________________________________
64. What does true education have to do with?
A. _________________________________________________________________________
65. Thinking and obedience are really inseparable.
True. Or False
Chapter Twelve
66. It is important for the counselor to recognize salvation as a part of the _________ __________ of God.
67. Describe the three tenses of salvation.
A. _________________________________________________________________________
_________________________________________________________________________
68. The hope given by Christian counselors is like hope given by others.
True or False
69. In Christ, what shall we obtain?
A. _________________________________________________________________________
_________________________________________________________________________
70. No matter what the problem is, no matter how greatly sin has abounded, what is the Christian counselor''s stance struck by?
A. _________________________________________________________________________
Chapter Thirteen
71. What is man''s greatest need?
Ans. _____________________________
72. Persons concerned about committing the unforgivable sin have never done so.
True or False
73. What is a forgiven person?
A. _________________________________________________________________________
74. What does forgiveness focus on?
A. _________________________________________________________________________
_________________________________________________________________________
75. Godly sorrow over the guilt of one''s offenses can be successful in leading to repentance.
True or False
76. Confession is essentially ___________.
Ans. __________________________
77. What is the goal of confession?
Ans. ____________________________
78. What two steps does confession involve?
A. _________________________________________________________________________
_________________________________________________________________________
79. Even though a person may be forgiven, that does not cut off all consequences which may flow from his sin.
True or False
Chapter Fourteen
80. Counseling has to do with the ___________ of _____________.
A. _________________________________________________________________________
81. What is the goal of counseling?
A. _________________________________________________________________________
82. What is one of the reasons why Christians flounder? (Flounder misspelled in the book).
A. _________________________________________________________________________
_________________________________________________________________________
83. What probably accounts for as much discouragement and failure in counseling as any other factor?
A. _________________________________________________________________________
84. Change is a _______ _________ process.
Ans. __________________________
85. What happens if the old sinful patterns have not been replaced by new ones?
A. _________________________________________________________________________
86. Sanctification continues as the believer turns from _________ to ____________.
A. _________________________________________________________________________
87. Pattern by pattern, what must a counselor help the counselee to analyze and determine?
A. _________________________________________________________________________
_________________________________________________________________________
88. The ________ _________ can change any Christian, and does.
Ans. _________________________________
89. Christians should fear change.
True or False
90. What does the path to Godliness require?
A. _________________________________________________________________________
91. What must a counselor do to help a counselee to discipline himself toward Godliness?
A. _________________________________________________________________________
92. What is the greatest hindrance to Godliness that we face?
A. _________________________________________________________________________
_________________________________________________________________________
Chapter Fifteen
93. What are aptly depicted in the term fruit?
A. _________________________________________________________________________
_________________________________________________________________________
94. The _________ of _________ is a large factor in the task of Christian counseling.
Ans. ___________________________
95. What are three steps involved in "putting on" the fruit?
A. _________________________________________________________________________
_________________________________________________________________________
Chapter Sixteen
96. What are the four prominent factors in putting off old ways?
A. _________________________________________________________________________
_________________________________________________________________________
97. Whatever it takes, a counselee must develop a preventive situation where what occurs?
A. _________________________________________________________________________
_________________________________________________________________________
Chapter Seventeen
98. To be a fruitful branch, one must continue his ___________ with ___________.
Ans. ______________________________
Chapter Eighteen
99. What is pain?
A. _________________________________________________________________________
100. What must we rid ourselves of?
A. _________________________________________________________________________
101. Suffering is limited to _________ and __________.
Ans. ___________________________
102. What are four purposes of pain?
A. _________________________________________________________________________
_________________________________________________________________________
Chapter Nineteen
103. What will happen when a church really develops a biblical form of counseling within its purview?
A. _________________________________________________________________________
_________________________________________________________________________
Chapter Twenty
No Questions
Chapter Twenty-One
104. What does failure to discipline church members amount to?
A. _________________________________________________________________________
_________________________________________________________________________
105. Discipline is a process that God has given to get rid of troublemakers in the church.
True or False
106. What is the purpose of church discipline?
A. _________________________________________________________________________
_________________________________________________________________________
107. Discipline, when exercised, must be recognized and supported by other pastors and churches.
True or False
Chapter Twenty-Two
108. There should never be a need for a member of Christ''s church to turn to a social worker.
True or False
Chapter Twenty-Three
No Questions
Chapter Twenty-Four
109. The counselor must help the counselee develop an ____________ _____________ on temporal issues.
Ans. ____________________________
Conclusion
110. What has the study behind this book taught the author afresh?
A. _________________________________________________________________________
_________________________________________________________________________
111. A term paper is due required for this class.
Coming Up
', 1301361906), (11945, '309669118348ecee5560964cf474e228', ' Psychology in Counseling) Psychology, Theology, and Spirituality in Christian Counseling)
Description:The American Association of Christian Counselors and Tyndale House Publishers are committed to ministering to the spiritual needs of people. This book is part of the professional series that offers counselors the latest techniques, theory, and general information that is vital to their work. While many books have tried to integrate theology and psychology, this book takes another step and explores the importance of the spiritual disciplines in psychotherapy, helping counselors to integrate the biblical principles of forgiveness, redemption, restitution, prayer, and worship into their counseling techniques.
PSY453 Psychology, Theology, and Spirituality in Christian Counseling) 3-credits
ISBN: 084235252X
Being able to integrate your spiritual life with your psychological expertise and theological understanding will help enhance your counseling skills. This course will help you evaluate how well you will be able to incorporate prayer, scripture, confession, forgiveness and redemption into your life and counseling practice.
This book can be ordered from HERE
', 1301361906), (11947, 'adf33adcc3d4f5ab89b28e4df8c0b28e', '', 1298946986), (11948, 'e7fa6669b784bc9defcbe86cf822c1eb', 'Cornerstone Christian University \r\n
\r\nOrlando, FL \r\n
\r\n \r\n
\r\n
Course Name: Introduction to Psychology and Counseling (3) \r\n
\r\nCourse Number: PSY453/564 \r\n
\r\nTextbook: Introduction to Psychology and Counseling with Christian Perspective \r\n
\r\nFaculty Advisor: Dr. Ted Ridoré \r\n
\r\nE-mail: exams@ccudl.com \r\n
\r\n \r\n
\r\n
Course Description \r\n
\r\nThe American Association of Christian Counselors and Tyndale House Publishers are committed to ministering to the spiritual needs of people. This book is part of the professional series that offers counselors the latest techniques, theory, and general information that is vital to their work. While many books have tried to integrate theology and psychology, this book takes another step and explores the importance of the spiritual disciplines in psychotherapy, helping counselors to integrate the biblical principles of forgiveness, redemption, restitution, prayer, and worship into their counseling techniques. \r\n
\r\n \r\n
I. Overview and Course Goals \r\n
\r\nWelcome to the Introduction to Psychology and Counseling. Class discussions will be detailing the outline, the main focuses, and dynamics of the integration your spiritual life with your psychological expertise and theological understanding will help enhance your counseling skills. \r\n
\r\n \r\n
II Course Objective \r\n
\r\nThis course will help you evaluate how well you will be able to incorporate prayer, scripture, confession, forgiveness and redemption into your life and counseling practice. \r\n
\r\nUpon the completion of this course, the student should have clear understanding of certain philosophical and theological point of view, such as but not limited to: \r\n
\r\n \r\n
Introduction to Psychology \r\n
\r\nThe Biological Basis \r\n
\r\nSensation and Perception \r\n
\r\nEmotion \r\n
\r\nMotivation \r\n
\r\nLearning \r\n
\r\nMemory, Cognition, and Self-Esteem \r\n
\r\nIntelligence \r\n
\r\nSocial Psychology \r\n
\r\nChild Development \r\n
\r\nAdolescence and Adult Development \r\n
\r\nPersonality \r\n
\r\nThe Psychology of Religion \r\n
\r\nAbnormal Psychology \r\n
\r\nPsychotherapy and Personal Counseling \r\n
\r\nGroup and Family Counseling \r\n
\r\n \r\n
\r\n
\r\n
Grading Policy \r\n
\r\nYour grade will be based on percentage of points earned. The following method will be used: each assignment will be assigned points and class participation is also assigned points. The percentage will be based on accumulated points. All points are giving back to student each week \r\n
\r\n \r\n
As per the instructor, each student is responsible for: \r\n
\r\n \r\n
Late Assignment Policy \r\n
\r\nFive (5) points will be deducted for all late assignments. Previous assignments are due at the beginning of class. No exception! \r\n
\r\n \r\n
Absenteeism \r\n
\r\nThe class is weeks in duration. Each student is allowed one (1) excused absence. After that absenteeism will be calculated with your class participation and result in five (5) points being deducted from classroom participation. \r\n
\r\n \r\n
Grade Scale: \r\n
\r\nA =96% - 100% \r\n
\r\nB= 95% - 88% \r\n
\r\nC= 87% - 78% \r\n
\r\nD= 77% – 70 % \r\n
\r\nF = 0% - 69% \r\n
\r\nI. Incomplete \r\n
\r\nW. Withdraw \r\n
\r\n \r\n
IV. Assignment Grades (Instructor has leeway to assign assignment points as per his/her desire) \r\n
\r\nGrades are based on accumulation of points. Points are assigned to each of the weekly assignments. ______ points are assessed for each weekly homework assignment, _______ points for classroom participation, ______ for midterm, and ________ points for final exam . Students are expected to turn in quality work. Instructor will determine knowledge level based on individual responses. It is up to the student to answer all questions as accurately and succinctly as possible in order to accumulate the number of points for each assignment. \r\n
\r\n \r\n
Weekly Outline \r\n
\r\n \r\n
Week 1: Read The Preface to chapter 1 \r\n
\r\nComplete the week 1 assignment \r\n
\r\n \r\n
Week 2 : Read Chapter 2-3 \r\n
\r\nComplete the week 2 assignment \r\n
\r\n \r\n
Week 3: Read chapter 4-6 \r\n
\r\nComplete the week 3 assignment \r\n
\r\n \r\n
Week 4: Read chapter 7-9 \r\n
\r\nComplete the week 3 assignment \r\n
\r\n \r\n
Week 5 : Read chapter 10 \r\n
\r\nComplete the week 5 assignment \r\n
\r\n \r\n
Week 6: Read chapter 11-13 \r\n
\r\nComplete the week 6 assignment \r\n
\r\n \r\n
Week 7 : Read chapters 14-15 \r\n
\r\nComplete the week 7 assignment \r\n
\r\n \r\n
Week 8 : Read chapters 16 \r\n
\r\nComplete the week 8 assignment \r\n
', 1298002354); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (11949, '0d5612aeb941045adaa933cf5e1c5149', '1. The most recent research is not always the best research, and perhaps the concentration upon the latest findings in many introductory texts results in their quickly becoming dated. True or False \r\n
\r\n \r\n
Introduction to Psychology \r\n
\r\n \r\n
1. Psychology can be defined as the scientific study of the behavior and thinking of organism. True or False \r\n
\r\n \r\n
2. Psychology thus overlaps with________________ _______ ______________ as well as with other sciences such as _____________. \r\n
\r\na. Philosophy, and religion, physiology \r\n
\r\nb. Anthropology, sociology, and religion \r\n
\r\nc. Both A and B are correct \r\n
\r\nd. None of the above \r\n
\r\n \r\n
3. Psychology was first established by ___________as an independent and self-sufficient academic discipline in… \r\n
\r\na. Carl C. Yong 1899 \r\n
\r\nb. Sigmond Freud1987 \r\n
\r\nc. Wilhelm Wundt 1879 \r\n
\r\n \r\n
a. Study of the mind (logy, psyche). \r\n
\r\nb. Study of things in the world. \r\n
\r\nc. Neither A nor B is correct \r\n
\r\n \r\n
a. James William, 1890 \r\n
\r\nb. Wilhelm Wundt \r\n
\r\nc. William James, 1890 \r\n
\r\n \r\n
6. Eleven years after the founding of the first psychological laboratory, William James , an American psychologist and philosopher, wrote the first general psychology textbook, entitled : \r\n
\r\nA. “ The Principles of the mind” \r\n
\r\nB. “ The Principles of Psychology” \r\n
\r\nC. “ The Principles of Physiology” \r\n
\r\nD. None of the above \r\n
\r\n\r\n
\r\n7. Behaviorism was developed by which of the following psychologists? \r\n
\r\nA. American John B. Watson \r\n
\r\nB. Jewish Carl C. Yong \r\n
\r\nC. American Rollin Collins \r\n
\r\nD. All of the above \r\n
\r\na. a branch of philosophy \r\n
\r\nb. a branch of physiology \r\n
\r\nc. a branch of epistemology \r\n
\r\n \r\n
\r\n
a. Reason \r\n
\r\nb. Common Sense \r\n
\r\nc. Extrusion \r\n
\r\nd. Authority \r\n
\r\ne. A priori belief \r\n
\r\nf. Tenacity \r\n
\r\ng. The scientific method \r\n
\r\n \r\n
“…have emphasized the need to examine our basic beliefs and assumptions to see if they are trustworthy.” \r\n
\r\na. Francis Schaefer \r\n
\r\nb. James William \r\n
\r\nc. Neither one \r\n
\r\n \r\n
a. Suspended, amplified, or accepted \r\n
\r\nb. Substantiated, modified, or rejected \r\n
\r\nC. Neither A nor B is correct \r\n
\r\n \r\n
a. Belief \r\n
\r\nb. Experiment \r\n
\r\nc. Case Study \r\n
\r\nD. None of the above \r\n
\r\n \r\n
A. ………… a set of controlled observations, and may consist of a few observations or many. \r\n
\r\nB. ……….An experiment is a set of controlled facts, and may consist of a few facts or many. \r\n
\r\nC. ……….a set of controlled case study, and may consist of a few or many \r\n
\r\n\r\n \r\n
\r\n
\r\n
\r\n
\r\n
19. Which one of the followings is not one of the six ways of knowing? \r\n
\r\n1. tenacity, \r\n
\r\n2. authority, \r\n
\r\n3. a priori beliefs, \r\n
\r\n4. reason, \r\n
\r\n5. audacity, \r\n
\r\n6. common sense, \r\n
\r\n7. scientific method \r\n
\r\n \r\n
20. Christian such as ____________have often emphasized the need to examine our basic beliefs and assumptions to see if they were trustworthy. \r\n
\r\na. Sigmund Freud \r\n
\r\nb. Francis Schaeffer \r\n
\r\nc. William Walnt \r\n
\r\n \r\n
21. According to the text, Science involves the proposal of an idea, called a hypothesis, which is then tested in some ways: finally, the results of that test are evaluated to determine if the original idea is confirmed. As a result of using this method the prevailing concepts the guide research, called theories, are substantiated, modified, or rejected. True or False \r\n
\r\n \r\n
22. The predominant research method in contemporary psychology is not the experiment. True or False \r\n
\r\n \r\n
23. An experiment is a set of controlled observations or many. True or False \r\n
\r\n \r\n
24. Certain factors in psychological research must be carefully controlled. The first is subject selection. Bias or distortion can be introduced into research by the ways the scientist chooses the subjects or groups. True or False \r\n
\r\n \r\n
25. A paradigm is somehow the overall assumptions and general approach that psychologists share. True or False \r\n
\r\n \r\n
26. Both psychology and the Bible provide information for daily living as well as information about how human beings can be expected to think and behave in various environments has sometimes produced tension. True or False \r\n
\r\n \r\n
27. According to the text, the viewpoint of Christians on certain issues has been largely well-informed and has sometimes sprung from irrelevant theology. \r\n
\r\nTrue or False \r\n
\r\n \r\n
28. In recent years a number of prominent Christians have written polemics against psychology, accusing it of being at best a competitor of Christianity and at worst a new age conspiracy of Satan. \r\n
\r\n \r\n
A. If you agreed with this statement? Using the text, without duplicate word, state the reason as to why you agreed. (agreed) \r\n
\r\n_____________________________________________________________________________________________________________________________________________________________________________________________________________________ \r\n
\r\n \r\n
B. If you disagreed with this statement? Using the text, without duplicate word, state the reason as to why you disagreed. \r\n
\r\n_____________________________________________________________________________________________________________________________________________________________________________________________________________________ \r\n
\r\n \r\n
29. The second position is the psychology against Christianity position. In this case, psychology is thought to have the answer while Christianity is viewed as either unimportant or detrimental in healthy living. If you were to address this issue, what would be your argument? \r\n
\r\nAns. ______________________________________________________________________ \r\n
\r\n______________________________________________________________________________________________________________________________________________________________________________________________________________________________ \r\n
\r\n \r\n
30. A third perspective may be described as the Christianity and psychology viewpoint, which affirms the two disciplines as separate but equal ways of finding the truth. True or False \r\n
\r\n \r\n
31. Integration can easily become syncretism, a mixing of a paganism and Christianity to produce a sub-Christian, compromising faith. True or False \r\n
\r\n \r\n
32. In the separation model also has value, the difference in the questions asked and approaches to answering them would lend themselves to a creative interface when the integrity of both Christianity and psychology is maintained. Finally, there is obvious in the integration model’s holistic approaches. \r\n
\r\nTrue or False \r\n
\r\n \r\n
33. A person unity and a dichotomy (at least while in this life). This approach is likely to encourage a cross-fertilization of ideas from both psychology and Christianity, enhancing creativity and intellectual productivity. True or False \r\n
\r\n \r\n
34. The ultimate source of knowledge is God as he has revealed truth. Two sources of revelation are generally identified by theologians: special revelation (the Bible) and general revelation (God’s creation-nature/humanity). True or False \r\n
\r\n \r\n
35. According to the text, many psychologists are comfortable delineating a difference between psychology and physiology, neurology, sociology, or philosophy. True or False? \r\n
\r\n \r\n
36. Because psychology tends to cover a wide range of subject matter, it is difficult to focus on specific contact points between psychological knowledge and Christian’s belief and practice. True or False \r\n
\r\n \r\n
37. An individual who accepts the presupposition that exists can understand truth to some extent from God’s perspective and thus be more receptive to the truth found in his creation. True or False \r\n
\r\n \r\n
38. The Christian psychologist thus has several advantages over the secular psychologist. How? \r\n
\r\nAns. ______________________________________________________________ \r\n
\r\n__________________________________________________________________ \r\n
\r\n \r\n
39. A holistic model assumes that human behavior might be described in different ways by different disciplines, each accounting essentially for the same behavior. True or False \r\n
\r\n \r\n
40. Christians today are discovering psychology for the first time. True or False \r\n
\r\n \r\n
41. Clearly Christianity and psychology are renewing their acquaintance. True or False
', 1298002791); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (11950, '0d5fde4b852cfca12582ceb2942a026c', 'This category contains 48 credit hours of Education Education Studies courses. Completing this track will lead to an Doctor Degree in Education Education Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361861), (11951, 'c131c3cb4e5508f5928b5fc922991bb0', 'Coming', 1301361861), (11952, '838c2437c10fff6a533371e2506d3aed', '"Education is to the mind what light is to the eyes"
', 1301271808), (11953, 'fb8d3b4323379ed536a4e51f09c8eedf', 'Coming Up', 1295207366), (11954, 'cbc1be5d4257371738067717d9a5ff80', '\r\nCHAPTER ONE
1. What word or term describes the common essence in all religion?
Ans. __________________________________________________________
_________________________________________________________________
2. What distinguished Protestant Christianity from Roman Catholicism when the Reformation occurred?
Ans. __________________________________________________________
_________________________________________________________________
3. Give the definition of theology, and list the five disciplines of theology as presented in the text.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4. Diagram the senses of theology as found in the text.
Ans. The diagram of the Senses of "Theology" is as follows:
_________________________________________________________________
_________________________________________________________________
5. What is the relationship between systematic theology and biblical theology?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
6. Distinguish between the terms systematic theology and historical theology.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
7. What is meant by the terms systematic geology and philosophical theology?
Ans. __________________________________________________________
_________________________________________________________________
__________________________________________________________________
_________________________________________________________________
8. The text lists three needs for theology. List and describe these three needs.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
9. Discuss Thomas Aquinas and his relationship to theology.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
10. Why should the Bible be the primary source and criterion for understanding Christian theology?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWO
11. List and discuss five types of relationships between theology and philosophy.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
12. List the four twentieth-century philosophies.
_________________________________________________________________
_________________________________________________________________
13. Edgar Sheffield Brightman has spoken of four main types of idealism. List these four types and describe the.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
14. What is the primary use of philosophy?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Christian Theology
COURSE OVERVIEW: This course introduces you to the world of Systematic Theology. Systematic Theology is an important study for anyone. It employs critical and logical thinking in a systematic fashion as it deals with each doctrine separately, and helps one to reason his or her existence or why things are the way they are. Philosophy is even a greater asset to the religious studies major for it lays the foundations for reason to accept faith. The traditional notion of systematic Theology has always been seen as the "Handmaid of Theology". While the Enlightenment theologians attempted to divorce this union, theologians in the mold of Aquinas and Augustine still use this effective aid in their Theology.
The course itself does delve into the various theologies and doctrines. This is, in fact the purpose of an introductory course. It looks into important concepts and ideas of doctrines. We will study the idea of systematic theology and its relations with the world and different teaching forces. In this process, we will come across certain giants in the field, but as stated above, we will not refrain from an in-depth analysis of them. Student will have the chance of studying a particular theology or doctrine for a paper topic and of the core readings.
TIME FRAME: This is a eight-semester hour course. This course is allotted thirteen weeks of time. You must complete all of the requirements for the course successfully by the end of the ten-week period. The first day of week one will begin understand the assignment for the course, or the day which you notify me that your textbooks have arrived and you are ready to begin your studies. Please be cognizant of the time frame. It is rare that extensions of time are permitted, unless you have good justification. Upon successful completion of this course, you will be awarded eight semester hours of credit. Extensions can be granted if needed or necessary.
TEXTBOOKS: There is one (1) required textbook for this course.
Book 1: Christian Theology: by Millard Erickson
You can order this book from the university bookstore.
| \r\n | \r\n \r\n | \r\n
| \r\n Additional Student Resources: Additional Resources can be found at the Resources page from www.ccudl.com/ecampus | \r\n |
EXAMINATIONS: This course is divided into eight weeks and each week carries its own assignment. Due to essay format of most of the questions, there is no examination for this course, term/reaction paper and a final exam.
The weekly assignments serve as final exam, which is programmed and are located in the folder for this course. The weekly tests and final examination are "open book" objective type. Each assignment represents a percentage of your grade will
GRADING: The grading scale for this course is as follows:
96-100% = A
89-95% = B Graduate student must have A or B to pass
79-89% = C
70-78% = D
0-69% = Fail
I Incomplete
W Withdrawal
COMMUNICATION: You are encouraged to communicate with your instructor at least once a week. Your instructor is available as a teacher, coach, and mentor to assist you in meeting your goals for this course. Primarily, communication is through email. However, your instructor is also available for conversation by telephone if you would like. Our classroom for this course has a "chat" room. Your Instructor can also very willing to meet with you one-on-one in the chat room at your request. From time to time, depending on how many students are enrolled in this course at a particular time, we will have some scheduled group chats. You will receive more detailed information at the time such chat sessions are scheduled. Please keep your instructor’s email address handy so that you can contact him/her whenever necessary. If at any time during this course you change your email address, please be sure to notify him/her right away.
WRITTEN ASSIGNMENTS: This course has one written assignment that can be submitted anytime during the thirteen weeks of the course. The only deadline is that it is submitted by the end of the thirteenth week. The paper can be submitted either via email or the postal service, or posted as a forum. Your grade for the paper will be submitted online and also sent to you via email. If you send your paper via the postal service and wish to receive it back, please notify your instructor of this request and send a self-addressed stamped envelope for that return.
The topic of the paper will be on any doctrine throughout history. It is expected for pros and cons, cause and effect, and major contributions to be included in this paper. Also, you’re expected to tie in some of your thoughts with what you studied in this course. Pick an idea and see how this particular theology or doctrine agrees or disagrees. Furthermore, do you disagree or agree with this doctrine or theology? This is your moment to be your own theologian. This is a broad range of doctrines to choose from, but you’re excited to provide reading about different doctrines and perspectives. If you need any assistance for resources or ideas, please visit the resources page.
The paper itself should be 10 to 15 pages, double spaced with 1.5 margin on the left and 1 inch on the remaining sides. Please include a Works Cited page and Bibliography of your sources. Thank you and enjoy, be sure your instructor will enjoy reading them!
ABOUT YOUR INSTRUCTOR: Instructors teaching this course have their doctorate in Theology and have thought for many years.
COURSE OBJECTIVES: Upon completion of this course, you will be able to:
-----
ASSIGNMENTS: For specific assignments, please click on the link "Assignments." Under assignments, you will find your extra readings that are supplements to the text. Once again, keep in mind that the supplemental readings will be on the test.
PLAGIARISM: Plagiarism is a theft of ideas and is not acceptable in any academic atmosphere. Cheating is an immediate failure of this class. Cheating may transpire in various ways. One of these is plagiarism. “Students should make sure to cite any and all sources used in their writing. Your responsibility, when you put your name on a piece of work, is simply to distinguish between what is yours and what is not, and to credit those who have in any way contributed. Failure to do so is Plagiarism and could result in automatic failure of the course.” If a student is caught cheating on any course requirement, he will be given a zero for that work, and a letter containing the information will be sent to the Academic Dean. This letter will be kept on record in his office.
Attendance Policy
1. Due to the intensity of this course, a student may be absent without penalty one with an acceptable excuse.
2. A student’s attendance or lack of attendance will be reflected in the “class participation
grade” which will include attendance, activities.
3. After a student misses two classes, he/she automatically fails unless an appeal is made
to the Academic Dean and an extension is granted. Please keep a record of your
absences (the dates for each and the reasons for the absences).
5. A student is counted absent if he/she is not present for more than one-half of the
class. Three tardies will constitute one absence. If a student is tardy, it is his/her
responsibility to inform the instructor at the close of the class; otherwise, the absence
may remain as recorded.
Policy for late tests
Late tests will not be given except in cases of serious emergency, such as physical illness
(requiring a doctor’s excuse) or death in the immediate family. Arrangements for late
tests or exams should require taking the exercise the same day or the first day the student
returns to class. Teachers may either drop the score 10 points or make the exam more
inclusive.
Method of Instruction.
Lectures
Class discussion: online student can post discussion
Class participation: online student must sign into their class regularly
Group assignments and quizzes
Reading assignments
The bible
The Text
At least one other book on New Testament
Research tools
Commentaries
Strong Concordance
Internet articles
Bibliography
McDowell, Josh, and Don Stewart. Answers to Tough Questions, Here’s Life
Publishers, 1980.
McDowell, Josh. Evidence That Demands A Verdict, Campus Crusade For
Christ, 1972.
Pinnock, Clark H. Reason Enough, InterVarsity Press, 1980.
Pinnock, Clark H. The Scripture Principle, Harper and Row Publishers, 1984.
Shalit, Wendy. A Return To Modesty, The Free Press, 1999.
Sproul, R.C. Reason To Believe, Zondervan Publishing, 1978.
Strobel, Lee. The Case For Faith, Zondervan Publishing, 2000.
Taylor, Richard S. A Return To Christian Culture, Beacon Hill Press, 1973.
Taylor, Richard S., Hearing God’s Voice, Schmul Publishing, 2000.
Thornton, Wallace Jr. Radical Righteousness, Schmul Publishing, 1998.
Vos, Howard F., ed. Can I Trust The Bible?, Moody Press, 1971.
Wilcox, Leslie D. Beacons For Youth, Revivalist Press, 1967.
Wilson, Bill, ed. A Ready Defense, Thomas Nelson Publishers, 1993.
Yocum, Dale, On Pleasing the Heavenly Bridegroom, Schmul Publishing, 1995.
Yocum, Dale, This Present World, Schmul Publishing, 1984.
Internet Sources:
http://www.brfwitness.org/Articles/2001v36n2.htm : Brings out the biblical principle as why gambling is wrong
http://www.iastate.edu/~nscentral/news/2007/mar/vvg.shtml: ISU Psychologists publish three new
studies on violent video game effects on youths
vhttp://www.associatedcontent.com/article/14763/does_television_cause_violence.html: Does
Television Cause Violence?
http://www.bible-infonet.org/bin/feature_articles/living/modesty.htm: Modesty: Biblical
Investigation, Contemporary Application
Christian Theology
COURSE OVERVIEW: This course introduces you to the world of Systematic Theology. Systematic Theology is an important study for anyone. It employs critical and logical thinking in a systematic fashion as it deals with each doctrine separately, and helps one to reason his or her existence or why things are the way they are. Philosophy is even a greater asset to the religious studies major for it lays the foundations for reason to accept faith. The traditional notion of systematic Theology has always been seen as the "Handmaid of Theology". While the Enlightenment theologians attempted to divorce this union, theologians in the mold of Aquinas and Augustine still use this effective aid in their Theology.
The course itself does delve into the various theologies and doctrines. This is, in fact the purpose of an introductory course. It looks into important concepts and ideas of doctrines. We will study the idea of systematic theology and its relations with the world and different teaching forces. In this process, we will come across certain giants in the field, but as stated above, we will not refrain from an in-depth analysis of them. Student will have the chance of studying a particular theology or doctrine for a paper topic and of the core readings.
TIME FRAME: This is a eight-semester hour course. This course is allotted thirteen weeks of time. You must complete all of the requirements for the course successfully by the end of the ten-week period. The first day of week one will begin understand the assignment for the course, or the day which you notify me that your textbooks have arrived and you are ready to begin your studies. Please be cognizant of the time frame. It is rare that extensions of time are permitted, unless you have good justification. Upon successful completion of this course, you will be awarded eight semester hours of credit. Extensions can be granted if needed or necessary.
TEXTBOOKS: There is one (1) required textbook for this course.
Book 1: Christian Theology: by Millard Erickson
You can order this book from the university bookstore.
| \r\n \r\n | \r\n \r\n \r\n | \r\n
| \r\n Additional Student Resources: Additional Resources can be found at the Resources page from http://www.ccudl.com/ecampus | \r\n |
EXAMINATIONS: This course is divided into eight weeks and each week carries its own assignment. Due to essay format of most of the questions, there is no examination for this course, term/reaction paper and a final exam.
The weekly assignments serve as final exam, which is programmed and are located in the folder for this course. The weekly tests and final examination are "open book" objective type. Each assignment represents a percentage of your grade will
GRADING: The grading scale for this course is as follows:
96-100% = A
89-95% = B Graduate student must have A or B to pass
79-89% = C
70-78% = D
0-69% = Fail
I Incomplete
W Withdrawal
COMMUNICATION: You are encouraged to communicate with your instructor at least once a week. Your instructor is available as a teacher, coach, and mentor to assist you in meeting your goals for this course. Primarily, communication is through email. However, your instructor is also available for conversation by telephone if you would like. Our classroom for this course has a "chat" room. Your Instructor can also very willing to meet with you one-on-one in the chat room at your request. From time to time, depending on how many students are enrolled in this course at a particular time, we will have some scheduled group chats. You will receive more detailed information at the time such chat sessions are scheduled. Please keep your instructor’s email address handy so that you can contact him/her whenever necessary. If at any time during this course you change your email address, please be sure to notify him/her right away.
WRITTEN ASSIGNMENTS: This course has one written assignment that can be submitted anytime during the thirteen weeks of the course. The only deadline is that it is submitted by the end of the thirteenth week. The paper can be submitted either via email or the postal service, or posted as a forum. Your grade for the paper will be submitted online and also sent to you via email. If you send your paper via the postal service and wish to receive it back, please notify your instructor of this request and send a self-addressed stamped envelope for that return.
The topic of the paper will be on any doctrine throughout history. It is expected for pros and cons, cause and effect, and major contributions to be included in this paper. Also, you’re expected to tie in some of your thoughts with what you studied in this course. Pick an idea and see how this particular theology or doctrine agrees or disagrees. Furthermore, do you disagree or agree with this doctrine or theology? This is your moment to be your own theologian. This is a broad range of doctrines to choose from, but you’re excited to provide reading about different doctrines and perspectives. If you need any assistance for resources or ideas, please visit the resources page.
The paper itself should be 10 to 15 pages, double spaced with 1.5 margin on the left and 1 inch on the remaining sides. Please include a Works Cited page and Bibliography of your sources. Thank you and enjoy, be sure your instructor will enjoy reading them!
ABOUT YOUR INSTRUCTOR: Instructors teaching this course have their doctorate in Theology and have thought for many years.
COURSE OBJECTIVES: Upon completion of this course, you will be able to:
-----
ASSIGNMENTS: For specific assignments, please click on the link "Assignments." Under assignments, you will find your extra readings that are supplements to the text. Once again, keep in mind that the supplemental readings will be on the test.
PLAGIARISM: Plagiarism is a theft of ideas and is not acceptable in any academic atmosphere. Cheating is an immediate failure of this class. Cheating may transpire in various ways. One of these is plagiarism. “Students should make sure to cite any and all sources used in their writing. Your responsibility, when you put your name on a piece of work, is simply to distinguish between what is yours and what is not, and to credit those who have in any way contributed. Failure to do so is Plagiarism and could result in automatic failure of the course.” If a student is caught cheating on any course requirement, he will be given a zero for that work, and a letter containing the information will be sent to the Academic Dean. This letter will be kept on record in his office.
\r\nAttendance Policy
1. Due to the intensity of this course, a student may be absent without penalty one with an acceptable excuse.
2. A student’s attendance or lack of attendance will be reflected in the “class participation grade” which will include attendance, activities.
3. After a student misses two classes, he/she automatically fails unless an appeal is made to the Academic Dean and an extension is granted. Please keep a record of your absences (the dates for each and the reasons for the absences).
5. A student is counted absent if he/she is not present for more than one-half of the class. Three tardies will constitute one absence. If a student is tardy, it is his/her responsibility to inform the instructor at the close of the class; otherwise, the absence may remain as recorded.
\r\nPolicy for late tests
Late tests will not be given except in cases of serious emergency, such as physical illness (requiring a doctor’s excuse) or death in the immediate family. Arrangements for late tests or exams should require taking the exercise the same day or the first day the student returns to class. Teachers may either drop the score 10 points or make the exam more inclusive.
\r\n
Method of Instruction.
Lectures
Class discussion: online student can post discussion
Class participation: online student must sign into their class regularly
Group assignments and quizzes
Reading assignments
\r\nThe bible
The Text
At least one other book on New Testament
Research tools
Commentaries
Strong Concordance
Internet articles
\r\nBibliography
McDowell, Josh, and Don Stewart. Answers to Tough Questions, Here’s Life Publishers, 1980.
McDowell, Josh. Evidence That Demands A Verdict, Campus Crusade For Christ, 1972.
Pinnock, Clark H. Reason Enough, InterVarsity Press, 1980.
Pinnock, Clark H. The Scripture Principle, Harper and Row Publishers, 1984.
Shalit, Wendy. A Return To Modesty, The Free Press, 1999.
Sproul, R.C. Reason To Believe, Zondervan Publishing, 1978.
Strobel, Lee. The Case For Faith, Zondervan Publishing, 2000.
Taylor, Richard S. A Return To Christian Culture, Beacon Hill Press, 1973.
Taylor, Richard S., Hearing God’s Voice, Schmul Publishing, 2000.
Thornton, Wallace Jr. Radical Righteousness, Schmul Publishing, 1998.
Vos, Howard F., ed. Can I Trust The Bible?, Moody Press, 1971.
Wilcox, Leslie D. Beacons For Youth, Revivalist Press, 1967.
Wilson, Bill, ed. A Ready Defense, Thomas Nelson Publishers, 1993.
Yocum, Dale, On Pleasing the Heavenly Bridegroom, Schmul Publishing, 1995.
Yocum, Dale, This Present World, Schmul Publishing, 1984.
\r\nInternet Sources:
http://www.brfwitness.org/Articles/2001v36n2.htm : Brings out the biblical principle as why gambling is wrong
http://www.iastate.edu/~nscentral/news/2007/mar/vvg.shtml: ISU Psychologists publish three new
studies on violent video game effects on youths
vhttp://www.associatedcontent.com/article/14763/does_television_cause_violence.html: Does
Television Cause Violence?
http://www.bible-infonet.org/bin/feature_articles/living/modesty.htm: Modesty: Biblical
Investigation, Contemporary Application
Christian Theology
COURSE OVERVIEW: This course introduces you to the world of Systematic Theology. Systematic Theology is an important study for anyone. It employs critical and logical thinking in a systematic fashion as it deals with each doctrine separately, and helps one to reason his or her existence or why things are the way they are. Philosophy is even a greater asset to the religious studies major for it lays the foundations for reason to accept faith. The traditional notion of systematic Theology has always been seen as the "Handmaid of Theology". While the Enlightenment theologians attempted to divorce this union, theologians in the mold of Aquinas and Augustine still use this effective aid in their Theology.
The course itself does delve into the various theologies and doctrines. This is, in fact the purpose of an introductory course. It looks into important concepts and ideas of doctrines. We will study the idea of systematic theology and its relations with the world and different teaching forces. In this process, we will come across certain giants in the field, but as stated above, we will not refrain from an in-depth analysis of them. Student will have the chance of studying a particular theology or doctrine for a paper topic and of the core readings.
TIME FRAME: This is a eight-semester hour course. This course is allotted thirteen weeks of time. You must complete all of the requirements for the course successfully by the end of the ten-week period. The first day of week one will begin understand the assignment for the course, or the day which you notify me that your textbooks have arrived and you are ready to begin your studies. Please be cognizant of the time frame. It is rare that extensions of time are permitted, unless you have good justification. Upon successful completion of this course, you will be awarded eight semester hours of credit. Extensions can be granted if needed or necessary.
TEXTBOOKS: There is one (1) required textbook for this course.
Book 1: Christian Theology: by Millard Erickson
You can order this book from the university bookstore.
| \r\n \r\n | \r\n \r\n \r\n | \r\n
| \r\n Additional Student Resources: Additional Resources can be found at the Resources page. | \r\n |
EXAMINATIONS: This course is divided into eight weeks and each week carries its own assignment. Due to essay format of most of the questions, there is no examination for this course, term/reaction paper and a final exam.
The weekly assignments serve as final exam, which is programmed and are located in the folder for this course. The weekly tests and final examination are "open book" objective type. Each assignment represents a percentage of your grade will
GRADING: The grading scale for this course is as follows:
96-100% = A
89-95% = B Graduate student must have A or B to pass
79-89% = C
70-78% = D
0-69% = Fail
I Incomplete
W Withdrawal
COMMUNICATION: You are encouraged to communicate with your instructor at least once a week. Your instructor is available as a teacher, coach, and mentor to assist you in meeting your goals for this course. Primarily, communication is through email. However, your instructor is also available for conversation by telephone if you would like. Our classroom for this course has a "chat" room. Your Instructor can also very willing to meet with you one-on-one in the chat room at your request. From time to time, depending on how many students are enrolled in this course at a particular time, we will have some scheduled group chats. You will receive more detailed information at the time such chat sessions are scheduled. Please keep your instructor’s email address handy so that you can contact him/her whenever necessary. If at any time during this course you change your email address, please be sure to notify him/her right away.
WRITTEN ASSIGNMENTS: This course has one written assignment that can be submitted anytime during the thirteen weeks of the course. The only deadline is that it is submitted by the end of the thirteenth week. The paper can be submitted either via email or the postal service, or posted as a forum. Your grade for the paper will be submitted online and also sent to you via email. If you send your paper via the postal service and wish to receive it back, please notify your instructor of this request and send a self-addressed stamped envelope for that return.
The topic of the paper will be on any doctrine throughout history. It is expected for pros and cons, cause and effect, and major contributions to be included in this paper. Also, you’re expected to tie in some of your thoughts with what you studied in this course. Pick an idea and see how this particular theology or doctrine agrees or disagrees. Furthermore, do you disagree or agree with this doctrine or theology? This is your moment to be your own theologian. This is a broad range of doctrines to choose from, but you’re excited to provide reading about different doctrines and perspectives. If you need any assistance for resources or ideas, please visit the resources page.
The paper itself should be 10 to 15 pages, double spaced with 1.5 margin on the left and 1 inch on the remaining sides. Please include a Works Cited page and Bibliography of your sources. Thank you and enjoy, be sure your instructor will enjoy reading them!
ABOUT YOUR INSTRUCTOR: Instructors teaching this course have their doctorate in Theology and have thought for many years.
COURSE OBJECTIVES: Upon completion of this course, you will be able to:
-----
ASSIGNMENTS: For specific assignments, please click on the link "Assignments." Under assignments, you will find your extra readings that are supplements to the text. Once again, keep in mind that the supplemental readings will be on the test.
PLAGIARISM: Plagiarism is a theft of ideas and is not acceptable in any academic atmosphere. Cheating is an immediate failure of this class. Cheating may transpire in various ways. One of these is plagiarism. “Students should make sure to cite any and all sources used in their writing. Your responsibility, when you put your name on a piece of work, is simply to distinguish between what is yours and what is not, and to credit those who have in any way contributed. Failure to do so is Plagiarism and could result in automatic failure of the course.” If a student is caught cheating on any course requirement, he will be given a zero for that work, and a letter containing the information will be sent to the Academic Dean. This letter will be kept on record in his office.
\r\nAttendance Policy
1. Due to the intensity of this course, a student may be absent without penalty one with an acceptable excuse.
2. A student’s attendance or lack of attendance will be reflected in the “class participation grade” which will include attendance, activities.
3. After a student misses two classes, he/she automatically fails unless an appeal is made to the Academic Dean and an extension is granted. Please keep a record of your absences (the dates for each and the reasons for the absences).
5. A student is counted absent if he/she is not present for more than one-half of the class. Three tardies will constitute one absence. If a student is tardy, it is his/her responsibility to inform the instructor at the close of the class; otherwise, the absence may remain as recorded.
\r\nPolicy for late tests
Late tests will not be given except in cases of serious emergency, such as physical illness (requiring a doctor’s excuse) or death in the immediate family. Arrangements for late tests or exams should require taking the exercise the same day or the first day the student returns to class. Teachers may either drop the score 10 points or make the exam more inclusive.
\r\n
Method of Instruction.
Lectures
Class discussion: online student can post discussion
Class participation: online student must sign into their class regularly
Group assignments and quizzes
Reading assignments
\r\nThe bible
The Text
At least one other book on New Testament
Research tools
Commentaries
Strong Concordance
Internet articles
\r\nBibliography
McDowell, Josh, and Don Stewart. Answers to Tough Questions, Here’s Life Publishers, 1980.
McDowell, Josh. Evidence That Demands A Verdict, Campus Crusade For Christ, 1972.
Pinnock, Clark H. Reason Enough, InterVarsity Press, 1980.
Pinnock, Clark H. The Scripture Principle, Harper and Row Publishers, 1984.
Shalit, Wendy. A Return To Modesty, The Free Press, 1999.
Sproul, R.C. Reason To Believe, Zondervan Publishing, 1978.
Strobel, Lee. The Case For Faith, Zondervan Publishing, 2000.
Taylor, Richard S. A Return To Christian Culture, Beacon Hill Press, 1973.
Taylor, Richard S., Hearing God’s Voice, Schmul Publishing, 2000.
Thornton, Wallace Jr. Radical Righteousness, Schmul Publishing, 1998.
Vos, Howard F., ed. Can I Trust The Bible?, Moody Press, 1971.
Wilcox, Leslie D. Beacons For Youth, Revivalist Press, 1967.
Wilson, Bill, ed. A Ready Defense, Thomas Nelson Publishers, 1993.
Yocum, Dale, On Pleasing the Heavenly Bridegroom, Schmul Publishing, 1995.
Yocum, Dale, This Present World, Schmul Publishing, 1984.
\r\nInternet Sources:
http://www.brfwitness.org/Articles/2001v36n2.htm : Brings out the biblical principle as why gambling is wrong
http://www.iastate.edu/~nscentral/news/2007/mar/vvg.shtml: ISU Psychologists publish three new
studies on violent video game effects on youths
vhttp://www.associatedcontent.com/article/14763/does_television_cause_violence.html: Does
Television Cause Violence?
http://www.bible-infonet.org/bin/feature_articles/living/modesty.htm: Modesty: Biblical
Investigation, Contemporary Application
1. What word or term describes the common essence in all religion?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n2. What distinguished Protestant Christianityfrom Roman Catholicism when the Reformation occurred?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n3. Give the definition of theology, andlist the five disciplines of theology as presentedin the text.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n4. Diagram the senses of theology asfound in the text.
\r\nAns. The diagram of the Senses of "Theology" is as follows:
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n5. What is the relationship between systematictheology and biblical theology?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n6. Distinguish between the termssystematic theology and historical theology.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n7. What is meant by the terms systematicgeology and philosophical theology?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n__________________________________________________________________
\r\n_________________________________________________________________
\r\n8. The text lists three needs for theology. Listand describe these three needs.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n9. Discuss Thomas Aquinas and his relationshipto theology.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n10. Why should the Bible be the primarysource and criterion for understanding Christiantheology?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTERTWO
\r\n11. List the four twentieth-centuryphilosophies.
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n12. Edgar Sheffield Brightman has spoken offour main types of idealism. List these fourtypes and describe the.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n13. What is the primary use of philosophy?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTER THREE
\r\n14. What three lessons may we learn from thetheological scene today?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n15. List the ten factors the text gives indeveloping a theology.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTERFOUR
\r\n1 6. List the eight types criticisms.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n17. What are the six guidelines forevaluating critical methods?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTERFIVE
\r\n18. Chapter 5 discusses how Rudolph Bultmannshook the theological world with his essay"New Testament and Mythology." In at least 500 words, discuss why he upsetmany theologians.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n19. Discuss what is meant by logicalpositivism.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n20. What is the functional analyst?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n21. How is theological language perceived asbeing a personal language?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n22-A. What is the goal of religious language/
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTER SEVEN
\r\n23-B. What is the difference between Premodernismand Modernism?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nPART TWO
\r\nCHAPTER EIGHT
\r\n24. Discuss the three traditional loci of general revelation.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n25. What is meant by the term naturaltheology?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n26. What are the six implications of generalrevelation?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTER NINE
\r\n27. Is specialrevelation propositional or personal?
\r\nAns. _______________________________________
\r\nCHAPTER TEN
\r\n28. What is meant by "inspiration ofthe Scripture''?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTER ELEVEN
\r\n30. After you have read Chapter Eleven, defendand discuss your personal views on the inerrancy of Scripture.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTER TWELVE
\r\n31. Define the word authority, and thendiscuss it in the realm of religious authority.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n32. In what way is the Holy Spirit relatedto the authority of the Scriptures?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nPART THREE CHAPTER THIRTEEN
\r\n33. What is meant by the term"attributes of God"?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n34. Discuss three attributes of thegreatness of God.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTER FOURTEEN
\r\n35. List and describe the three dimensionsof moral purity mentioned in the text.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n36. Discuss John 4:15 as being the basicattribute of God.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
37. How can God''s love andjustice be separate but yet reconciled together?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n39 Explain what is meant by 1 ofthe models of transcendence.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nCHAPTER SIXTEEN
\r\n40. Write an essay of at least 500 wordsconcerning the text''s presentation of the Trinity, and in at least 200 words, discusswhy you agree or disagree with the text''s presentation of theTrinity.
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\nPART FOUR CHAPTEPSEVENTEEN
\r\n41. Howarc the terms God''s man, God''s decrees, and god''s design allrelated to each other?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n42. In theOld Testament, the planning and ordaining work of God is very much tied up with the , which theLord made with his people. Why?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n43. What are the nine characteristics listed in the text concerning thenature of the divineplan of God?
\r\nAns. __________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
\r\n_________________________________________________________________
', 1295219993); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (11960, 'e170f8c432d0d5897dc015cf4c3691e4', '\r\nCHAPTFR EIGHTEEN
43. List the six reasons the text give/for studying the doctrine of creation and discuss two of these in detail. ???
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
44. Discuss in detail what is meant by the expression ex nihilo.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
45. What is the theological meaning of the doctrine of creation?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
46. List the five theories the text presents concerning the age of creation, and tell which do you most agree with and why? ,
Ans. __________________________________________________________
_________________________________________________________________
CHAPTER NINETEEN
47. What do Nehemiah 9:6 and Colossi/ns 1:17 have in common concerning God''s creation?
Ans. __________________________________________________________
_________________________________________________________________
48. Discuss providence as government.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
49. How are providence and prayer related?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENTY
50. In at least 500 words, discuss the concept of evil and the problem it presents in God''s plan for the universe.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENT ONE
51. Describe what is meant by the Word angel.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
52. Discuss the origin, nature, and status of evil angels.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
,
CHAPTER TWENTY-TWO
53. In one sentence each; list the five reasons why the doctrine is especially important.
Ans. They are as follows:
__________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
54. List and briefly describe the spven images of man, as presented in the text.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENTY THREE
55. Discuss position on the origin of man, as presented in 1 Corinthians 15.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
56. Discuss the theological meaning of human creation.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
.
CHAPTER TWENTY-FOUR
57. Using Chapter 24 as your reference material, discuss Genesis 1:26-27 as it
pertains to the image of God. Let your discussion be a minimum of 500 words.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENTY FIVE
''
58. Define the following words: trichotomism, dichotomism, and monism
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
59. What is meant by conditional unity?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENTY-SIX
72. Realizing that God intended for humanity to be universal, briefly discuss why problems have been evident within the following categories: All races; Both Sexes, People of All Economic Statuses; The Aged; The Unborn; The Unmarried. Use Chapter 26 as your reference.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART SIX
CHAPTER TWENTY SEVEN
71. Is the doctrine of sin related to any other doctrine? If so, explain how
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
72. Why is it difficult to discuss sin with: a lost person; a Christian?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
73. List the eight terms emphasizing the character of sin.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
74. Discuss the results of sin.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
75. What is the common elementnn the essential nature of sin?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENTY-EIGHT
76. What is the basic biblical teaching on the cause of sin and the cure for sin?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENTY-NINE
77. The text lists four results of sin that affect our relationship with God. List and
briefly describe them.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
78. List the seven effects of sin on the sinner.
Ans. __________________________________________________________
_________________________________________________________________
79. How does sin affect our relationship to other human beings?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER THIRTY
81. Briefly compare the Old and New Testament teaching on the intensiveness of sin.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
82. What is meant by the term original sin?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
84. In your own words, discuss the parallelism that Paul draws in Romans 5 between
Adam and Christ.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER THIRTY-ONE
85. Read John 7:7, John 15U8-19 and John 17:14, and discuss what is being referred to by the term the world. Also list at least three other verses of Scripture that refer to this same topic.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
86. What is meant by the term the powers? List three ways that Christ nullified and gained victory over the powers.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART SEVEN CHAPTER THIRTY TWO
87. What is considered as 1 le very center of Christian theology? Why?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
88. Is there some way to unite Christology from above and Christology from below so as to preserve the best elements of both, while minimizing the problems of each?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
89. Explain why incarnation is viewed as mythology by sonic theologians.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTEP THIRTY-THREE
90. How is the term "I Am" associated/with the deity of Christ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
91. How do the first two verses of the Gospel of John, Chapter 1, refer to the deity of Christ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
92. Select and list at least Two verses of Scripture from the book of Hebrews that reflect the deity of Christ.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
93. How does Walfhart Pannenberg view the resurrection with the deity of Christ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
94. What is a functional Christology?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
95. What are the four significant implications of the deity of Christ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER THIRTY-FOUR
96. List five verses of Scripture that reflect the humanity of Christ.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
97. How does Mark 13:32 refer to the humanity of Christ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
98. List six implications of the humanity of Jesus.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
99. Read Hebrews 2:14-18, and discuss how the humanity of Christ and deity of
Christ are both reflected.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
How to go to my class?
\r\nGeneral Guidelines for Students in Moodle as the LMS Platform
\r\n \r\n \r\nMoodle is a Virtual Learning Environment, which implies that in courses in which Moodle is used, part of the course work has been moved on-line, to support or replace contact teaching. As a result, students in Moodle courses (or any other web-supported courses, for that matter) require self-direction and self-discipline, and a level of maturity to make a commitment to and take responsibility for their studying.
\r\n\r\nMoodle supports students in this process with ample self-pacing tools and automatically graded feedback exercises, as well as multiple announced deadlines. Still, the main responsibility rests with the students who decide what they will do and when (within given deadlines).
\r\n\r\nHow tools are used within a course, and how useful they are to the student, depends largely on the way in which the teacher has built the course. Therefore, students should take care to read the course information and instructions accompanying the various activity tools, so as to know what is expected of them. However, since a course is a shared experience the students too can make contributions and suggestions to shape and build their learning experience.
\r\n\r\n
Steps to your classes:
\r\n\r\nStep One:
\r\n1. Simply log on to your account
\r\n3. Click on your name on the Top Righ Corner (next to log out).
\r\n4. Click on the desired class, then click on the class short name on the very bottom of the screen to enter it
\r\n5. If an enrollment key is required, enter it prompted (this key is provided by your instructor and it only required once).
\r\n6. Finally, you’re in your class. Now you can navigate through the class and understand the requirements.
\r\nThe syllabus and any other assignments are there at your fingertips. The syllabus contains information details about your class, your book. Some books are actually online for you. All you pay is an access fee for your class so you can download the ebook or PDF to your computer.
\r\nUnder the main menu, many resources are available to student. Proper work submission is a must for all students. Guideline is also available under the main menu.
\r\nIf you have any problem completing your class, contact your advisor or the admission Department.
', 1301559570), (11962, 'a7d2051178d38072f8819ee2f45d1733', 'This category contains
\r
This category contains asll career training curriculum
', 1301361875), (11966, '3dfc47d845c665cf596bf28c758cc667', 'THis category contains ass medical coding classes
', 1301361838), (11967, '64e9587582d726257e202a15e7a74eb8', 'You may take any test here at any time. Keep in mine each test can be taken one time only.
', 1301361838), (11968, '9e98f19d390d22bc409eb6a5eb204a77', 'Introduction to ICD-10-CM
This course is a compilation of information that has been published by various government, hospital, medical, and professional organizations regarding the introduction of ICD-10-CM on October 1, 2013.
It contains background information on the development and logic behind the reasons for replacing ICD-9-CM. Included are specific examples of comparison between both sets of codes as well as correct codes for sample medical scenarios . Use of an online ICD-10-CM database helps the student get a feel for the new codes. In addition, the entire alphabetical, tabular, and guidelines are available for the user to download in PDF format.
Study of the material here is entirely self-paced. Technical support is included but no instructor led training is offered. There is a final exam to help the student gage their degree of comprehension.
This is an information page only. All the work for this course is done from the download material on your computer.
This category contains all diplomas Courses
', 1301361917), (11970, 'c99f77413d7974a0b86819dc0267d80a', 'This categoty contains classes for the Freshman Year college or the Diploma of Practical Theology.
', 1301361726), (11971, 'dd85b6c4b9a60891454ad0f0111ad68b', 'This categoty contains classes for the Softmore Year college or the Diploma of Advanced Theology.
', 1301361730), (11972, 'b549e79affc208fed5d18454e2c920b7', 'This categoty contains classes for the Graduate Year college or the Diploma of Advanced Theology.
', 1301361734), (11973, 'ffd4ed86496740cd774d926bcb39fda6', 'This category contains all asociates level courses
', 1301361918), (11974, '4daad888b2d7c9cd8369ee37aa69e5d3', 'This category contains all Biblical Studies courses. Completing this track will lead to an Associate Degree in Biblical Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301629410), (11975, '6a51df397b3e27e7be8eefd7e032eb00', 'This course explores the foundation of faith for the Christian life. Faith is the foundation of Christian belief. The Scripture says, it is impossible to please God without faith.
', 1301629410), (11976, '05cab5c52199d6b684ce1421ecdd3da8', ' BOT103 Old Testament Survey I (3 credits)This course explores the entire Old Testament in a practical way. Every book is analyzed based on the principle, the concept, and personages involved.
', 1301629410), (11977, '9c93e4a3873d8ed7eb6faa94987ca098', 'Coming up ', 1301629410), (11978, 'f934d620e4410f4347aab70d5268ba2f', ' C ', 1297315168); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (11979, '51c9f0e66a0a3e2e8d6968e447f1aa1c', 'Course Title: New Testament Survey
Course Number: NTS/BIS143
Course Objectives.
A. General.
Ø This course is a survey or an exploration, which only touch the basics of this vast part of our Bible
Ø This course will help the student to establish the foundational authority of Scripture as prescribed in the New Testament
Ø This course will acquaint the student with the major elements of the New Testament writings
Ø This course will help student to establish the scriptural basis for faith and practice
Ø To help students learn how to study to show themselves approved unto God which will help to increase their faith
B. At the end of this course, the student should be able to:
Ø Understand the synopsis of the inte-restmental history.
Ø Understand and explain the difference if any between the New and the Old
Ø Understand the early church
Ø Understand the Gospels-Mathew to John
Ø Understand the distinctive feature of each writer
C. Method of Instruction.
Ø Lectures
Ø Class discussion
Ø Class participation
Ø Group assignments and quizzes
Ø
Ø The bible
Ø The Text
Ø At least one other book on New Testament
Research tools
Ø Commentaries
Ø Strong Concordance
Ø Internet articles
Ø Single Grade: Final grade is contingent upon the completion of all section tests, which includes but not limited to weekly quizzes, midterm, final, and term paper. All quizzes and tests are equal to 60% of the final grade.
Ø Weekly Assignments: Textbook reading, and outside book reviews
Ø Class Participation:10% (login, email, chat or project assigned).
Ø Class discussion 10% (group discussions if assigned to a group).
Ø Term paper: 20% (term paper or reaction paper is designed to assess the student ability to communicate his/her thought and opinion effectively
Student may write a term paper on a topic of his/her choice from the class text. The paper can be a reaction or simply term paper expressing your view on the topic selected.
For details on how to format your paper, check the work submission page under the main menu. Bear in mind that the term paper is 20points of your grade.
Your finished paper can be submitted to your folder or emailed to exams@ccudl.com
Cheating Policy
Cheating is an immediate failure of this class. Cheating may transpire in various ways. One of these is plagiarism. “Students should make sure to cite any and all sources used in their writing. Your responsibility, when you put your name on a piece of work, is simply to distinguish between what is yours and what is not, and to credit those who have in any way contributed. Failure to do so is Plagiarism and could result in automatic failure of the course.” If a student is caught cheating on any course requirement, he will be given a zero for that work, and a letter containing the information will be sent to the Academic Dean. This letter will be kept on record in his office.
H. Attendance Policy
1. Due to the intensity of this course, a student may be absent without penalty one with an acceptable excuse.
2. A student’s attendance or lack of attendance will be reflected in the “class participation
grade” which will include attendance, activities.
3. After a student misses two classes, he/she automatically fails unless an appeal is made to the Academic Dean and an extension is granted. Please keep a record of your absences (the dates for each and the reasons for the absences).
5. A student is counted absent if he/she is failed to login at least once per week. Three tardies will constitute one absence. If a student is tardy, it is his/her responsibility to inform the instructor at the close of the class; otherwise, the absence may remain as recorded.
I. Policy for late tests
Late tests will not be given except in cases of serious emergency, such as physical illness
(requiring a doctor’s excuse) or death in the immediate family. Arrangements for late
tests or exams should require taking the exercise the same day or the first day the student
returns to class. Teachers may either drop the score 10 points or make the exam more
inclusive.
G. Weekly Readings & Assignments
Class work is divided into weekly reading and assignment. It is recommended that the student review each week initially to understand all the class requirements. Number of weeks is determined by the number of credit hours and the extent of the work involved and summarized as followed.
1. Each student will be required to read all required reading.
2. Various shorter reading assignments will be required throughout the course of the
They must be read by the following class period after being assigned.
3. Students will be asked to prepare one paper five page (typed, double-spaced, 12 pitch
Time-Roman Font) in length on assigned topics throughout the course.
The paper must have at least five sources (with the Bible counting as only one Source) and it should follow the MLA/APA Format. The paper will be on last week of class on
4. A book review: Student must be prepared to give an oral review of the reading related to
H. Grade Scale.
A 96-100
B 89-95
C 79-88
D 70-78
F 0-69
I Incomplete
W Withdrawal
Bibliography
Boice, James Montgomery, ed. The Foundation of Biblical Authority, Zondervan:
Academic Books, 1978.
Brown, Allan P. The Glory of a Woman, Manna Ministries, 1994.
Brown, Allan P. What The Bible Teaches About Modesty And Adornment,
Manna Ministries, 1994.
Crooks, Lavena M. Build Me a Sanctuary, Old Paths Tract Society, 1990.
Custer, Stewart. Does Inspiration Demand Inerrancy?, Craig Press. 1968.
Geisler, Norman, ed. Biblical Inerrancy: An Analysis of Its Philosophical Roots,
Zondervan, 1981.
Mander, Jerry. Four Arguments For The Elimination Of Television, Morrow
Quill, 1978.
McDowell, Josh, and Don Stewart. Answers to Tough Questions, Here’s Life
Publishers, 1980.
McDowell, Josh. Evidence That Demands A Verdict, Campus Crusade For
Christ, 1972.
Pinnock,
Pinnock, Clark H. The Scripture Principle, Harper and Row Publishers, 1984.
Shalit, Wendy. A Return To Modesty, The Free Press, 1999.
Sproul, R.C. Reason To Believe, Zondervan Publishing, 1978.
Strobel, Lee. The Case For Faith, Zondervan Publishing, 2000.
Taylor, Richard S. A Return To Christian Culture,
Taylor, Richard S., Hearing God’s Voice, Schmul Publishing, 2000.
Thornton, Wallace Jr. Radical Righteousness, Schmul Publishing, 1998.
Vos, Howard F., ed. Can I Trust The Bible?, Moody Press, 1971.
Wilcox, Leslie D. Beacons For Youth, Revivalist Press, 1967.
Wilson, Bill, ed. A Ready Defense, Thomas Nelson Publishers, 1993.
Yocum, Dale, On Pleasing the Heavenly Bridegroom, Schmul Publishing, 1995.
Yocum, Dale, This Present World, Schmul Publishing, 1984.
Internet Sources:
http://www.brfwitness.org/Articles/2001v36n2.htm : Brings out the biblical principle as why gambling is wrong
http://www.iastate.edu/~nscentral/news/2007/mar/vvg.shtml: ISU Psychologists publish three new
studies on violent video game effects on youths
vhttp://www.associatedcontent.com/article/14763/does_television_cause_violence.html: Does
Television Cause Violence?
http://www.bible-infonet.org/bin/feature_articles/living/modesty.htm: Modesty: Biblical
Investigation, Contemporary Application
This category contains all Christian Studies courses. Completing this track will lead to an Associate Degree in Christian Education, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361742), (11981, 'aac6a2b0360fef495421fd55bfc3f8f9', 'This category contains all Ministry Studies courses. Completing this track will lead to an Associate Degree in Ministry Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361745), (11982, '9befb2c1c93400ed5cd4d63886a44656', 'This course explores the foundation of faith for the Christian life. Faith is the foundation of Christian belief. Faith is so important that the Bible says, it is impossible to please God without it.
\r\n
This category contains all Mission Studies courses. Completing this track will lead to an Associate Degree in Missiology Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361753), (11984, '1592249076f197b580245129472152ab', 'THE263 Old Testament Studies II (3 credits)
This course explores the entire Old Testament in a practical way. Every book is analyzed based on the principle, the concept, and personages involved.
', 1301361750), (11985, '1320c499b58d7a9980b8a06fe98c0e9b', 'This category contains 120 credit hours of Christian Business Management Studies courses. Completing this track will lead to an Bachelory Degree in Christian Business Management Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361769), (11986, '88b955a4ed5fb46b286e47a789dc0efb', 'Coming up', 1301361770), (11987, 'd597305f5c439775e57a748660097b8f', 'Description ', 1301361770), (11988, '8a2c2660e37dbbadaf4856dbb819f8ae', 'descriptions', 1301361770), (11989, 'fc33a53f90b65104fc3d7b9a37a9c130', 'Course Description:
This course introduces the business student to the complex world of Human Resource Management, Planning, Equal Opportunities Manager, Employee Relations, Compensation and Benefits, Learning and Development, and International Management.
', 1301361772), (11990, 'f918d955b21d2f118dac308cddd2701e', 'This category contains 120 credit hours of Creation Science Studies courses. Completing this track will lead to an Bachelory Degree in Creation Science in Apologetics Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361790), (11991, '14c1158a43d5248a52288807f825ca54', 'This course is designed to be a student''s first systematic introduction to the sciences. The course covers topics like the history of science, scientific method, designing experiments, simple machines, archaeology, geology, paleontology, biology, and human anatomy and physiology. Therefore, its scope is quite wide.
This category contains 120 credit hours of Christian Early Childhood Education Studies courses. Completing this track will lead to an Bachelory Degree in Early Childhood Educations Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361775), (11993, '543b14a3a7bf169bcaece0e6632fa2a8', 'This category contains 120 credit hours of Christian Education Studies courses. Completing this track will lead to an Bachelory Degree in Leadership and Administration Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361780), (11994, 'f9238142363cbbe728f33a4f86ea8fbe', ' Description ', 1301361780), (11995, '4291f2d6c8ca7712a124d39d28aff8d7', ' Desription', 1301361780), (11996, 'd8f1549809a1b60182cd3a6ec2f54369', 'This category contains 120 credit hours of Missionlogy Studies courses. Completing this track will lead to an Bachelory Degree in Christian Missiology Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361787), (11997, '29b07e3f50143e517c5c3536fef22b10', 'This category contains 120 credit hours of Pastoral Ministry Studies courses. Completing this track will lead to an Bachelory Degree in Pastoral Ministry Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361800), (11998, '6ccc23a007225ac7b4d61481c399d8e8', 'This category contains 120 credit hours of Systematic Theology Studies courses. Completing this track will lead to an Bachelory Degree in Systematic Theology Studies, unless transfrerable credits applied. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361805), (11999, '7fa6b3c6a03f41fdd76ce0539e9ac148', 'THE213 Intro to Bible Theology I (3 credits )
The importance of every preacher believing very strongly in and using his own God‑given talents is stressed in this look at preaching and preachers.
\r\n
THE223 Intro to Bible Theology II (3 credits )
The importance of every preacher believing very strongly in and using his own God‑given talents is stressed in this look at preaching and preachers.
', 1299256550), (12001, '04e8e3c87e76a14c150c701fa1ee1376', 'This category contains 45 credit hours of Clinical Biblical/Christian Counseling Studies courses. Completing this track will lead to a Master Degree in Clinical Biblical/Christian Studies (based on the student''s preference), unless transferable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits transferred.
', 1301638229), (12002, 'eba20dfcbcb3901af0d8427db95360cc', 'CON573 Counseling Trouble Teens and their Families (4)
Description
Teenagers and their families live in a society with epidemic levels of social problems that put adolescents at risk for emotional problems. Teens have special mental and emotional issues that need to be addressed by pastors and their colleagues in ministry. For this reason, clergy and caregivers need to know about the most common mental disorders that occur in adolescents, including how to assess and diagnose the disorders, what types of treatment can be initiated in the faith community, when referral is required, and to whom to make a referral.
Description: In "Group Dynamics" Bohac investigates the interrelations of mankind and reveals the subtle ways in which people are
connected to others throughout their lives. Specific topics covered include "The Different Types of Groups", "Group Techniques", "Christian Groups" and "Recovery Groups". (Church Administration)
\r\n
Description: After establishing a sound theological understanding of pastoral visitation, the authors examine the theological and ethical homework that the pastor must do as preparation for effectively doing hospital ministry. Concluding chapters deal with the patient''s needs, the pastor''s spiritual resources, the pastoral visit, and continued pastoral care after hospitalization.
Description: This classic has helped thousands of pastors, students, laypeople, and Christian counselors develop both a general approach to Christian counseling and a specific response to particular problems.
\r\n
Description: Thoroughly researched, this easy-to-use handbook is designed to help parents, teachers, pastors and youth workers guide today''s young people through the minefields of adolescence. From
simple challenges to major crises, this book will equip adults to help youth cope with situations involving emotional issues, abuse, addictions, family issues, disorders, sexual issues and much more.
Description: This book presents the perspectives of some of the Christian world''s most successful and noted marital counselors. The approach taken in the book is to pose five hypothetical cases, to which each expert addresses his or her counsel.
This category contains 48 credit hours of Biblical Clinical Psychology Studies courses. Completing this track will lead to an Master Degree in Psychology and Counseling Studies, unless transferable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits transferred.
', 1301361844), (12010, 'd7ba3ce95989943ef3325efaafdf91a3', 'Coming up ', 1301361844); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (12011, 'e6109d7550b5190a8de4025ffd53b8ea', 'Course: Psychology and Religion (4 credits)
Course Number:PSY654
Textbook: Psychology and Religion
Course Description: Can psychology explain religious behavior? Andrew Fuller''s Psychology and Religion: Eight Points of View, 3rd Edition explores the thinking of eight pioneers of religious psychology including Sigmund Freud, William James, Gordon Allport, Abraham H. Maslow, Allan W. Watts, Erich Fromm.
This category contains 45 credit hours of Creation Science in Apologetics Studies courses. Completing this track will lead to an Master Degree in Creation Science in Apologetics Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361817), (12013, '234957020b6b4879f9774bda9a00f60a', 'This category contains all courses for Religious Education. 120 credit hours is required to earn a Bachelor degree
', 1301361909); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (12014, '828297eafae5cf7fe47cb8c4683e74f5', ' CCE503 Childhood Christian Education (2)This course is designed to provide pastors, Christian educators, ministers, and “lay leaders” a general approach to Christian education and some specific plans to meet with those approaches. Christian education is not just Sunday School or the education of our children, but involves all of the activities that take place in the Body of Christ. The text that is used provides a theology of Christian education. This course will assist students in utilizing the Word of God to direct the educational process of not only themselves and their families but also the local Body of Christ.
This course is designed to provide pastors, Christian educators, ministers, and “lay leaders” a general approach to Christian education and some specific plans to meet with those approaches. Christian education is not just Sunday School or the education of our children, but involves all of the activities that take place in the Body of Christ. The text that is used provides a theology of Christian education. This course will assist students in utilizing the Word of God to direct the educational process of not only themselves and their families but also the local Body of Christ.
', 1301361909); INSERT INTO `mdl_cache_text` (`id`, `md5key`, `formattedtext`, `timemodified`) VALUES (12016, '18cd9bbe8a241bf890f80b746a04542c', 'Course Title: Creative Bible Teaching (4 Credits)
Course Number: CCE/EDU664
This course is designed to provide pastors, Christian educators, ministers, and “lay leaders” a general approach to Christian education and some specific plans to meet with those approaches. Christian education is not just Sunday School or the education of our children, but involves all of the activities that take place in the Body of Christ. The text that is used provides a theology of Christian education. This course will assist students in utilizing the Word of God to direct the educational process of not only themselves and their families but also the local Body of Christ.
This category contains 45 credit hours of Early Systematic Theology Studies courses. Completing this track will lead to an Master Degree in Systematic Theology Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361831), (12018, 'a64da093588ce48c8d046addee1c9163', 'This category contains 45 credit hours of Early Childhood Education Studies courses. Completing this track will lead to an Doctor Degree in Early Biblical Studies Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361848), (12019, '841519f251bbd64f3767598b0b8e8d39', 'This category contains 54 credit hours of Business and Management Studies courses. Completing this track will lead to an Master Degree in Business and Management Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301654346), (12020, '0888afa2a0790784db36d1534160317d', 'Coming ', 1301654348), (12021, 'c8aa25365f3b06589084e44ed98e1b59', 'Required Core Courses Throughout the core courses, you’ll explore how globalization, entrepreneurship and technology are changing business practice, as well as build critical management skills in leadership, teamwork, integrative analysis, and oral and written communication. Recognizing that today’s business students need flexibility, students have various options for accelerating CUF 21-month MBA program should they choose. Core Course Descriptions BUSI 605 Culture, Ethics & Communication (2 credits) Provides an opportunity for student discussion, debate, and dramatization of topics relating to ethics, corporate social responsibility, and culture relevant to the current business environment. Such issues are brought to life through a project relating to corporate social responsibility, guest speakers, role-plays, and student-created dramatic performances. BUSI 610 Introduction to Financial Accounting; (2 credits) Overview of financial accounting, periodic financial statements and the financial reporting process. Importance of financial statements as information source for creditors and investors and as a means by which managers can communicate information about their firms. BUSI 611 Managerial Accounting; (2 credits) Use of accounting data in corporate planning and control. Cost-volume-profit analysis, budgeting, pricing decisions and cost data, transfer pricing, activity-based management, performance measures, and standard costing. BUSI621: Strategic and Transformational IT (Technology Selective) Introduces students to the key issues in managing information technology (IT) and provides an overview of how major IT applications in today''s firms support strategic, operational, and tactical decisions. Topics include: synchronizing IT and business strategy; the transformational impacts of IT; evaluating and coping with new technologies; governing, managing, and organizing the IT function including BUSI622: Managing Digital Business Markets (Technology Selective) The objective is to understand the strategic and tactical issues involved in managing digital businesses and markets. Also, some of the characteristics of digital businesses and markets that make them unique and understand how companies can best manage them will be examined. BUSI 630 Data Models and Decisions; (3 credits) To develop probabilistic and statistical concepts, methods and models through examples motivated by real-life data from business and to stress the role that statistics plays in the managerial decision making process. BUSI 634: Operations Management (2 Credits) Operations management is concerned with efficient and effective design and operation of business processes for delivering products and/or services. Emphasis is given to process analysis and design, capacity management and bottlenecks, waiting lines and the impact of uncertainty in process performance, quality management, lean, six-sigma, and revenue management. . BUSI 640 Financial Management; (3 credits) Analysis of major corporate financial decisions using a market-oriented framework. Topics include capital budgeting, security portfolio theory, operation and efficiency of financial markets, options pricing, financing decisions, capital structure, payout policy and international finance. BUSI647: Entrepreneurial Finance and Private Equity (Entrepreneurship Selective) An advanced topics course in Corporate Finance. The major emphasis is how financiers help firms plan for growth and finance firms using different types of securities at different points in the industry''s and firm''s life. Securities will include private financings and placements, Venture Capital (VC), Initial Public Offerings (IPOs), Private Equity and Leveraged Buyouts. BUSI 650 Marketing Management; (2 credits) This course is an overview of decisions marketing managers make to create and maintain enduring customer-based equity. These decisions involve identifying marketing opportunities, selecting customer targets, effectively positioning products and services, and implementing competitive marketing support programs. Students will learn marketing decision-making models and how to apply them. BUSI660: Entrepreneurship and New Ventures (Entrepreneurship Selective) Provides an introduction to important tools and skills necessary to create and grow a successful new venture. Integrates research findings from a range of different practical and intellectual perspectives, including psychology, sociology, economics, strategic management, and history into practical, hands on lessons for an entrepreneur. Class projects provide the foundations for new, real businesses. BUSI661: Creativity for Business Leaders and Entrepreneurs (Entrepreneurship Selective) Examines the concept of creativity as it applies in today''s and tomorrow''s complex business environment. An overview of the cognitive foundations of creativity, examines many of the preconceived notions about creativity in business and discusses multiple ways in which creativity can help business leaders and entrepreneurs to succeed. Topics include creativity techniques for groups and individuals, creativity as a foundation to recognize business opportunities and develop innovative products and services, selecting ideas and making them stick, mental and organizational obstacles to creativity as well as an overview of electronic tools to increase creative capability. BUSI 664 Leadership & Managing Human Capital; (3 credits) Examines concepts of leadership and human resource management principles. Emphasizes skill building and creating a competitive advantage by creating a culture that develops extraordinary leaders and unleashes employee talent. Topics include leadership, decision making, communication and conflict, work motivation, teams, ensuring legal compliance and leveraging diversity, recruiting, selecting and retaining qualified employees who fit the job and the organization, measuring performance and providing feedback, and managing changes in leadership and HR strategy. BUSI665: Integration and Teams Provides students with the concepts, frameworks, tools and skills necessary for thinking and working in an integrative fashion across functional areas of a business in a team based environment. BUSI667: Cross Cultural Communication and Teamwork Provide managers a sound basis for developing such competencies. Specifically, we will develop an understanding of key cultural differences, and how these differences influence the management of individuals, groups, and organizations. BUSI670 (758R-Spring ‘09): Corporate Social Responsibility and Ethics This course examines the various expectations for socially responsible business conduct. Such expectations include sustainability, stability, and the ethical and legal expectations of different corporate constituencies. The course considers the role of individual managers and offers them specific frameworks and techniques for integrating social responsibilities and more traditional business concerns into business strategies which provide sustainable competitive advantages. Specific topics include the expectations of shareholders, employees, customers and governments as well the relationships between businesses and the natural environments and communities in which they operate. BUSI672: Global Supply Chain Management (Globalization Selective) Offers a practical blueprint for understanding, building, implementing, and sustaining supply chains in today''s rapidly changing global supply chain environment. It will provide the student with a survey of the fast-moving Supply Chain Management discipline and practice, including the evolution of supply chain strategies, business models and technologies; current best practices in demand and supply management; and methodologies for conducting supply chain-wide diagnostic assessments and formulating process improvement plans. BUSI673: International Economics for Managers (Globalization Selective) Focuses on understanding critical aspects of the global business environment that influence firm decisions and behavior. Globalization is present in market competition, capital markets, and managerial talent as evidenced by free trade areas and economic unions forming, the volatility in global financial markets, and the continued rise of transnational firms. With globalization, the challenge for firms is to acknowledge, understand and act when appropriate - to act by sourcing, lobbying, and relocating value chain activities internationally. BUSI674: Globalizing the Enterprise (Globalization Selective) Focuses on the "strategic" and "organizational" questions that a company must address as it globalizes its footprint. Among the questions that will be addressed are: What are the potential benefits, costs, and risks associated with going abroad? What differentiates a "global" from a "multidomestic" industry? What are the sources of competitive advantage in a global context? BUSI 681 Managerial Economics and Public Policy; (2 credits) Basic microeconomic principles used by firms, including supply and demand, elasticities, costs, productivity, pricing, market structure and competitive implications of alternative market structures. Market failures and government intervention. Public policy processes affecting business operations. BUSI 683 The Global Economic Environment; (2 credits) Relationship between national and international economic environments. Determinants of output, interest rates, prices and exchange rates. Analysis of effect of economic policies (fiscal, monetary, trade, tax) on the firm and the economy. BUSI 690 Strategic Management; (2 credits) Integrative strategic management focusing on strategy formulation and implementation in domestic and global settings. Industry and competitor analysis, industry and firm value chain, leadership, goal setting, organizational structure and culture. Case study approach to top management and organizational problems. BUSI691: Integrative Business Plan Competition Designed to inspire and enable students to develop new business products, services, processes and management models. Three-person teams create a business plan to commercialize an innovation and submit the plan to the MBA business plan competition. The plan can involve creation of independent ventures or ventures within an established business. |
This category contains 64-credit hours of Clinical Biblical/Christian Counseling Studies courses. Completing this track will lead to a Doctor Degree in Clinical/Christian Counseling Studies (based on the student''s preference), unless transferable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits transferred.
', 1301361856), (12023, 'fd5b2405a5f0ca4f8b2f88508a7131e9', 'This category contains 60 credit hours of Biblical Psychology Studies courses. Completing this track will lead to an Doctor Degree in Clinical Biblical Psychology Studies, unless transferable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits transferred.
', 1296509970), (12024, '7e6db8a40b9083880e6e62c5749c2d63', 'This category contains 64 credit hours of Creation Science and Apologetics Studies courses. Completing this track will lead to a Doctorate in Christian Apologetics, or a Ph.D. in Creation Science. Transferable credits may be applied (only 6 graduate credit allowed). If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits transferred.
', 1301361858), (12025, 'b712a464de3c3445dbcc4ecdce27edfc', 'This category contains 48 credit hours of Early Childhood Education Studies courses. Completing this track will lead to an Doctor Degree in Early Childhood Education Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361865), (12026, '6d22141abf44005c5b334a366b679ff7', 'This category contains 45 credit hours of Pastoral Ministry Studies courses. Completing this track will lead to an Doctor Degree in Pastoral Ministry Studies, unless transfrerable credits applied (only 6 graduate credit allowed. If the transferable credits applied, then this track is subject to reevaluation and recalculated based on the number of credits tranferred.
', 1301361870), (12027, 'dd30a31e0f32793ba29504b350bb5ef2', 'This course is a survey of civil causes of action for which an injured party may seek
\r\n
redress and compensatory relief in court. Students will learn various theories of tort
\r\n
liability including intentional torts to person and property such as assault, battery, false imprisonment, trespass and infliction of emotional distress. Students will also examine the law relating to causes of action for ordinary and professional negligence, wrongful death, products liability, and dignitary torts such as invasion of privacy, defamation, constitutional torts and nuisance. They will also examine strict liability causes of action such as pet ownership and products liability. Finally, students will examine tort defenses of privilege, mistake, self-defense, consent, necessity, immunity, contributory and comparative negligence and assumption of the risk.
\r\n
CHAPTER THIRTY-FOUR
100. List five verses of Scripture that reflect the humanity of Christ.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
101. How does Mark 13:32 refer to the humanity of Christ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
102. Discuss two recent depreciation of the humanity of Christ.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
103. List six implications of the humanity of Jesus.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER THIRTY-FIVE
105. Why is the doctrine of thp unification of divine and human within Jesus difficult to comprehend?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER THIRTY-SIX
106. Why does the virgin birth mean different things to different theologians?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
108. Discuss the early church tradition of the virgin birth.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
109. List the five objections to the virgin birth, as reflected in the text.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
110. Complete the following sentences concerning the significance of the virgin birth: The doctrine of the virgin birth is a reminder that _______________ The virgin birth is evidence of _________________________.
Ans. __________________________________________________________
__________________________________________________________________
PART EIGHT
CHAPTER THIRTY-SEVEN
111. What are the stages of Christ''s work, as presented in the text?
Ans. __________________________________________________________
_________________________________________________________________
CHAPTER THIRTY-EIGHT
112. What is the basic significance of the atonement?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER THIRTY-NINE
113. Discuss the basic meaning of atonement.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
114. Why are there objections to the penal-substitution theory?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
115. The atonement is a demonstration of what factors?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FORTY
116. What is meant by the term particular atonement?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
117. What is meant by the term universal atonement?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
118. For what did Christ atone?
Ans. __________________________________________________________
_________________________________________________________________
119. Discuss three different interpretations of Matthew 8:17.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART NINE CHAPTER FORTY-ONE
120. List several reasons why the study of the doctrine of the Holy Spirit is of special significance for us.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FORTY-TWO
121. What observation did Paul make in I Corinthians 12 and 14, regarding the nature of the gifts of the Spirit and the way they are be exercised?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
122. What are six implications of the work of the Spirit?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART TEN
CHAPTER FORTY-THREE
123. What are some of the details on which conceptions of salvation differ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
124. Through what medium is salvation obtained or transmitted?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
click here to visit the help me too home page
\r\n\r\n
click here to visit the help me too home page
\r\n\r\n
Each time you order your book here, you Help put a plate of food in front of a child and an orphanage/school for the underprivileged children!
\r\nclick here to visit the help me too home page
\r\nThank you for taking the time to visit this page, and we hope you will donate to this worthwhile cause. The people of Haiti now need our assistance more than ever. Please click here to donate or click here to see our help page.
Each time you order your book here, you Help put a plate of food in front of a child and an orphanage/school for the underprivileged children!
\r\nclick here to visit the help me too home page
\r\nThank you for taking the time to visit this page, and we hope you will donate to this worthwhile cause. The people of Haiti now need our assistance more than ever. Please click here to donate or click here to see our help page.
Each time you order your book here, you Help put a plate of food in front of a child and an orphanage/school for the underprivileged children!
\r\nclick here to visit the help me too home page
\r\nThank you for taking the time to visit this page, and we hope you will donate to this worthwhile cause. The people of Haiti now need our assistance more than ever. Please click here to donate or click here to see our help page.
Each time you order your book here, you Help put a plate of food in front of a child and an orphanage/school for the underprivileged children!
\r\nclick here to visit the help me too home page
\r\nThank you for taking the time to visit this page, and we hope you will donate to this worthwhile cause. The people of Haiti now need our assistance more than ever. Please click here to donate or click here to see our help page.
CHAPTER FORTY-FOUR
125. In your own words, what is your definition of the term predestination?
Ans. __________________________________________________________
_________________________________________________________________
126. What is the text''s suggested solution to the problem of predestination?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FORTY-FIVE
127. In the realm of salvation, what i$! meant by general calling and special calling?
Ans. __________________________________________________________
_________________________________________________________________
128. Under the logical order as found in the text, explain: effectual calling, conversion, and regeneration.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
129. What is your definition of the term regeneration?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FORTY-SIX
130. The text lists four inadequate models concerning our union with Christ. List and briefly explain them.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
131. What are the characteristics of our union with Christ?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
132. Explain the term justification.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
133. Explain the term adoption.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FORTY-SEVEN
134. What is the nature of sanctification?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
135. What role does the Mosaic Law have in the Christian life?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
136. Explain how II Corinthians 6:17-18 affects our relationship with Christ.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FORTY EIGHT
137. In at least 300 words give a summary of/Chapter 48, The Completion of Salvation.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FORTY-NINE
138. List and explain the three basic forms in which man is estranged from his true essence and his future.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
139. Explain the view of sacramental ism.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
140. Explain Oriegin''s doctrine of apokatastasis.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
141. What is the theory of universal conversion?
Ans. __________________________________________________________
_________________________________________________________________
PART ELEVEN
CHAPTER FIFTY
142. Discuss the empirical dynamic definition of the church.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
143. What are the characteristics and biblical images of the church?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
144. What are the four special issues that require particular attention on the doctrine of the church?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FIFTY- ONE
145. Discuss the heart of the ministry of the church: the Gospel.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
146. List and discuss the two attributes that reflect the character of the church.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FIFTY-TWO
147. Under Chapter 52, discuss in detail the four forms of church government.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FIFTY-THREE
148. Is Baptism a means of generation, an essential to salvation?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
149. Discuss your personal views concerning "sprinkling" vs "immersion". ???
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FIFTY-FOUR
j
150. What are the basic points of agreement concerning the Lord''s Supper?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
151. What are the basic points of disagreement concerning the Lord''s Supper?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
152. Discuss the frequency of observance of the Lord''s Supper
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FIFTY-FIVE
153. What are the basic arguments for unity of the church?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
154. Discuss the history and present status of ecumenism
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
155. What are the issues raised by evangelicals concerning ecumenism?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FIFTY-SIX
156. What are the four distinguishing /dews of eschatology?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
157. What is meant by the term dispensational eschatology?
Ans. __________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
CHAPTER FIFTY SEVFN
158. What is the difficulty with the doctrine of the intermediate state of death?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
159. What are the current views of the intermediate state of death?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTFR FIFTY-EIGHT.
160. Chapter 58 is divided into three pans: The second Coming; the Resurrection; and The final Judgment. Discuss each of these three divisions in your own words.???
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FIFTY-NINE
161. Explain the three millennial views
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
162. Discuss the pre- and post-tribulation views???
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER SIXTY
163. Define the term heaven.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
164. In your own words discuss our I e in Heaven: Rest, Worship, and Service.
???
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
165. What are the disputed issues regarding heaven?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
166. What are your views concerning the finality of future judgment?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
167. What are your views concerning the eternality of future punishment?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CONCLUDING THOUGHTS
168. Briefly discuss the prevalent danger or disease associated with the study of
theology
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER ONE 1. What word or term describes the common essence in all religion? Ans. __________________________________________________________ _________________________________________________________________ 2. What distinguished Protestant Christianity from Roman Catholicism when the Reformation occurred? Ans. __________________________________________________________ _________________________________________________________________ 3. Give the definition of theology, and list the five disciplines of theology as presented in the text. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 4. Diagram the senses of theology as found in the text. Ans. The diagram of the Senses of "Theology" is as follows: _________________________________________________________________ _________________________________________________________________ Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 6. Distinguish between the terms systematic theology and historical theology. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 7. What is meant by the terms systematic geology and philosophical theology? Ans. __________________________________________________________ _________________________________________________________________ __________________________________________________________________ _________________________________________________________________ 8. The text lists three needs for theology. List and describe these three needs. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 9. Discuss Thomas Aquinas and his relationship to theology. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 10. Why should the Bible be the primary source and criterion for understanding Christian theology? Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ CHAPTER TWO 11. List the four twentieth-century philosophies. _________________________________________________________________ _________________________________________________________________ 12. Edgar Sheffield Brightman has spoken of four main types of idealism. List these four types and describe the. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 13. What is the primary use of philosophy? Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ CHAPTER THREE 14. What three lessons may we learn from the theological scene today? Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 15. List the ten factors the text gives in developing a theology. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ CHAPTER FOUR 1 6. List the eight types criticisms. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 17. What are the six guidelines for evaluating critical methods? Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ CHAPTER FIVE 18. Chapter 5 discusses how Rudolph Bultmann shook the theological world with his essay "New Testament and Mythology." In at least 500 words, discuss why he upset many theologians. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 19. Discuss what is meant by logical positivism. Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 20. What is the functional analyst? Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 21. How is theological language perceived as being a personal language? Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 22-A. What is the goal of religious language Ans. __________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________CHAPTER SIX
\r\n
CHAPTER SEVEN
23-B. What is the difference between Premodernism and Modernism?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART TWO
CHAPTER EIGHT
24. Discuss the three traditional loci of general revelation.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
25. What is meant by the term natural theology?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
26. What are the six implications of general revelation?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER NINE
27. Is special revelation propositional or personal?
Ans. _______________________________________
CHAPTER TEN
28. What is meant by "inspiration of the Scripture''?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER ELEVEN
30. After you have read Chapter Eleven, defend and discuss your personal views on the inerrancy of Scripture.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWELVE
31. Define the word authority, and then discuss it in the realm of religious authority.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
32. In what way is the Holy Spirit related to the authority of the Scriptures?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART THREE CHAPTER THIRTEEN
33. What is meant by the term "attributes of God"?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
34. Discuss three attributes of the greatness of God.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FOURTEEN
35. List and describe the three dimensions of moral purity mentioned in the text.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
36. Discuss John 4:15 as being the basic attribute of God.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
37. How can God''s love and justice be separate but yet reconciled together?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
38. Explain the biblical basis for the immanence of God, and discuss one of the modern versions of immanentism
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
39. Explain what is meant by 1 of the models of transcendence.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER SEVEN
23-B. What is the difference between Premodernism and Modernism?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART TWO
CHAPTER EIGHT
24. Discuss the three traditional loci of general revelation.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
25. What is meant by the term natural theology?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
26. What are the six implications of general revelation?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER NINE
27. Is special revelation propositional or personal?
Ans. _______________________________________
CHAPTER TEN
28. What is meant by "inspiration of the Scripture''?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER ELEVEN
30. After you have read Chapter Eleven, defend and discuss your personal views on the inerrancy of Scripture.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWELVE
31. Define the word authority, and then discuss it in the realm of religious authority.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
32. In what way is the Holy Spirit related to the authority of the Scriptures?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART THREE CHAPTER THIRTEEN
33. What is meant by the term "attributes of God"?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
34. Discuss three attributes of the greatness of God.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER FOURTEEN
35. List and describe the three dimensions of moral purity mentioned in the text.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
36. Discuss John 4:15 as being the basic attribute of God.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
37. How can God''s love and justice be separate but yet reconciled together?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
38. Explain the biblical basis for the immanence of God, and discuss one of the modern versions of immanentism
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
39. Explain what is meant by 1 of the models of transcendence.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER SIXTEEN
40. Write an essay of at least 500 words concerning the text''s presentation of the Trinity, and in at least 200 words, discuss why you agree or disagree with the text''s presentation of the Trinity.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
PART FOUR CHAPTEP SEVENTEEN
41. How arc the terms God''s man, God''s decrees, and god''s design all related to each other?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
42. In the Old Testament, the planning and ordaining work of God is very much tied up with the , which the Lord made with his people. Why?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
43. What are the nine characteristics listed in the text concerning the nature of the
divine plan of God?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
43. List the six reasons the text give/for studying the doctrine of creation and discuss two of these in detail. ???
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
44. Discuss in detail what is meant by the expression ex nihilo.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
45. What is the theological meaning of the doctrine of creation?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
46. List the five theories the text presents concerning the age of creation, and tell which do you most agree with and why? ,
Ans. __________________________________________________________
_________________________________________________________________
CHAPTER NINETEEN
47. What do Nehemiah 9:6 and Colossi/ns 1:17 have in common concerning God''s creation?
Ans. __________________________________________________________
_________________________________________________________________
48. Discuss providence as government.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
49. How are providence and prayer related?
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENTY
50. In at least 500 words, discuss the concept of evil and the problem it presents in God''s plan for the universe.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
CHAPTER TWENT ONE
51. Describe what is meant by the Word angel.
Ans. __________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________