-- https://www.phpmyadmin.net/
--

START TRANSACTION;



--
-- Database: `zawaajco_teach`
--

-- --------------------------------------------------------

--
-- Table structure for table `teac_actionscheduler_actions`
--

CREATE TABLE `teac_actionscheduler_actions` (
  `action_id` bigint UNSIGNED NOT NULL,
  `hook` varchar(191) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `status` varchar(20) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `scheduled_date_gmt` datetime DEFAULT '0000-00-00 00:00:00',
  `scheduled_date_local` datetime DEFAULT '0000-00-00 00:00:00',
  `args` varchar(191) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT NULL,
  `schedule` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci,
  `group_id` bigint UNSIGNED NOT NULL DEFAULT '0',
  `attempts` int NOT NULL DEFAULT '0',
  `last_attempt_gmt` datetime DEFAULT '0000-00-00 00:00:00',
  `last_attempt_local` datetime DEFAULT '0000-00-00 00:00:00',
  `claim_id` bigint UNSIGNED NOT NULL DEFAULT '0',
  `extended_args` varchar(8000) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT NULL,
  `priority` tinyint UNSIGNED NOT NULL DEFAULT '10'
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

--
-- Dumping data for table `teac_actionscheduler_actions`
--

INSERT INTO `teac_actionscheduler_actions` (`action_id`, `hook`, `status`, `scheduled_date_gmt`, `scheduled_date_local`, `args`, `schedule`, `group_id`, `attempts`, `last_attempt_gmt`, `last_attempt_local`, `claim_id`, `extended_args`, `priority`) VALUES
(13038, 'action_scheduler/migration_hook', 'failed', '2023-02-12 11:02:10', '2023-02-12 11:02:10', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676199730;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676199730;}', 1, 1, '2023-02-12 11:02:31', '2023-02-12 11:02:31', 0, NULL, 10),
(13047, 'action_scheduler/migration_hook', 'failed', '2023-02-12 12:51:18', '2023-02-12 12:51:18', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676206278;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676206278;}', 1, 1, '2023-02-12 12:51:46', '2023-02-12 12:51:46', 0, NULL, 10),
(13051, 'action_scheduler/migration_hook', 'failed', '2023-02-12 13:20:57', '2023-02-12 13:20:57', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676208057;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676208057;}', 1, 1, '2023-02-12 13:21:15', '2023-02-12 13:21:15', 0, NULL, 10),
(13056, 'action_scheduler/migration_hook', 'failed', '2023-02-12 13:39:17', '2023-02-12 13:39:17', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676209157;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676209157;}', 1, 1, '2023-02-12 13:39:34', '2023-02-12 13:39:34', 0, NULL, 10),
(13063, 'action_scheduler/migration_hook', 'failed', '2023-02-12 17:48:11', '2023-02-12 17:48:11', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676224091;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676224091;}', 1, 1, '2023-02-12 17:48:28', '2023-02-12 17:48:28', 0, NULL, 10),
(13065, 'action_scheduler/migration_hook', 'failed', '2023-02-12 18:36:23', '2023-02-12 18:36:23', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676226983;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676226983;}', 1, 1, '2023-02-12 18:36:51', '2023-02-12 18:36:51', 0, NULL, 10),
(13077, 'wpforms_admin_addons_cache_update', 'failed', '2023-02-20 04:22:22', '2023-02-20 04:22:22', '{\"tasks_meta_id\":13}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1676866942;s:18:\"\0*\0first_timestamp\";i:1676866942;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1676866942;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-02-20 05:33:19', '2023-02-20 05:33:19', 0, NULL, 10),
(13078, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-02-20 04:22:22', '2023-02-20 04:22:22', '{\"tasks_meta_id\":14}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1676866942;s:18:\"\0*\0first_timestamp\";i:1676866942;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1676866942;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-02-20 05:33:19', '2023-02-20 05:33:19', 0, NULL, 10),
(13085, 'action_scheduler/migration_hook', 'failed', '2023-02-13 17:46:29', '2023-02-13 17:46:29', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676310389;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676310389;}', 1, 1, '2023-02-13 17:47:01', '2023-02-13 17:47:01', 0, NULL, 10),
(13092, 'action_scheduler/migration_hook', 'failed', '2023-02-14 00:38:26', '2023-02-14 00:38:26', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676335106;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676335106;}', 1, 1, '2023-02-14 00:39:45', '2023-02-14 00:39:45', 0, NULL, 10),
(13204, 'action_scheduler/migration_hook', 'failed', '2023-02-21 15:41:16', '2023-02-21 15:41:16', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1676994076;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1676994076;}', 1, 1, '2023-02-21 15:41:33', '2023-02-21 15:41:33', 0, NULL, 10),
(13251, 'action_scheduler/migration_hook', 'failed', '2023-02-24 00:20:34', '2023-02-24 00:20:34', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677198034;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677198034;}', 1, 1, '2023-02-24 00:22:01', '2023-02-24 00:22:01', 0, NULL, 10),
(13264, 'action_scheduler/migration_hook', 'failed', '2023-02-24 20:39:34', '2023-02-24 20:39:34', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677271174;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677271174;}', 1, 1, '2023-02-24 21:03:38', '2023-02-24 21:03:38', 0, NULL, 10),
(13275, 'action_scheduler/migration_hook', 'failed', '2023-02-25 17:26:03', '2023-02-25 17:26:03', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677345963;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677345963;}', 1, 1, '2023-02-25 17:26:39', '2023-02-25 17:26:39', 0, NULL, 10),
(13306, 'action_scheduler/migration_hook', 'failed', '2023-02-28 10:08:58', '2023-02-28 10:08:58', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677578938;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677578938;}', 1, 1, '2023-02-28 10:09:01', '2023-02-28 10:09:01', 0, NULL, 10),
(13314, 'wpforms_admin_addons_cache_update', 'failed', '2023-03-07 10:47:03', '2023-03-07 10:47:03', '{\"tasks_meta_id\":53}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1678186023;s:18:\"\0*\0first_timestamp\";i:1678186023;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1678186023;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-03-07 14:56:10', '2023-03-07 14:56:10', 0, NULL, 10),
(13315, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-03-07 10:47:03', '2023-03-07 10:47:03', '{\"tasks_meta_id\":54}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1678186023;s:18:\"\0*\0first_timestamp\";i:1678186023;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1678186023;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-03-07 14:56:10', '2023-03-07 14:56:10', 0, NULL, 10),
(13326, 'action_scheduler/migration_hook', 'failed', '2023-02-28 11:20:38', '2023-02-28 11:20:38', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677583238;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677583238;}', 1, 1, '2023-02-28 11:21:37', '2023-02-28 11:21:37', 0, NULL, 10),
(13328, 'action_scheduler/migration_hook', 'failed', '2023-02-28 11:35:38', '2023-02-28 11:35:38', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677584138;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677584138;}', 1, 1, '2023-02-28 11:36:42', '2023-02-28 11:36:42', 0, NULL, 10),
(13333, 'action_scheduler/migration_hook', 'failed', '2023-02-28 17:41:32', '2023-02-28 17:41:32', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677606092;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677606092;}', 1, 1, '2023-02-28 17:41:37', '2023-02-28 17:41:37', 0, NULL, 10),
(13340, 'action_scheduler/migration_hook', 'failed', '2023-03-01 08:43:28', '2023-03-01 08:43:28', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1677660208;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1677660208;}', 1, 1, '2023-03-01 08:44:02', '2023-03-01 08:44:02', 0, NULL, 10),
(13423, 'wpforms_admin_addons_cache_update', 'failed', '2023-03-17 14:47:11', '2023-03-17 14:47:11', '{\"tasks_meta_id\":75}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1679064431;s:18:\"\0*\0first_timestamp\";i:1679064431;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1679064431;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-03-17 14:54:29', '2023-03-17 14:54:29', 0, NULL, 10),
(13424, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-03-17 14:47:11', '2023-03-17 14:47:11', '{\"tasks_meta_id\":76}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1679064431;s:18:\"\0*\0first_timestamp\";i:1679064431;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1679064431;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-03-17 14:54:29', '2023-03-17 14:54:29', 0, NULL, 10),
(13429, 'action_scheduler/migration_hook', 'failed', '2023-03-10 15:04:06', '2023-03-10 15:04:06', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1678460646;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1678460646;}', 1, 1, '2023-03-10 15:04:31', '2023-03-10 15:04:31', 0, NULL, 10),
(13506, 'action_scheduler/migration_hook', 'failed', '2023-03-21 19:01:00', '2023-03-21 19:01:00', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1679425260;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1679425260;}', 1, 1, '2023-03-21 19:01:02', '2023-03-21 19:01:02', 0, NULL, 10),
(13536, 'action_scheduler/migration_hook', 'failed', '2023-03-26 14:12:02', '2023-03-26 14:12:02', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1679839922;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1679839922;}', 1, 1, '2023-03-26 14:12:10', '2023-03-26 14:12:10', 0, NULL, 10),
(13543, 'action_scheduler/migration_hook', 'failed', '2023-03-27 11:41:19', '2023-03-27 11:41:19', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1679917279;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1679917279;}', 1, 1, '2023-03-27 11:41:36', '2023-03-27 11:41:36', 0, NULL, 10),
(13568, 'wpforms_admin_addons_cache_update', 'failed', '2023-04-05 21:37:39', '2023-04-05 21:37:39', '{\"tasks_meta_id\":102}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1680730659;s:18:\"\0*\0first_timestamp\";i:1680730659;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1680730659;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-05 21:45:04', '2023-04-05 21:45:04', 0, NULL, 10),
(13569, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-04-05 21:37:39', '2023-04-05 21:37:39', '{\"tasks_meta_id\":103}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1680730659;s:18:\"\0*\0first_timestamp\";i:1680730659;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1680730659;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-05 21:45:04', '2023-04-05 21:45:04', 0, NULL, 10),
(13604, 'wpforms_admin_addons_cache_update', 'failed', '2023-04-12 21:45:04', '2023-04-12 21:45:04', '{\"tasks_meta_id\":102}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1681335904;s:18:\"\0*\0first_timestamp\";i:1680730659;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1681335904;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-12 22:02:03', '2023-04-12 22:02:03', 0, NULL, 10),
(13605, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-04-12 21:45:04', '2023-04-12 21:45:04', '{\"tasks_meta_id\":103}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1681335904;s:18:\"\0*\0first_timestamp\";i:1680730659;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1681335904;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-12 22:02:03', '2023-04-12 22:02:03', 0, NULL, 10),
(13625, 'action_scheduler/migration_hook', 'failed', '2023-04-10 10:33:47', '2023-04-10 10:33:47', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1681122827;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1681122827;}', 1, 1, '2023-04-10 10:34:44', '2023-04-10 10:34:44', 0, NULL, 10),
(13640, 'wpforms_admin_addons_cache_update', 'failed', '2023-04-21 20:52:14', '2023-04-21 20:52:14', '{\"tasks_meta_id\":127}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1682110334;s:18:\"\0*\0first_timestamp\";i:1682110334;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1682110334;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-21 20:52:58', '2023-04-21 20:52:58', 0, NULL, 10),
(13641, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-04-21 20:52:14', '2023-04-21 20:52:14', '{\"tasks_meta_id\":128}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1682110334;s:18:\"\0*\0first_timestamp\";i:1682110334;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1682110334;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-21 20:52:58', '2023-04-21 20:52:58', 0, NULL, 10),
(13651, 'action_scheduler/migration_hook', 'failed', '2023-04-16 22:02:29', '2023-04-16 22:02:29', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1681682549;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1681682549;}', 1, 1, '2023-04-16 22:03:31', '2023-04-16 22:03:31', 0, NULL, 10),
(13673, 'wpforms_admin_addons_cache_update', 'failed', '2023-04-30 09:22:42', '2023-04-30 09:22:42', '{\"tasks_meta_id\":140}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1682846562;s:18:\"\0*\0first_timestamp\";i:1682846562;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1682846562;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-30 09:48:17', '2023-04-30 09:48:17', 0, NULL, 10),
(13674, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-04-30 09:22:42', '2023-04-30 09:22:42', '{\"tasks_meta_id\":141}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1682846562;s:18:\"\0*\0first_timestamp\";i:1682846562;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1682846562;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-04-30 09:48:17', '2023-04-30 09:48:17', 0, NULL, 10),
(13695, 'action_scheduler/migration_hook', 'failed', '2023-04-26 18:52:06', '2023-04-26 18:52:06', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1682535126;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1682535126;}', 1, 1, '2023-04-26 18:52:15', '2023-04-26 18:52:15', 0, NULL, 10),
(13707, 'wpforms_send_usage_data', 'failed', '2023-05-06 12:46:24', '2023-05-06 12:46:24', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1683377184;s:18:\"\0*\0first_timestamp\";i:1680943977;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1683377184;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-06 12:53:30', '2023-05-06 12:53:30', 0, NULL, 10),
(13718, 'wpforms_admin_addons_cache_update', 'failed', '2023-05-09 12:02:08', '2023-05-09 12:02:08', '{\"tasks_meta_id\":155}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1683633728;s:18:\"\0*\0first_timestamp\";i:1683633728;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1683633728;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-09 12:07:12', '2023-05-09 12:07:12', 0, NULL, 10),
(13719, 'wpforms_admin_builder_templates_cache_update', 'failed', '2023-05-09 12:02:08', '2023-05-09 12:02:08', '{\"tasks_meta_id\":156}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1683633728;s:18:\"\0*\0first_timestamp\";i:1683633728;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1683633728;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-09 12:07:12', '2023-05-09 12:07:12', 0, NULL, 10),
(13728, 'wpforms_process_forms_locator_scan', 'failed', '2023-05-06 10:51:38', '2023-05-06 10:51:38', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1683370298;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1683370298;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-05-06 11:42:00', '2023-05-06 11:42:00', 0, NULL, 10),
(13740, 'wpforms_process_forms_locator_scan', 'failed', '2023-05-07 11:42:00', '2023-05-07 11:42:00', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1683459720;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1683459720;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-05-07 11:42:46', '2023-05-07 11:42:46', 0, NULL, 10),
(13741, 'wpforms_send_usage_data', 'failed', '2023-05-13 12:53:30', '2023-05-13 12:53:30', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1683982410;s:18:\"\0*\0first_timestamp\";i:1680943977;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1683982410;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-13 13:45:51', '2023-05-13 13:45:51', 0, NULL, 10),
(13750, 'wpforms_email_summaries_fetch_info_blocks', 'failed', '2023-05-14 11:35:37', '2023-05-14 11:35:37', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1684064137;s:18:\"\0*\0first_timestamp\";i:1680424727;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1684064137;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-14 11:41:25', '2023-05-14 11:41:25', 0, NULL, 10),
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(13776, 'wpforms_send_usage_data', 'failed', '2023-05-20 13:45:51', '2023-05-20 13:45:51', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1684590351;s:18:\"\0*\0first_timestamp\";i:1680943977;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1684590351;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-20 14:40:08', '2023-05-20 14:40:08', 0, NULL, 10),
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(13779, 'action_scheduler/migration_hook', 'failed', '2023-05-13 14:36:27', '2023-05-13 14:36:27', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1683988587;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1683988587;}', 1, 1, '2023-05-13 14:37:10', '2023-05-13 14:37:10', 0, NULL, 10),
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(13791, 'wpforms_send_usage_data', 'failed', '2023-05-27 14:40:08', '2023-05-27 14:40:08', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685198408;s:18:\"\0*\0first_timestamp\";i:1680943977;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685198408;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-27 15:14:54', '2023-05-27 15:14:54', 0, NULL, 10),
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(13793, 'wpforms_email_summaries_fetch_info_blocks', 'failed', '2023-05-28 11:48:19', '2023-05-28 11:48:19', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685274499;s:18:\"\0*\0first_timestamp\";i:1680424727;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685274499;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-05-28 12:16:49', '2023-05-28 12:16:49', 0, NULL, 10),
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(13811, 'wpforms_send_usage_data', 'failed', '2023-06-03 15:14:54', '2023-06-03 15:14:54', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685805294;s:18:\"\0*\0first_timestamp\";i:1680943977;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685805294;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-06-03 16:30:10', '2023-06-03 16:30:10', 0, NULL, 10),
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(13813, 'wpforms_email_summaries_fetch_info_blocks', 'failed', '2023-06-04 12:16:49', '2023-06-04 12:16:49', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685881009;s:18:\"\0*\0first_timestamp\";i:1680424727;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685881009;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-06-04 12:52:56', '2023-06-04 12:52:56', 0, NULL, 10),
(13814, 'wpforms_process_forms_locator_scan', 'failed', '2023-05-30 03:42:11', '2023-05-30 03:42:11', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685418131;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685418131;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-05-30 04:58:29', '2023-05-30 04:58:29', 0, NULL, 10),
(13815, 'wpforms_process_forms_locator_scan', 'failed', '2023-05-31 04:58:29', '2023-05-31 04:58:29', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685509109;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685509109;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-05-31 05:50:21', '2023-05-31 05:50:21', 0, NULL, 10),
(13817, 'wpforms_process_forms_locator_scan', 'failed', '2023-06-01 05:50:21', '2023-06-01 05:50:21', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685598621;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685598621;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-06-01 07:09:31', '2023-06-01 07:09:31', 0, NULL, 10),
(13818, 'wpforms_process_forms_locator_scan', 'failed', '2023-06-02 07:09:31', '2023-06-02 07:09:31', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685689771;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685689771;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-06-02 07:36:35', '2023-06-02 07:36:35', 0, NULL, 10),
(13820, 'wpforms_process_forms_locator_scan', 'failed', '2023-06-03 07:36:35', '2023-06-03 07:36:35', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685777795;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685777795;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-06-03 07:38:34', '2023-06-03 07:38:34', 0, NULL, 10),
(13822, 'wpforms_process_forms_locator_scan', 'failed', '2023-06-04 07:38:34', '2023-06-04 07:38:34', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685864314;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685864314;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-06-04 08:44:13', '2023-06-04 08:44:13', 0, NULL, 10),
(13823, 'wpforms_process_forms_locator_scan', 'failed', '2023-06-05 08:44:13', '2023-06-05 08:44:13', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1685954653;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1685954653;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-06-05 09:37:41', '2023-06-05 09:37:41', 0, NULL, 10),
(13824, 'wpforms_email_summaries_fetch_info_blocks', 'failed', '2023-06-11 12:52:56', '2023-06-11 12:52:56', '{\"tasks_meta_id\":null}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1686487976;s:18:\"\0*\0first_timestamp\";i:1680424727;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1686487976;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 2, 1, '2023-06-11 13:33:56', '2023-06-11 13:33:56', 0, NULL, 10),
(13825, 'wpforms_process_forms_locator_scan', 'failed', '2023-06-06 09:37:41', '2023-06-06 09:37:41', '{\"tasks_meta_id\":99}', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1686044261;s:18:\"\0*\0first_timestamp\";i:1680125818;s:13:\"\0*\0recurrence\";i:86400;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1686044261;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:86400;}', 2, 1, '2023-06-06 10:13:11', '2023-06-06 10:13:11', 0, NULL, 10),
(13865, 'action_scheduler/migration_hook', 'failed', '2023-07-16 20:06:34', '2023-07-16 20:06:34', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1689537994;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1689537994;}', 1, 1, '2023-07-16 20:06:44', '2023-07-16 20:06:44', 0, NULL, 10),
(13868, 'action_scheduler/migration_hook', 'failed', '2023-07-16 20:23:00', '2023-07-16 20:23:00', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1689538980;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1689538980;}', 1, 1, '2023-07-16 20:23:07', '2023-07-16 20:23:07', 0, NULL, 10),
(14337, 'action_scheduler/migration_hook', 'failed', '2024-07-29 02:05:20', '2024-07-29 02:05:20', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1722218720;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1722218720;}', 1, 1, '2024-07-29 02:05:32', '2024-07-29 02:05:32', 0, NULL, 10),
(14359, 'action_scheduler/migration_hook', 'failed', '2024-07-29 19:48:40', '2024-07-29 19:48:40', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1722282520;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1722282520;}', 1, 1, '2024-07-29 19:48:55', '2024-07-29 19:48:55', 0, NULL, 10),
(14362, 'wp_mail_smtp_summary_report_email', 'complete', '2024-08-07 02:19:15', '2024-08-07 02:19:15', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1722997155;s:18:\"\0*\0first_timestamp\";i:1676296800;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1722997155;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-07 02:22:22', '2024-08-07 02:22:22', 0, NULL, 10),
(14366, 'wp_mail_smtp_send_usage_data', 'complete', '2024-08-09 11:40:32', '2024-08-09 11:40:32', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1723203632;s:18:\"\0*\0first_timestamp\";i:1677100498;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1723203632;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-09 11:41:47', '2024-08-09 11:41:47', 0, NULL, 10),
(14372, 'rank_math/analytics/data_fetch', 'complete', '2024-08-09 03:10:23', '2024-08-09 03:10:23', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1723173023;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1723173023;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-08-09 03:12:26', '2024-08-09 03:12:26', 0, NULL, 10),
(14374, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-07 02:22:19', '2024-08-07 02:22:19', '[187]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-07 02:23:42', '2024-08-07 02:23:42', 0, NULL, 10),
(14375, 'wp_mail_smtp_summary_report_email', 'complete', '2024-08-14 02:22:22', '2024-08-14 02:22:22', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1723602142;s:18:\"\0*\0first_timestamp\";i:1676296800;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1723602142;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-14 02:23:47', '2024-08-14 02:23:47', 0, NULL, 10),
(14376, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-08 21:09:48', '2024-08-08 21:09:48', '[188]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-08 21:10:01', '2024-08-08 21:10:01', 0, NULL, 10),
(14377, 'rocket_preload_job_check_finished', 'complete', '2024-08-08 21:10:49', '2024-08-08 21:10:49', '[1723151389]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1723151449;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1723151449;}', 3, 1, '2024-08-08 21:12:22', '2024-08-08 21:12:22', 0, NULL, 10),
(14378, 'rank_math/analytics/data_fetch', 'complete', '2024-08-12 03:12:26', '2024-08-12 03:12:26', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1723432346;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1723432346;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-08-12 03:18:13', '2024-08-12 03:18:13', 0, NULL, 10),
(14379, 'wp_mail_smtp_send_usage_data', 'complete', '2024-08-16 11:41:47', '2024-08-16 11:41:47', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1723808507;s:18:\"\0*\0first_timestamp\";i:1677100498;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1723808507;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-16 11:43:24', '2024-08-16 11:43:24', 0, NULL, 10),
(14380, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-11 12:14:23', '2024-08-11 12:14:23', '[189]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-11 12:14:27', '2024-08-11 12:14:27', 0, NULL, 10),
(14381, 'rank_math/analytics/data_fetch', 'complete', '2024-08-15 03:18:13', '2024-08-15 03:18:13', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1723691893;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1723691893;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-08-15 03:20:26', '2024-08-15 03:20:26', 0, NULL, 10),
(14382, 'rocket_preload_job_check_finished', 'complete', '2024-08-13 21:09:25', '2024-08-13 21:09:25', '[1723583305]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1723583365;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1723583365;}', 3, 1, '2024-08-13 21:09:36', '2024-08-13 21:09:36', 0, NULL, 10),
(14383, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-14 02:23:47', '2024-08-14 02:23:47', '[190]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-14 02:23:49', '2024-08-14 02:23:49', 0, NULL, 10),
(14384, 'wp_mail_smtp_summary_report_email', 'complete', '2024-08-21 02:23:47', '2024-08-21 02:23:47', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1724207027;s:18:\"\0*\0first_timestamp\";i:1676296800;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1724207027;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-21 02:24:41', '2024-08-21 02:24:41', 0, NULL, 10),
(14385, 'rocket_preload_job_check_finished', 'complete', '2024-08-14 21:09:19', '2024-08-14 21:09:19', '[1723669699]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1723669759;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1723669759;}', 3, 1, '2024-08-14 21:09:23', '2024-08-14 21:09:23', 0, NULL, 10),
(14386, 'rank_math/analytics/data_fetch', 'complete', '2024-08-18 03:20:27', '2024-08-18 03:20:27', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1723951227;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1723951227;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-08-18 03:26:42', '2024-08-18 03:26:42', 0, NULL, 10),
(14387, 'rocket_preload_job_check_finished', 'complete', '2024-08-16 09:15:47', '2024-08-16 09:15:47', '[1723799687]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1723799747;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1723799747;}', 3, 1, '2024-08-16 09:16:33', '2024-08-16 09:16:33', 0, NULL, 10),
(14388, 'wp_mail_smtp_send_usage_data', 'complete', '2024-08-23 11:43:25', '2024-08-23 11:43:25', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1724413405;s:18:\"\0*\0first_timestamp\";i:1677100498;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1724413405;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-23 11:44:05', '2024-08-23 11:44:05', 0, NULL, 10),
(14389, 'rocket_preload_job_check_finished', 'complete', '2024-08-16 16:14:35', '2024-08-16 16:14:35', '[1723824815]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1723824875;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1723824875;}', 3, 1, '2024-08-16 16:14:43', '2024-08-16 16:14:43', 0, NULL, 10),
(14390, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-16 19:23:57', '2024-08-16 19:23:57', '[191]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-16 19:24:14', '2024-08-16 19:24:14', 0, NULL, 10),
(14391, 'rocket_preload_job_check_finished', 'complete', '2024-08-17 21:09:53', '2024-08-17 21:09:53', '[1723928933]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1723928993;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1723928993;}', 3, 1, '2024-08-17 21:13:13', '2024-08-17 21:13:13', 0, NULL, 10),
(14392, 'rank_math/analytics/data_fetch', 'complete', '2024-08-21 03:26:43', '2024-08-21 03:26:43', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1724210803;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1724210803;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-08-21 03:26:49', '2024-08-21 03:26:49', 0, NULL, 10),
(14393, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-18 12:13:23', '2024-08-18 12:13:23', '[192]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-18 12:13:23', '2024-08-18 12:13:23', 0, NULL, 10),
(14394, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-21 02:24:39', '2024-08-21 02:24:39', '[193]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-21 02:25:48', '2024-08-21 02:25:48', 0, NULL, 10),
(14395, 'wp_mail_smtp_summary_report_email', 'complete', '2024-08-28 02:24:41', '2024-08-28 02:24:41', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1724811881;s:18:\"\0*\0first_timestamp\";i:1676296800;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1724811881;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-28 02:27:25', '2024-08-28 02:27:25', 0, NULL, 10),
(14396, 'rank_math/analytics/data_fetch', 'complete', '2024-08-24 03:26:49', '2024-08-24 03:26:49', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1724470009;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1724470009;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-08-24 03:30:35', '2024-08-24 03:30:35', 0, NULL, 10),
(14397, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-21 09:12:57', '2024-08-21 09:12:57', '[194]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-21 09:14:41', '2024-08-21 09:14:41', 0, NULL, 10),
(14398, 'wp_mail_smtp_send_usage_data', 'complete', '2024-08-30 11:44:05', '2024-08-30 11:44:05', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1725018245;s:18:\"\0*\0first_timestamp\";i:1677100498;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1725018245;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-08-30 11:50:39', '2024-08-30 11:50:39', 0, NULL, 10);
INSERT INTO `teac_actionscheduler_actions` (`action_id`, `hook`, `status`, `scheduled_date_gmt`, `scheduled_date_local`, `args`, `schedule`, `group_id`, `attempts`, `last_attempt_gmt`, `last_attempt_local`, `claim_id`, `extended_args`, `priority`) VALUES
(14399, 'rocket_preload_job_check_finished', 'complete', '2024-08-23 16:25:53', '2024-08-23 16:25:53', '[1724430293]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1724430353;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1724430353;}', 3, 1, '2024-08-23 16:27:19', '2024-08-23 16:27:19', 0, NULL, 10),
(14400, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-23 19:35:01', '2024-08-23 19:35:01', '[195]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-23 19:35:30', '2024-08-23 19:35:30', 0, NULL, 10),
(14401, 'rocket_preload_job_check_finished', 'complete', '2024-08-23 21:08:54', '2024-08-23 21:08:54', '[1724447274]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1724447334;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1724447334;}', 3, 1, '2024-08-23 21:11:43', '2024-08-23 21:11:43', 0, NULL, 10),
(14402, 'rank_math/analytics/data_fetch', 'complete', '2024-08-27 03:30:35', '2024-08-27 03:30:35', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1724729435;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1724729435;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-08-27 03:31:44', '2024-08-27 03:31:44', 0, NULL, 10),
(14403, 'rocket_preload_job_check_finished', 'complete', '2024-08-24 09:12:10', '2024-08-24 09:12:10', '[1724490670]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1724490730;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1724490730;}', 3, 1, '2024-08-24 09:12:12', '2024-08-24 09:12:12', 0, NULL, 10),
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(14409, 'action_scheduler/migration_hook', 'complete', '2024-08-26 13:15:13', '2024-08-26 13:15:13', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1724678113;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1724678113;}', 1, 1, '2024-08-26 13:15:45', '2024-08-26 13:15:45', 0, NULL, 10),
(14410, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-26 13:17:38', '2024-08-26 13:17:38', '[197]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-26 13:17:40', '2024-08-26 13:17:40', 0, NULL, 10),
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(14415, 'rank_math/analytics/data_fetch', 'complete', '2024-09-02 03:32:11', '2024-09-02 03:32:11', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1725247931;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1725247931;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 1, '2024-09-02 03:33:51', '2024-09-02 03:33:51', 0, NULL, 10),
(14416, 'wp_mail_smtp_send_usage_data', 'complete', '2024-09-06 11:50:39', '2024-09-06 11:50:39', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1725623439;s:18:\"\0*\0first_timestamp\";i:1677100498;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1725623439;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 1, '2024-09-06 11:51:20', '2024-09-06 11:51:20', 0, NULL, 10),
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(14418, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-08-30 20:24:13', '2024-08-30 20:24:13', '[199]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-08-30 20:24:44', '2024-08-30 20:24:44', 0, NULL, 10),
(14419, 'rocket_preload_job_check_finished', 'complete', '2024-08-30 21:08:44', '2024-08-30 21:08:44', '[1725052064]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725052124;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725052124;}', 3, 1, '2024-08-30 21:09:53', '2024-08-30 21:09:53', 0, NULL, 10),
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(14422, 'wp_mail_smtp_process_alert_notifier_task', 'complete', '2024-09-03 11:54:13', '2024-09-03 11:54:13', '[201]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-09-03 11:54:42', '2024-09-03 11:54:42', 0, NULL, 10),
(14423, 'wp_mail_smtp_admin_notifications_update', 'complete', '2024-09-03 11:54:51', '2024-09-03 11:54:51', '[202]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-09-03 11:55:57', '2024-09-03 11:55:57', 0, NULL, 10),
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(14425, 'rocket_preload_job_check_finished', 'complete', '2024-09-03 13:26:41', '2024-09-03 13:26:41', '[1725369941]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725370001;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725370001;}', 3, 1, '2024-09-03 13:27:00', '2024-09-03 13:27:00', 0, NULL, 10),
(14426, 'rocket_preload_job_check_finished', 'complete', '2024-09-03 13:28:36', '2024-09-03 13:28:36', '[1725370056]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725370116;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725370116;}', 3, 1, '2024-09-03 13:28:45', '2024-09-03 13:28:45', 0, NULL, 10),
(14427, 'rocket_preload_job_check_finished', 'complete', '2024-09-03 21:20:17', '2024-09-03 21:20:17', '[1725398357]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725398417;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725398417;}', 3, 1, '2024-09-03 21:20:52', '2024-09-03 21:20:52', 0, NULL, 10),
(14428, 'rocket_preload_job_check_finished', 'complete', '2024-09-03 21:22:06', '2024-09-03 21:22:06', '[1725398466]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725398526;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725398526;}', 3, 1, '2024-09-03 21:22:29', '2024-09-03 21:22:29', 0, NULL, 10),
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(14430, 'action_scheduler/migration_hook', 'complete', '2024-09-03 21:23:54', '2024-09-03 21:23:54', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725398634;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725398634;}', 1, 1, '2024-09-03 21:24:02', '2024-09-03 21:24:02', 0, NULL, 10),
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(14432, 'rocket_preload_job_check_finished', 'complete', '2024-09-04 09:09:09', '2024-09-04 09:09:09', '[1725440889]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725440949;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725440949;}', 3, 1, '2024-09-04 09:12:41', '2024-09-04 09:12:41', 0, NULL, 10),
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(14434, 'rocket_preload_job_check_finished', 'complete', '2024-09-04 21:18:50', '2024-09-04 21:18:50', '[1725484670]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725484730;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725484730;}', 3, 1, '2024-09-04 21:18:57', '2024-09-04 21:18:57', 0, NULL, 10),
(14435, 'rank_math/analytics/data_fetch', 'pending', '2024-09-08 03:36:15', '2024-09-08 03:36:15', '[]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1725766575;s:18:\"\0*\0first_timestamp\";i:1689598680;s:13:\"\0*\0recurrence\";i:259200;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1725766575;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:259200;}', 5, 0, '0000-00-00 00:00:00', '0000-00-00 00:00:00', 0, NULL, 10),
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(14437, 'wp_mail_smtp_admin_notifications_update', 'complete', '2024-09-05 20:41:39', '2024-09-05 20:41:39', '[204]', 'O:28:\"ActionScheduler_NullSchedule\":0:{}', 4, 1, '2024-09-05 20:41:44', '2024-09-05 20:41:44', 0, NULL, 10),
(14438, 'rocket_preload_job_check_finished', 'complete', '2024-09-05 20:43:34', '2024-09-05 20:43:34', '[1725568954]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725569014;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725569014;}', 3, 1, '2024-09-05 20:43:43', '2024-09-05 20:43:43', 0, NULL, 10),
(14439, 'rocket_preload_job_check_finished', 'complete', '2024-09-05 20:44:59', '2024-09-05 20:44:59', '[1725569039]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725569099;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725569099;}', 3, 1, '2024-09-05 20:46:15', '2024-09-05 20:46:15', 0, NULL, 10),
(14440, 'rocket_preload_job_check_finished', 'complete', '2024-09-05 20:53:43', '2024-09-05 20:53:43', '[1725569563]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725569623;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725569623;}', 3, 1, '2024-09-05 20:54:41', '2024-09-05 20:54:41', 0, NULL, 10),
(14441, 'action_scheduler/migration_hook', 'complete', '2024-09-05 20:53:45', '2024-09-05 20:53:45', '[]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725569625;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725569625;}', 1, 1, '2024-09-05 20:54:42', '2024-09-05 20:54:42', 0, NULL, 10),
(14442, 'rocket_preload_job_check_finished', 'complete', '2024-09-05 21:09:51', '2024-09-05 21:09:51', '[1725570531]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725570591;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725570591;}', 3, 1, '2024-09-05 21:12:28', '2024-09-05 21:12:28', 0, NULL, 10),
(14443, 'rocket_preload_job_check_finished', 'complete', '2024-09-06 09:13:54', '2024-09-06 09:13:54', '[1725613974]', 'O:30:\"ActionScheduler_SimpleSchedule\":2:{s:22:\"\0*\0scheduled_timestamp\";i:1725614034;s:41:\"\0ActionScheduler_SimpleSchedule\0timestamp\";i:1725614034;}', 3, 1, '2024-09-06 09:14:36', '2024-09-06 09:14:36', 0, NULL, 10),
(14444, 'wp_mail_smtp_send_usage_data', 'pending', '2024-09-13 11:51:21', '2024-09-13 11:51:21', '[null]', 'O:32:\"ActionScheduler_IntervalSchedule\":5:{s:22:\"\0*\0scheduled_timestamp\";i:1726228281;s:18:\"\0*\0first_timestamp\";i:1677100498;s:13:\"\0*\0recurrence\";i:604800;s:49:\"\0ActionScheduler_IntervalSchedule\0start_timestamp\";i:1726228281;s:53:\"\0ActionScheduler_IntervalSchedule\0interval_in_seconds\";i:604800;}', 4, 0, '0000-00-00 00:00:00', '0000-00-00 00:00:00', 0, NULL, 10);

-- --------------------------------------------------------

--
-- Table structure for table `teac_actionscheduler_claims`
--

CREATE TABLE `teac_actionscheduler_claims` (
  `claim_id` bigint UNSIGNED NOT NULL,
  `date_created_gmt` datetime DEFAULT '0000-00-00 00:00:00'
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

--
-- Dumping data for table `teac_actionscheduler_claims`
--

INSERT INTO `teac_actionscheduler_claims` (`claim_id`, `date_created_gmt`) VALUES
(48940, '2024-06-20 07:34:21');

-- --------------------------------------------------------

--
-- Table structure for table `teac_actionscheduler_groups`
--

CREATE TABLE `teac_actionscheduler_groups` (
  `group_id` bigint UNSIGNED NOT NULL,
  `slug` varchar(255) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

--
-- Dumping data for table `teac_actionscheduler_groups`
--

INSERT INTO `teac_actionscheduler_groups` (`group_id`, `slug`) VALUES
(1, 'action-scheduler-migration'),
(2, 'wpforms'),
(3, 'rocket-preload'),
(4, 'wp_mail_smtp'),
(5, 'rank-math');

-- --------------------------------------------------------

--
-- Table structure for table `teac_actionscheduler_logs`
--

CREATE TABLE `teac_actionscheduler_logs` (
  `log_id` bigint UNSIGNED NOT NULL,
  `action_id` bigint UNSIGNED NOT NULL,
  `message` text CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `log_date_gmt` datetime DEFAULT '0000-00-00 00:00:00',
  `log_date_local` datetime DEFAULT '0000-00-00 00:00:00'
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

--
-- Dumping data for table `teac_actionscheduler_logs`
--

INSERT INTO `teac_actionscheduler_logs` (`log_id`, `action_id`, `message`, `log_date_gmt`, `log_date_local`) VALUES
(86, 13038, 'action created', '2023-02-12 11:01:10', '2023-02-12 11:01:10'),
(95, 13038, 'action started via Async Request', '2023-02-12 11:02:31', '2023-02-12 11:02:31'),
(96, 13038, 'action failed via Async Request: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-12 11:02:31', '2023-02-12 11:02:31'),
(103, 13047, 'action created', '2023-02-12 12:50:18', '2023-02-12 12:50:18'),
(104, 13047, 'action started via WP Cron', '2023-02-12 12:51:46', '2023-02-12 12:51:46'),
(105, 13047, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-12 12:51:46', '2023-02-12 12:51:46'),
(115, 13051, 'action created', '2023-02-12 13:19:57', '2023-02-12 13:19:57'),
(116, 13051, 'action started via WP Cron', '2023-02-12 13:21:15', '2023-02-12 13:21:15'),
(117, 13051, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-12 13:21:15', '2023-02-12 13:21:15'),
(128, 13056, 'action created', '2023-02-12 13:38:17', '2023-02-12 13:38:17'),
(131, 13056, 'action started via Async Request', '2023-02-12 13:39:34', '2023-02-12 13:39:34'),
(132, 13056, 'action failed via Async Request: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-12 13:39:34', '2023-02-12 13:39:34'),
(151, 13063, 'action created', '2023-02-12 17:47:11', '2023-02-12 17:47:11'),
(152, 13063, 'action started via WP Cron', '2023-02-12 17:48:28', '2023-02-12 17:48:28'),
(153, 13063, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-12 17:48:28', '2023-02-12 17:48:28'),
(157, 13065, 'action created', '2023-02-12 18:35:23', '2023-02-12 18:35:23'),
(158, 13065, 'action started via WP Cron', '2023-02-12 18:36:51', '2023-02-12 18:36:51'),
(159, 13065, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-12 18:36:51', '2023-02-12 18:36:51'),
(190, 13077, 'action created', '2023-02-13 04:22:22', '2023-02-13 04:22:22'),
(191, 13078, 'action created', '2023-02-13 04:22:22', '2023-02-13 04:22:22'),
(210, 13085, 'action created', '2023-02-13 17:45:29', '2023-02-13 17:45:29'),
(211, 13085, 'action started via WP Cron', '2023-02-13 17:47:01', '2023-02-13 17:47:01'),
(212, 13085, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-13 17:47:01', '2023-02-13 17:47:01'),
(231, 13092, 'action created', '2023-02-14 00:37:26', '2023-02-14 00:37:26'),
(233, 13092, 'action started via Async Request', '2023-02-14 00:39:45', '2023-02-14 00:39:45'),
(234, 13092, 'action failed via Async Request: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-14 00:39:45', '2023-02-14 00:39:45'),
(502, 13077, 'action started via WP Cron', '2023-02-20 05:33:19', '2023-02-20 05:33:19'),
(503, 13077, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-02-20 05:33:19', '2023-02-20 05:33:19'),
(505, 13078, 'action started via WP Cron', '2023-02-20 05:33:19', '2023-02-20 05:33:19'),
(506, 13078, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-02-20 05:33:19', '2023-02-20 05:33:19'),
(565, 13204, 'action created', '2023-02-21 15:40:16', '2023-02-21 15:40:16'),
(566, 13204, 'action started via WP Cron', '2023-02-21 15:41:33', '2023-02-21 15:41:33'),
(567, 13204, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-21 15:41:33', '2023-02-21 15:41:33'),
(699, 13251, 'action created', '2023-02-24 00:19:34', '2023-02-24 00:19:34'),
(702, 13251, 'action started via WP Cron', '2023-02-24 00:22:01', '2023-02-24 00:22:01'),
(703, 13251, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-24 00:22:01', '2023-02-24 00:22:01'),
(740, 13264, 'action created', '2023-02-24 20:38:34', '2023-02-24 20:38:34'),
(741, 13264, 'action started via WP Cron', '2023-02-24 21:03:38', '2023-02-24 21:03:38'),
(742, 13264, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-24 21:03:38', '2023-02-24 21:03:38'),
(773, 13275, 'action created', '2023-02-25 17:25:03', '2023-02-25 17:25:03'),
(774, 13275, 'action started via WP Cron', '2023-02-25 17:26:39', '2023-02-25 17:26:39'),
(775, 13275, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-25 17:26:39', '2023-02-25 17:26:39'),
(861, 13306, 'action created', '2023-02-28 10:07:58', '2023-02-28 10:07:58'),
(863, 13306, 'action started via WP Cron', '2023-02-28 10:09:01', '2023-02-28 10:09:01'),
(864, 13306, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-28 10:09:01', '2023-02-28 10:09:01'),
(884, 13314, 'action created', '2023-02-28 10:47:03', '2023-02-28 10:47:03'),
(885, 13315, 'action created', '2023-02-28 10:47:03', '2023-02-28 10:47:03'),
(916, 13326, 'action created', '2023-02-28 11:19:38', '2023-02-28 11:19:38'),
(917, 13326, 'action started via WP Cron', '2023-02-28 11:21:37', '2023-02-28 11:21:37'),
(918, 13326, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-28 11:21:37', '2023-02-28 11:21:37'),
(922, 13328, 'action created', '2023-02-28 11:34:38', '2023-02-28 11:34:38'),
(923, 13328, 'action started via WP Cron', '2023-02-28 11:36:42', '2023-02-28 11:36:42'),
(924, 13328, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-28 11:36:42', '2023-02-28 11:36:42'),
(937, 13333, 'action created', '2023-02-28 17:40:32', '2023-02-28 17:40:32'),
(938, 13333, 'action started via Async Request', '2023-02-28 17:41:37', '2023-02-28 17:41:37'),
(939, 13333, 'action failed via Async Request: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-02-28 17:41:37', '2023-02-28 17:41:37'),
(958, 13340, 'action created', '2023-03-01 08:42:28', '2023-03-01 08:42:28'),
(959, 13340, 'action started via WP Cron', '2023-03-01 08:44:02', '2023-03-01 08:44:02'),
(960, 13340, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-03-01 08:44:02', '2023-03-01 08:44:02'),
(1141, 13314, 'action started via WP Cron', '2023-03-07 14:56:10', '2023-03-07 14:56:10'),
(1142, 13314, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-03-07 14:56:10', '2023-03-07 14:56:10'),
(1144, 13315, 'action started via WP Cron', '2023-03-07 14:56:10', '2023-03-07 14:56:10'),
(1145, 13315, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-03-07 14:56:10', '2023-03-07 14:56:10'),
(1209, 13423, 'action created', '2023-03-10 14:47:11', '2023-03-10 14:47:11'),
(1210, 13424, 'action created', '2023-03-10 14:47:11', '2023-03-10 14:47:11'),
(1225, 13429, 'action created', '2023-03-10 15:03:06', '2023-03-10 15:03:06'),
(1226, 13429, 'action started via Async Request', '2023-03-10 15:04:31', '2023-03-10 15:04:31'),
(1227, 13429, 'action failed via Async Request: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-03-10 15:04:31', '2023-03-10 15:04:31'),
(1386, 13423, 'action started via WP Cron', '2023-03-17 14:54:29', '2023-03-17 14:54:29'),
(1387, 13423, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-03-17 14:54:29', '2023-03-17 14:54:29'),
(1389, 13424, 'action started via WP Cron', '2023-03-17 14:54:29', '2023-03-17 14:54:29'),
(1390, 13424, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-03-17 14:54:29', '2023-03-17 14:54:29'),
(1453, 13506, 'action created', '2023-03-21 19:00:00', '2023-03-21 19:00:00'),
(1456, 13506, 'action started via WP Cron', '2023-03-21 19:01:02', '2023-03-21 19:01:02'),
(1457, 13506, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-03-21 19:01:02', '2023-03-21 19:01:02'),
(1555, 13536, 'action created', '2023-03-26 14:11:02', '2023-03-26 14:11:02'),
(1556, 13536, 'action started via WP Cron', '2023-03-26 14:12:10', '2023-03-26 14:12:10'),
(1557, 13536, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-03-26 14:12:10', '2023-03-26 14:12:10'),
(1576, 13543, 'action created', '2023-03-27 11:40:19', '2023-03-27 11:40:19'),
(1577, 13543, 'action started via Async Request', '2023-03-27 11:41:36', '2023-03-27 11:41:36'),
(1578, 13543, 'action failed via Async Request: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-03-27 11:41:36', '2023-03-27 11:41:36'),
(1645, 13568, 'action created', '2023-03-29 21:37:39', '2023-03-29 21:37:39'),
(1646, 13569, 'action created', '2023-03-29 21:37:39', '2023-03-29 21:37:39'),
(1749, 13568, 'action started via WP Cron', '2023-04-05 21:45:04', '2023-04-05 21:45:04'),
(1750, 13568, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-04-05 21:45:04', '2023-04-05 21:45:04'),
(1751, 13604, 'action created', '2023-04-05 21:45:04', '2023-04-05 21:45:04'),
(1752, 13569, 'action started via WP Cron', '2023-04-05 21:45:04', '2023-04-05 21:45:04'),
(1753, 13569, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-04-05 21:45:04', '2023-04-05 21:45:04'),
(1754, 13605, 'action created', '2023-04-05 21:45:04', '2023-04-05 21:45:04'),
(1812, 13625, 'action created', '2023-04-10 10:32:47', '2023-04-10 10:32:47'),
(1813, 13625, 'action started via WP Cron', '2023-04-10 10:34:44', '2023-04-10 10:34:44'),
(1814, 13625, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-04-10 10:34:44', '2023-04-10 10:34:44'),
(1836, 13604, 'action started via WP Cron', '2023-04-12 22:02:03', '2023-04-12 22:02:03'),
(1837, 13604, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-04-12 22:02:03', '2023-04-12 22:02:03'),
(1838, 13604, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-04-12 22:02:03', '2023-04-12 22:02:03'),
(1839, 13605, 'action started via WP Cron', '2023-04-12 22:02:03', '2023-04-12 22:02:03'),
(1840, 13605, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-04-12 22:02:03', '2023-04-12 22:02:03'),
(1841, 13605, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-04-12 22:02:03', '2023-04-12 22:02:03'),
(1863, 13640, 'action created', '2023-04-14 20:52:14', '2023-04-14 20:52:14'),
(1864, 13641, 'action created', '2023-04-14 20:52:15', '2023-04-14 20:52:15'),
(1892, 13651, 'action created', '2023-04-16 22:01:29', '2023-04-16 22:01:29'),
(1893, 13651, 'action started via WP Cron', '2023-04-16 22:03:31', '2023-04-16 22:03:31'),
(1894, 13651, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-04-16 22:03:31', '2023-04-16 22:03:31'),
(1940, 13640, 'action started via WP Cron', '2023-04-21 20:52:58', '2023-04-21 20:52:58'),
(1941, 13640, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-04-21 20:52:58', '2023-04-21 20:52:58'),
(1942, 13640, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-04-21 20:52:58', '2023-04-21 20:52:58'),
(1943, 13641, 'action started via WP Cron', '2023-04-21 20:52:58', '2023-04-21 20:52:58'),
(1944, 13641, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-04-21 20:52:58', '2023-04-21 20:52:58'),
(1945, 13641, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-04-21 20:52:58', '2023-04-21 20:52:58'),
(1964, 13673, 'action created', '2023-04-23 09:22:42', '2023-04-23 09:22:42'),
(1965, 13674, 'action created', '2023-04-23 09:22:42', '2023-04-23 09:22:42'),
(2026, 13695, 'action created', '2023-04-26 18:51:06', '2023-04-26 18:51:06'),
(2027, 13695, 'action started via Async Request', '2023-04-26 18:52:15', '2023-04-26 18:52:15'),
(2028, 13695, 'action failed via Async Request: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-04-26 18:52:15', '2023-04-26 18:52:15'),
(2064, 13707, 'action created', '2023-04-29 12:46:24', '2023-04-29 12:46:24'),
(2074, 13673, 'action started via WP Cron', '2023-04-30 09:48:17', '2023-04-30 09:48:17'),
(2075, 13673, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-04-30 09:48:17', '2023-04-30 09:48:17'),
(2076, 13673, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-04-30 09:48:17', '2023-04-30 09:48:17'),
(2077, 13674, 'action started via WP Cron', '2023-04-30 09:48:17', '2023-04-30 09:48:17'),
(2078, 13674, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-04-30 09:48:17', '2023-04-30 09:48:17'),
(2079, 13674, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-04-30 09:48:17', '2023-04-30 09:48:17'),
(2101, 13718, 'action created', '2023-05-02 12:02:08', '2023-05-02 12:02:08'),
(2102, 13719, 'action created', '2023-05-02 12:02:08', '2023-05-02 12:02:08'),
(2127, 13728, 'action created', '2023-05-05 10:51:38', '2023-05-05 10:51:38'),
(2163, 13728, 'action started via WP Cron', '2023-05-06 11:42:00', '2023-05-06 11:42:00'),
(2164, 13728, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-06 11:42:00', '2023-05-06 11:42:00'),
(2165, 13740, 'action created', '2023-05-06 11:42:00', '2023-05-06 11:42:00'),
(2166, 13707, 'action started via WP Cron', '2023-05-06 12:53:30', '2023-05-06 12:53:30'),
(2167, 13707, 'action failed via WP Cron: Scheduled action for wpforms_send_usage_data will not be executed as no callbacks are registered.', '2023-05-06 12:53:30', '2023-05-06 12:53:30'),
(2168, 13741, 'action created', '2023-05-06 12:53:30', '2023-05-06 12:53:30'),
(2193, 13750, 'action created', '2023-05-07 11:35:37', '2023-05-07 11:35:37'),
(2196, 13740, 'action started via WP Cron', '2023-05-07 11:42:46', '2023-05-07 11:42:46'),
(2197, 13740, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-07 11:42:46', '2023-05-07 11:42:46'),
(2198, 13751, 'action created', '2023-05-07 11:42:46', '2023-05-07 11:42:46'),
(2226, 13751, 'action started via WP Cron', '2023-05-08 12:30:37', '2023-05-08 12:30:37'),
(2227, 13751, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-08 12:30:38', '2023-05-08 12:30:38'),
(2228, 13761, 'action created', '2023-05-08 12:30:38', '2023-05-08 12:30:38'),
(2235, 13718, 'action started via WP Cron', '2023-05-09 12:07:12', '2023-05-09 12:07:12'),
(2236, 13718, 'action failed via WP Cron: Scheduled action for wpforms_admin_addons_cache_update will not be executed as no callbacks are registered.', '2023-05-09 12:07:12', '2023-05-09 12:07:12'),
(2237, 13718, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-05-09 12:07:12', '2023-05-09 12:07:12'),
(2238, 13719, 'action started via WP Cron', '2023-05-09 12:07:12', '2023-05-09 12:07:12'),
(2239, 13719, 'action failed via WP Cron: Scheduled action for wpforms_admin_builder_templates_cache_update will not be executed as no callbacks are registered.', '2023-05-09 12:07:12', '2023-05-09 12:07:12'),
(2240, 13719, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-05-09 12:07:12', '2023-05-09 12:07:12'),
(2241, 13761, 'action started via WP Cron', '2023-05-09 13:10:41', '2023-05-09 13:10:41'),
(2242, 13761, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-09 13:10:41', '2023-05-09 13:10:41'),
(2243, 13764, 'action created', '2023-05-09 13:10:41', '2023-05-09 13:10:41'),
(2250, 13764, 'action started via WP Cron', '2023-05-10 13:32:24', '2023-05-10 13:32:24'),
(2251, 13764, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-10 13:32:24', '2023-05-10 13:32:24'),
(2252, 13767, 'action created', '2023-05-10 13:32:24', '2023-05-10 13:32:24'),
(2265, 13767, 'action started via WP Cron', '2023-05-11 13:40:43', '2023-05-11 13:40:43'),
(2266, 13767, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-11 13:40:43', '2023-05-11 13:40:43'),
(2267, 13772, 'action created', '2023-05-11 13:40:43', '2023-05-11 13:40:43'),
(2268, 13772, 'action started via WP Cron', '2023-05-12 13:55:28', '2023-05-12 13:55:28'),
(2269, 13772, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-12 13:55:28', '2023-05-12 13:55:28'),
(2270, 13773, 'action created', '2023-05-12 13:55:28', '2023-05-12 13:55:28'),
(2277, 13741, 'action started via WP Cron', '2023-05-13 13:45:50', '2023-05-13 13:45:50'),
(2278, 13741, 'action failed via WP Cron: Scheduled action for wpforms_send_usage_data will not be executed as no callbacks are registered.', '2023-05-13 13:45:51', '2023-05-13 13:45:51'),
(2279, 13776, 'action created', '2023-05-13 13:45:51', '2023-05-13 13:45:51'),
(2280, 13773, 'action started via WP Cron', '2023-05-13 14:28:35', '2023-05-13 14:28:35'),
(2281, 13773, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-13 14:28:35', '2023-05-13 14:28:35'),
(2282, 13777, 'action created', '2023-05-13 14:28:35', '2023-05-13 14:28:35'),
(2286, 13779, 'action created', '2023-05-13 14:35:27', '2023-05-13 14:35:27'),
(2287, 13779, 'action started via WP Cron', '2023-05-13 14:37:10', '2023-05-13 14:37:10'),
(2288, 13779, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-05-13 14:37:10', '2023-05-13 14:37:10'),
(2289, 13750, 'action started via WP Cron', '2023-05-14 11:41:25', '2023-05-14 11:41:25'),
(2290, 13750, 'action failed via WP Cron: Scheduled action for wpforms_email_summaries_fetch_info_blocks will not be executed as no callbacks are registered.', '2023-05-14 11:41:25', '2023-05-14 11:41:25'),
(2291, 13780, 'action created', '2023-05-14 11:41:25', '2023-05-14 11:41:25'),
(2292, 13777, 'action started via WP Cron', '2023-05-14 14:36:16', '2023-05-14 14:36:16'),
(2293, 13777, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-14 14:36:16', '2023-05-14 14:36:16'),
(2294, 13781, 'action created', '2023-05-14 14:36:16', '2023-05-14 14:36:16'),
(2298, 13781, 'action started via WP Cron', '2023-05-15 15:32:45', '2023-05-15 15:32:45'),
(2299, 13781, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-15 15:32:45', '2023-05-15 15:32:45'),
(2300, 13783, 'action created', '2023-05-15 15:32:45', '2023-05-15 15:32:45'),
(2304, 13783, 'action started via WP Cron', '2023-05-16 16:02:06', '2023-05-16 16:02:06'),
(2305, 13783, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-16 16:02:06', '2023-05-16 16:02:06'),
(2306, 13785, 'action created', '2023-05-16 16:02:06', '2023-05-16 16:02:06'),
(2307, 13785, 'action started via WP Cron', '2023-05-17 16:13:07', '2023-05-17 16:13:07'),
(2308, 13785, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-17 16:13:07', '2023-05-17 16:13:07'),
(2309, 13786, 'action created', '2023-05-17 16:13:07', '2023-05-17 16:13:07'),
(2313, 13786, 'action started via WP Cron', '2023-05-18 16:20:49', '2023-05-18 16:20:49'),
(2314, 13786, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-18 16:20:49', '2023-05-18 16:20:49'),
(2315, 13788, 'action created', '2023-05-18 16:20:49', '2023-05-18 16:20:49'),
(2319, 13788, 'action started via WP Cron', '2023-05-19 19:13:34', '2023-05-19 19:13:34'),
(2320, 13788, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-19 19:13:34', '2023-05-19 19:13:34'),
(2321, 13790, 'action created', '2023-05-19 19:13:34', '2023-05-19 19:13:34'),
(2322, 13776, 'action started via WP Cron', '2023-05-20 14:40:08', '2023-05-20 14:40:08'),
(2323, 13776, 'action failed via WP Cron: Scheduled action for wpforms_send_usage_data will not be executed as no callbacks are registered.', '2023-05-20 14:40:08', '2023-05-20 14:40:08'),
(2324, 13791, 'action created', '2023-05-20 14:40:08', '2023-05-20 14:40:08'),
(2325, 13790, 'action started via WP Cron', '2023-05-20 19:21:29', '2023-05-20 19:21:29'),
(2326, 13790, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-20 19:21:29', '2023-05-20 19:21:29'),
(2327, 13792, 'action created', '2023-05-20 19:21:29', '2023-05-20 19:21:29'),
(2328, 13780, 'action started via WP Cron', '2023-05-21 11:48:19', '2023-05-21 11:48:19'),
(2329, 13780, 'action failed via WP Cron: Scheduled action for wpforms_email_summaries_fetch_info_blocks will not be executed as no callbacks are registered.', '2023-05-21 11:48:19', '2023-05-21 11:48:19'),
(2330, 13793, 'action created', '2023-05-21 11:48:19', '2023-05-21 11:48:19'),
(2331, 13792, 'action started via WP Cron', '2023-05-21 19:28:29', '2023-05-21 19:28:29'),
(2332, 13792, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-21 19:28:29', '2023-05-21 19:28:29'),
(2333, 13794, 'action created', '2023-05-21 19:28:29', '2023-05-21 19:28:29'),
(2346, 13794, 'action started via WP Cron', '2023-05-22 19:29:40', '2023-05-22 19:29:40'),
(2347, 13794, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-22 19:29:40', '2023-05-22 19:29:40'),
(2348, 13799, 'action created', '2023-05-22 19:29:40', '2023-05-22 19:29:40'),
(2358, 13799, 'action started via WP Cron', '2023-05-23 20:05:05', '2023-05-23 20:05:05'),
(2359, 13799, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-23 20:05:05', '2023-05-23 20:05:05'),
(2360, 13803, 'action created', '2023-05-23 20:05:05', '2023-05-23 20:05:05'),
(2361, 13803, 'action started via WP Cron', '2023-05-24 20:45:24', '2023-05-24 20:45:24'),
(2362, 13803, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-24 20:45:24', '2023-05-24 20:45:24'),
(2363, 13804, 'action created', '2023-05-24 20:45:24', '2023-05-24 20:45:24'),
(2367, 13804, 'action started via WP Cron', '2023-05-25 21:42:20', '2023-05-25 21:42:20'),
(2368, 13804, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-25 21:42:20', '2023-05-25 21:42:20'),
(2369, 13806, 'action created', '2023-05-25 21:42:20', '2023-05-25 21:42:20'),
(2379, 13806, 'action started via WP Cron', '2023-05-27 00:48:57', '2023-05-27 00:48:57'),
(2380, 13806, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-27 00:48:57', '2023-05-27 00:48:57'),
(2381, 13810, 'action created', '2023-05-27 00:48:57', '2023-05-27 00:48:57'),
(2382, 13791, 'action started via WP Cron', '2023-05-27 15:14:54', '2023-05-27 15:14:54'),
(2383, 13791, 'action failed via WP Cron: Scheduled action for wpforms_send_usage_data will not be executed as no callbacks are registered.', '2023-05-27 15:14:54', '2023-05-27 15:14:54'),
(2384, 13811, 'action created', '2023-05-27 15:14:54', '2023-05-27 15:14:54'),
(2385, 13810, 'action started via WP Cron', '2023-05-28 02:42:50', '2023-05-28 02:42:50'),
(2386, 13810, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-28 02:42:50', '2023-05-28 02:42:50'),
(2387, 13812, 'action created', '2023-05-28 02:42:50', '2023-05-28 02:42:50'),
(2388, 13793, 'action started via WP Cron', '2023-05-28 12:16:49', '2023-05-28 12:16:49'),
(2389, 13793, 'action failed via WP Cron: Scheduled action for wpforms_email_summaries_fetch_info_blocks will not be executed as no callbacks are registered.', '2023-05-28 12:16:49', '2023-05-28 12:16:49'),
(2390, 13813, 'action created', '2023-05-28 12:16:49', '2023-05-28 12:16:49'),
(2391, 13812, 'action started via WP Cron', '2023-05-29 03:42:11', '2023-05-29 03:42:11'),
(2392, 13812, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-29 03:42:11', '2023-05-29 03:42:11'),
(2393, 13814, 'action created', '2023-05-29 03:42:11', '2023-05-29 03:42:11'),
(2394, 13814, 'action started via WP Cron', '2023-05-30 04:58:29', '2023-05-30 04:58:29'),
(2395, 13814, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-30 04:58:29', '2023-05-30 04:58:29'),
(2396, 13815, 'action created', '2023-05-30 04:58:29', '2023-05-30 04:58:29'),
(2400, 13815, 'action started via WP Cron', '2023-05-31 05:50:21', '2023-05-31 05:50:21'),
(2401, 13815, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-05-31 05:50:21', '2023-05-31 05:50:21'),
(2402, 13817, 'action created', '2023-05-31 05:50:21', '2023-05-31 05:50:21'),
(2403, 13817, 'action started via WP Cron', '2023-06-01 07:09:31', '2023-06-01 07:09:31'),
(2404, 13817, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-06-01 07:09:31', '2023-06-01 07:09:31'),
(2405, 13818, 'action created', '2023-06-01 07:09:31', '2023-06-01 07:09:31'),
(2409, 13818, 'action started via WP Cron', '2023-06-02 07:36:35', '2023-06-02 07:36:35'),
(2410, 13818, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-06-02 07:36:35', '2023-06-02 07:36:35'),
(2411, 13820, 'action created', '2023-06-02 07:36:35', '2023-06-02 07:36:35'),
(2415, 13820, 'action started via WP Cron', '2023-06-03 07:38:34', '2023-06-03 07:38:34'),
(2416, 13820, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-06-03 07:38:34', '2023-06-03 07:38:34'),
(2417, 13822, 'action created', '2023-06-03 07:38:34', '2023-06-03 07:38:34'),
(2418, 13811, 'action started via WP Cron', '2023-06-03 16:30:10', '2023-06-03 16:30:10'),
(2419, 13811, 'action failed via WP Cron: Scheduled action for wpforms_send_usage_data will not be executed as no callbacks are registered.', '2023-06-03 16:30:10', '2023-06-03 16:30:10'),
(2420, 13811, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-06-03 16:30:10', '2023-06-03 16:30:10'),
(2421, 13822, 'action started via WP Cron', '2023-06-04 08:44:12', '2023-06-04 08:44:12'),
(2422, 13822, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-06-04 08:44:13', '2023-06-04 08:44:13'),
(2423, 13823, 'action created', '2023-06-04 08:44:13', '2023-06-04 08:44:13'),
(2424, 13813, 'action started via WP Cron', '2023-06-04 12:52:56', '2023-06-04 12:52:56'),
(2425, 13813, 'action failed via WP Cron: Scheduled action for wpforms_email_summaries_fetch_info_blocks will not be executed as no callbacks are registered.', '2023-06-04 12:52:56', '2023-06-04 12:52:56'),
(2426, 13824, 'action created', '2023-06-04 12:52:56', '2023-06-04 12:52:56'),
(2427, 13823, 'action started via WP Cron', '2023-06-05 09:37:41', '2023-06-05 09:37:41'),
(2428, 13823, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-06-05 09:37:41', '2023-06-05 09:37:41'),
(2429, 13825, 'action created', '2023-06-05 09:37:41', '2023-06-05 09:37:41'),
(2433, 13825, 'action started via WP Cron', '2023-06-06 10:13:11', '2023-06-06 10:13:11'),
(2434, 13825, 'action failed via WP Cron: Scheduled action for wpforms_process_forms_locator_scan will not be executed as no callbacks are registered.', '2023-06-06 10:13:11', '2023-06-06 10:13:11'),
(2435, 13825, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-06-06 10:13:11', '2023-06-06 10:13:11'),
(2448, 13824, 'action started via WP Cron', '2023-06-11 13:33:56', '2023-06-11 13:33:56'),
(2449, 13824, 'action failed via WP Cron: Scheduled action for wpforms_email_summaries_fetch_info_blocks will not be executed as no callbacks are registered.', '2023-06-11 13:33:56', '2023-06-11 13:33:56'),
(2450, 13824, 'This action appears to be consistently failing. A new instance will not be scheduled.', '2023-06-11 13:33:56', '2023-06-11 13:33:56'),
(2539, 13865, 'action created', '2023-07-16 20:05:34', '2023-07-16 20:05:34'),
(2544, 13865, 'action started via WP Cron', '2023-07-16 20:06:44', '2023-07-16 20:06:44'),
(2545, 13865, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-07-16 20:06:44', '2023-07-16 20:06:44'),
(2560, 13868, 'action created', '2023-07-16 20:22:00', '2023-07-16 20:22:00'),
(2561, 13868, 'action started via WP Cron', '2023-07-16 20:23:07', '2023-07-16 20:23:07'),
(2562, 13868, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2023-07-16 20:23:07', '2023-07-16 20:23:07'),
(3967, 14337, 'action created', '2024-07-29 02:04:20', '2024-07-29 02:04:20'),
(3969, 14337, 'action started via WP Cron', '2024-07-29 02:05:32', '2024-07-29 02:05:32'),
(3970, 14337, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2024-07-29 02:05:32', '2024-07-29 02:05:32'),
(4033, 14359, 'action created', '2024-07-29 19:47:41', '2024-07-29 19:47:41'),
(4034, 14359, 'action started via WP Cron', '2024-07-29 19:48:54', '2024-07-29 19:48:54'),
(4035, 14359, 'action failed via WP Cron: Scheduled action for action_scheduler/migration_hook will not be executed as no callbacks are registered.', '2024-07-29 19:48:55', '2024-07-29 19:48:55'),
(4042, 14362, 'action created', '2024-07-31 02:19:15', '2024-07-31 02:19:15'),
(4056, 14366, 'action created', '2024-08-02 11:40:33', '2024-08-02 11:40:33'),
(4074, 14372, 'action created', '2024-08-06 03:10:23', '2024-08-06 03:10:23'),
(4078, 14362, 'action started via WP Cron', '2024-08-07 02:21:52', '2024-08-07 02:21:52'),
(4079, 14374, 'action created', '2024-08-07 02:22:22', '2024-08-07 02:22:22'),
(4080, 14362, 'action complete via WP Cron', '2024-08-07 02:22:22', '2024-08-07 02:22:22'),
(4081, 14375, 'action created', '2024-08-07 02:22:23', '2024-08-07 02:22:23'),
(4082, 14374, 'action started via WP Cron', '2024-08-07 02:23:41', '2024-08-07 02:23:41'),
(4083, 14374, 'action complete via WP Cron', '2024-08-07 02:23:42', '2024-08-07 02:23:42'),
(4084, 14376, 'action created', '2024-08-08 21:09:48', '2024-08-08 21:09:48'),
(4085, 14377, 'action created', '2024-08-08 21:09:49', '2024-08-08 21:09:49'),
(4086, 14376, 'action started via WP Cron', '2024-08-08 21:10:00', '2024-08-08 21:10:00'),
(4087, 14376, 'action complete via WP Cron', '2024-08-08 21:10:01', '2024-08-08 21:10:01'),
(4088, 14377, 'action started via WP Cron', '2024-08-08 21:12:21', '2024-08-08 21:12:21'),
(4089, 14377, 'action complete via WP Cron', '2024-08-08 21:12:22', '2024-08-08 21:12:22'),
(4090, 14372, 'action started via WP Cron', '2024-08-09 03:12:22', '2024-08-09 03:12:22'),
(4091, 14372, 'action complete via WP Cron', '2024-08-09 03:12:26', '2024-08-09 03:12:26'),
(4092, 14378, 'action created', '2024-08-09 03:12:26', '2024-08-09 03:12:26'),
(4093, 14366, 'action started via WP Cron', '2024-08-09 11:41:41', '2024-08-09 11:41:41'),
(4094, 14366, 'action complete via WP Cron', '2024-08-09 11:41:47', '2024-08-09 11:41:47'),
(4095, 14379, 'action created', '2024-08-09 11:41:48', '2024-08-09 11:41:48'),
(4096, 14380, 'action created', '2024-08-11 12:14:25', '2024-08-11 12:14:25'),
(4097, 14380, 'action started via WP Cron', '2024-08-11 12:14:26', '2024-08-11 12:14:26'),
(4098, 14380, 'action complete via WP Cron', '2024-08-11 12:14:27', '2024-08-11 12:14:27'),
(4099, 14378, 'action started via WP Cron', '2024-08-12 03:18:12', '2024-08-12 03:18:12'),
(4100, 14378, 'action complete via WP Cron', '2024-08-12 03:18:13', '2024-08-12 03:18:13'),
(4101, 14381, 'action created', '2024-08-12 03:18:13', '2024-08-12 03:18:13'),
(4102, 14382, 'action created', '2024-08-13 21:08:26', '2024-08-13 21:08:26'),
(4103, 14382, 'action started via WP Cron', '2024-08-13 21:09:32', '2024-08-13 21:09:32'),
(4104, 14382, 'action complete via WP Cron', '2024-08-13 21:09:36', '2024-08-13 21:09:36'),
(4105, 14375, 'action started via WP Cron', '2024-08-14 02:23:44', '2024-08-14 02:23:44'),
(4106, 14383, 'action created', '2024-08-14 02:23:47', '2024-08-14 02:23:47'),
(4107, 14375, 'action complete via WP Cron', '2024-08-14 02:23:47', '2024-08-14 02:23:47'),
(4108, 14384, 'action created', '2024-08-14 02:23:47', '2024-08-14 02:23:47'),
(4109, 14383, 'action started via WP Cron', '2024-08-14 02:23:48', '2024-08-14 02:23:48'),
(4110, 14383, 'action complete via WP Cron', '2024-08-14 02:23:49', '2024-08-14 02:23:49'),
(4111, 14385, 'action created', '2024-08-14 21:08:20', '2024-08-14 21:08:20'),
(4112, 14385, 'action started via WP Cron', '2024-08-14 21:09:22', '2024-08-14 21:09:22'),
(4113, 14385, 'action complete via WP Cron', '2024-08-14 21:09:23', '2024-08-14 21:09:23'),
(4114, 14381, 'action started via WP Cron', '2024-08-15 03:20:24', '2024-08-15 03:20:24'),
(4115, 14381, 'action complete via WP Cron', '2024-08-15 03:20:26', '2024-08-15 03:20:26'),
(4116, 14386, 'action created', '2024-08-15 03:20:27', '2024-08-15 03:20:27'),
(4117, 14387, 'action created', '2024-08-16 09:14:49', '2024-08-16 09:14:49'),
(4118, 14387, 'action started via WP Cron', '2024-08-16 09:16:32', '2024-08-16 09:16:32'),
(4119, 14387, 'action complete via WP Cron', '2024-08-16 09:16:33', '2024-08-16 09:16:33'),
(4120, 14379, 'action started via WP Cron', '2024-08-16 11:43:02', '2024-08-16 11:43:02'),
(4121, 14379, 'action complete via WP Cron', '2024-08-16 11:43:24', '2024-08-16 11:43:24'),
(4122, 14388, 'action created', '2024-08-16 11:43:27', '2024-08-16 11:43:27'),
(4123, 14389, 'action created', '2024-08-16 16:13:35', '2024-08-16 16:13:35'),
(4124, 14389, 'action started via WP Cron', '2024-08-16 16:14:43', '2024-08-16 16:14:43'),
(4125, 14389, 'action complete via WP Cron', '2024-08-16 16:14:43', '2024-08-16 16:14:43'),
(4126, 14390, 'action created', '2024-08-16 19:23:57', '2024-08-16 19:23:57'),
(4127, 14390, 'action started via WP Cron', '2024-08-16 19:24:14', '2024-08-16 19:24:14'),
(4128, 14390, 'action complete via WP Cron', '2024-08-16 19:24:14', '2024-08-16 19:24:14'),
(4129, 14391, 'action created', '2024-08-17 21:08:53', '2024-08-17 21:08:53'),
(4130, 14391, 'action started via WP Cron', '2024-08-17 21:13:12', '2024-08-17 21:13:12'),
(4131, 14391, 'action complete via WP Cron', '2024-08-17 21:13:12', '2024-08-17 21:13:12'),
(4132, 14386, 'action started via WP Cron', '2024-08-18 03:26:41', '2024-08-18 03:26:41'),
(4133, 14386, 'action complete via WP Cron', '2024-08-18 03:26:42', '2024-08-18 03:26:42'),
(4134, 14392, 'action created', '2024-08-18 03:26:43', '2024-08-18 03:26:43'),
(4135, 14393, 'action created', '2024-08-18 12:13:23', '2024-08-18 12:13:23'),
(4136, 14393, 'action started via WP Cron', '2024-08-18 12:13:23', '2024-08-18 12:13:23'),
(4137, 14393, 'action complete via WP Cron', '2024-08-18 12:13:23', '2024-08-18 12:13:23'),
(4138, 14384, 'action started via WP Cron', '2024-08-21 02:24:34', '2024-08-21 02:24:34'),
(4139, 14394, 'action created', '2024-08-21 02:24:41', '2024-08-21 02:24:41'),
(4140, 14384, 'action complete via WP Cron', '2024-08-21 02:24:41', '2024-08-21 02:24:41'),
(4141, 14395, 'action created', '2024-08-21 02:24:41', '2024-08-21 02:24:41'),
(4142, 14394, 'action started via WP Cron', '2024-08-21 02:25:47', '2024-08-21 02:25:47'),
(4143, 14394, 'action complete via WP Cron', '2024-08-21 02:25:47', '2024-08-21 02:25:47'),
(4144, 14392, 'action started via WP Cron', '2024-08-21 03:26:49', '2024-08-21 03:26:49'),
(4145, 14392, 'action complete via WP Cron', '2024-08-21 03:26:49', '2024-08-21 03:26:49'),
(4146, 14396, 'action created', '2024-08-21 03:26:50', '2024-08-21 03:26:50'),
(4147, 14397, 'action created', '2024-08-21 09:12:58', '2024-08-21 09:12:58'),
(4148, 14397, 'action started via WP Cron', '2024-08-21 09:14:41', '2024-08-21 09:14:41'),
(4149, 14397, 'action complete via WP Cron', '2024-08-21 09:14:41', '2024-08-21 09:14:41'),
(4150, 14388, 'action started via WP Cron', '2024-08-23 11:44:03', '2024-08-23 11:44:03'),
(4151, 14388, 'action complete via WP Cron', '2024-08-23 11:44:05', '2024-08-23 11:44:05'),
(4152, 14398, 'action created', '2024-08-23 11:44:05', '2024-08-23 11:44:05'),
(4153, 14399, 'action created', '2024-08-23 16:24:54', '2024-08-23 16:24:54'),
(4154, 14399, 'action started via WP Cron', '2024-08-23 16:27:17', '2024-08-23 16:27:17'),
(4155, 14399, 'action complete via WP Cron', '2024-08-23 16:27:19', '2024-08-23 16:27:19'),
(4156, 14400, 'action created', '2024-08-23 19:35:01', '2024-08-23 19:35:01'),
(4157, 14400, 'action started via WP Cron', '2024-08-23 19:35:30', '2024-08-23 19:35:30'),
(4158, 14400, 'action complete via WP Cron', '2024-08-23 19:35:30', '2024-08-23 19:35:30'),
(4159, 14401, 'action created', '2024-08-23 21:07:54', '2024-08-23 21:07:54'),
(4160, 14401, 'action started via WP Cron', '2024-08-23 21:11:43', '2024-08-23 21:11:43'),
(4161, 14401, 'action complete via WP Cron', '2024-08-23 21:11:43', '2024-08-23 21:11:43'),
(4162, 14396, 'action started via WP Cron', '2024-08-24 03:30:31', '2024-08-24 03:30:31'),
(4163, 14396, 'action complete via WP Cron', '2024-08-24 03:30:35', '2024-08-24 03:30:35'),
(4164, 14402, 'action created', '2024-08-24 03:30:35', '2024-08-24 03:30:35'),
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(4167, 14403, 'action complete via WP Cron', '2024-08-24 09:12:12', '2024-08-24 09:12:12'),
(4168, 14404, 'action created', '2024-08-24 21:08:10', '2024-08-24 21:08:10'),
(4169, 14404, 'action started via WP Cron', '2024-08-24 21:14:56', '2024-08-24 21:14:56'),
(4170, 14404, 'action complete via WP Cron', '2024-08-24 21:14:57', '2024-08-24 21:14:57'),
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(4173, 14405, 'action complete via WP Cron', '2024-08-25 09:10:05', '2024-08-25 09:10:05'),
(4174, 14406, 'action created', '2024-08-25 12:21:00', '2024-08-25 12:21:00'),
(4175, 14406, 'action started via WP Cron', '2024-08-25 12:22:07', '2024-08-25 12:22:07'),
(4176, 14406, 'action complete via WP Cron', '2024-08-25 12:22:08', '2024-08-25 12:22:08'),
(4177, 14407, 'action created', '2024-08-26 13:09:54', '2024-08-26 13:09:54'),
(4178, 14407, 'action started via WP Cron', '2024-08-26 13:12:17', '2024-08-26 13:12:17'),
(4179, 14407, 'action complete via WP Cron', '2024-08-26 13:12:17', '2024-08-26 13:12:17'),
(4180, 14408, 'action created', '2024-08-26 13:14:10', '2024-08-26 13:14:10'),
(4181, 14409, 'action created', '2024-08-26 13:14:13', '2024-08-26 13:14:13'),
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(4183, 14408, 'action complete via Async Request', '2024-08-26 13:15:44', '2024-08-26 13:15:44'),
(4184, 14409, 'action started via Async Request', '2024-08-26 13:15:44', '2024-08-26 13:15:44'),
(4185, 14409, 'action complete via Async Request', '2024-08-26 13:15:45', '2024-08-26 13:15:45'),
(4186, 14410, 'action created', '2024-08-26 13:17:38', '2024-08-26 13:17:38'),
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(4188, 14410, 'action complete via Async Request', '2024-08-26 13:17:40', '2024-08-26 13:17:40'),
(4189, 14411, 'action created', '2024-08-26 13:18:21', '2024-08-26 13:18:21'),
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(4191, 14411, 'action complete via WP Cron', '2024-08-26 13:26:56', '2024-08-26 13:26:56'),
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(4193, 14402, 'action complete via WP Cron', '2024-08-27 03:31:44', '2024-08-27 03:31:44'),
(4194, 14412, 'action created', '2024-08-27 03:31:44', '2024-08-27 03:31:44'),
(4195, 14395, 'action started via WP Cron', '2024-08-28 02:27:23', '2024-08-28 02:27:23'),
(4196, 14413, 'action created', '2024-08-28 02:27:25', '2024-08-28 02:27:25'),
(4197, 14395, 'action complete via WP Cron', '2024-08-28 02:27:25', '2024-08-28 02:27:25'),
(4198, 14414, 'action created', '2024-08-28 02:27:25', '2024-08-28 02:27:25'),
(4199, 14413, 'action started via WP Cron', '2024-08-28 02:27:26', '2024-08-28 02:27:26'),
(4200, 14413, 'action complete via WP Cron', '2024-08-28 02:27:26', '2024-08-28 02:27:26'),
(4201, 14412, 'action started via WP Cron', '2024-08-30 03:32:10', '2024-08-30 03:32:10'),
(4202, 14412, 'action complete via WP Cron', '2024-08-30 03:32:11', '2024-08-30 03:32:11'),
(4203, 14415, 'action created', '2024-08-30 03:32:11', '2024-08-30 03:32:11'),
(4204, 14398, 'action started via WP Cron', '2024-08-30 11:50:38', '2024-08-30 11:50:38'),
(4205, 14398, 'action complete via WP Cron', '2024-08-30 11:50:39', '2024-08-30 11:50:39'),
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(4207, 14417, 'action created', '2024-08-30 14:48:26', '2024-08-30 14:48:26'),
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(4209, 14417, 'action complete via WP Cron', '2024-08-30 14:50:17', '2024-08-30 14:50:17'),
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(4212, 14418, 'action complete via WP Cron', '2024-08-30 20:24:44', '2024-08-30 20:24:44'),
(4213, 14419, 'action created', '2024-08-30 21:07:44', '2024-08-30 21:07:44'),
(4214, 14419, 'action started via WP Cron', '2024-08-30 21:09:53', '2024-08-30 21:09:53'),
(4215, 14419, 'action complete via WP Cron', '2024-08-30 21:09:53', '2024-08-30 21:09:53'),
(4216, 14420, 'action created', '2024-09-01 12:11:15', '2024-09-01 12:11:15'),
(4217, 14420, 'action started via WP Cron', '2024-09-01 12:11:38', '2024-09-01 12:11:38'),
(4218, 14420, 'action complete via WP Cron', '2024-09-01 12:11:38', '2024-09-01 12:11:38'),
(4219, 14415, 'action started via WP Cron', '2024-09-02 03:33:49', '2024-09-02 03:33:49'),
(4220, 14415, 'action complete via WP Cron', '2024-09-02 03:33:51', '2024-09-02 03:33:51'),
(4221, 14421, 'action created', '2024-09-02 03:33:51', '2024-09-02 03:33:51'),
(4222, 14422, 'action created', '2024-09-03 11:54:14', '2024-09-03 11:54:14'),
(4223, 14422, 'action started via WP Cron', '2024-09-03 11:54:42', '2024-09-03 11:54:42'),
(4224, 14422, 'action complete via WP Cron', '2024-09-03 11:54:42', '2024-09-03 11:54:42'),
(4225, 14423, 'action created', '2024-09-03 11:54:51', '2024-09-03 11:54:51'),
(4226, 14423, 'action started via WP Cron', '2024-09-03 11:55:56', '2024-09-03 11:55:56'),
(4227, 14423, 'action complete via WP Cron', '2024-09-03 11:55:57', '2024-09-03 11:55:57'),
(4228, 14424, 'action created', '2024-09-03 13:24:25', '2024-09-03 13:24:25'),
(4229, 14424, 'action started via Async Request', '2024-09-03 13:25:28', '2024-09-03 13:25:28'),
(4230, 14424, 'action complete via Async Request', '2024-09-03 13:25:28', '2024-09-03 13:25:28'),
(4231, 14425, 'action created', '2024-09-03 13:25:41', '2024-09-03 13:25:41'),
(4232, 14425, 'action started via WP Cron', '2024-09-03 13:26:59', '2024-09-03 13:26:59'),
(4233, 14425, 'action complete via WP Cron', '2024-09-03 13:27:00', '2024-09-03 13:27:00'),
(4234, 14426, 'action created', '2024-09-03 13:27:36', '2024-09-03 13:27:36'),
(4235, 14426, 'action started via WP Cron', '2024-09-03 13:28:45', '2024-09-03 13:28:45'),
(4236, 14426, 'action complete via WP Cron', '2024-09-03 13:28:45', '2024-09-03 13:28:45'),
(4237, 14427, 'action created', '2024-09-03 21:19:17', '2024-09-03 21:19:17'),
(4238, 14427, 'action started via WP Cron', '2024-09-03 21:20:47', '2024-09-03 21:20:47'),
(4239, 14427, 'action complete via WP Cron', '2024-09-03 21:20:52', '2024-09-03 21:20:52'),
(4240, 14428, 'action created', '2024-09-03 21:21:06', '2024-09-03 21:21:06'),
(4241, 14428, 'action started via Async Request', '2024-09-03 21:22:27', '2024-09-03 21:22:27'),
(4242, 14428, 'action complete via Async Request', '2024-09-03 21:22:29', '2024-09-03 21:22:29'),
(4243, 14429, 'action created', '2024-09-03 21:22:48', '2024-09-03 21:22:48'),
(4244, 14430, 'action created', '2024-09-03 21:22:54', '2024-09-03 21:22:54'),
(4245, 14429, 'action started via WP Cron', '2024-09-03 21:23:59', '2024-09-03 21:23:59'),
(4246, 14429, 'action complete via WP Cron', '2024-09-03 21:24:01', '2024-09-03 21:24:01'),
(4247, 14430, 'action started via WP Cron', '2024-09-03 21:24:01', '2024-09-03 21:24:01'),
(4248, 14430, 'action complete via WP Cron', '2024-09-03 21:24:02', '2024-09-03 21:24:02'),
(4249, 14414, 'action started via WP Cron', '2024-09-04 02:27:47', '2024-09-04 02:27:47'),
(4250, 14414, 'action complete via WP Cron', '2024-09-04 02:27:51', '2024-09-04 02:27:51'),
(4251, 14431, 'action created', '2024-09-04 02:27:51', '2024-09-04 02:27:51'),
(4252, 14432, 'action created', '2024-09-04 09:08:09', '2024-09-04 09:08:09'),
(4253, 14432, 'action started via WP Cron', '2024-09-04 09:12:41', '2024-09-04 09:12:41'),
(4254, 14432, 'action complete via WP Cron', '2024-09-04 09:12:41', '2024-09-04 09:12:41'),
(4255, 14433, 'action created', '2024-09-04 20:20:02', '2024-09-04 20:20:02'),
(4256, 14433, 'action started via WP Cron', '2024-09-04 20:22:00', '2024-09-04 20:22:00'),
(4257, 14433, 'action complete via WP Cron', '2024-09-04 20:22:01', '2024-09-04 20:22:01'),
(4258, 14434, 'action created', '2024-09-04 21:17:50', '2024-09-04 21:17:50'),
(4259, 14434, 'action started via Async Request', '2024-09-04 21:18:57', '2024-09-04 21:18:57'),
(4260, 14434, 'action complete via Async Request', '2024-09-04 21:18:57', '2024-09-04 21:18:57'),
(4261, 14421, 'action started via WP Cron', '2024-09-05 03:36:14', '2024-09-05 03:36:14'),
(4262, 14421, 'action complete via WP Cron', '2024-09-05 03:36:15', '2024-09-05 03:36:15'),
(4263, 14435, 'action created', '2024-09-05 03:36:15', '2024-09-05 03:36:15'),
(4264, 14436, 'action created', '2024-09-05 09:09:00', '2024-09-05 09:09:00'),
(4265, 14436, 'action started via WP Cron', '2024-09-05 09:10:35', '2024-09-05 09:10:35'),
(4266, 14436, 'action complete via WP Cron', '2024-09-05 09:10:35', '2024-09-05 09:10:35'),
(4267, 14437, 'action created', '2024-09-05 20:41:39', '2024-09-05 20:41:39'),
(4268, 14437, 'action started via Async Request', '2024-09-05 20:41:43', '2024-09-05 20:41:43'),
(4269, 14437, 'action complete via Async Request', '2024-09-05 20:41:44', '2024-09-05 20:41:44'),
(4270, 14438, 'action created', '2024-09-05 20:42:34', '2024-09-05 20:42:34'),
(4271, 14438, 'action started via WP Cron', '2024-09-05 20:43:40', '2024-09-05 20:43:40'),
(4272, 14438, 'action complete via WP Cron', '2024-09-05 20:43:43', '2024-09-05 20:43:43');
INSERT INTO `teac_actionscheduler_logs` (`log_id`, `action_id`, `message`, `log_date_gmt`, `log_date_local`) VALUES
(4273, 14439, 'action created', '2024-09-05 20:44:00', '2024-09-05 20:44:00'),
(4274, 14439, 'action started via WP Cron', '2024-09-05 20:46:14', '2024-09-05 20:46:14'),
(4275, 14439, 'action complete via WP Cron', '2024-09-05 20:46:15', '2024-09-05 20:46:15'),
(4276, 14440, 'action created', '2024-09-05 20:52:43', '2024-09-05 20:52:43'),
(4277, 14441, 'action created', '2024-09-05 20:52:45', '2024-09-05 20:52:45'),
(4278, 14440, 'action started via WP Cron', '2024-09-05 20:54:40', '2024-09-05 20:54:40'),
(4279, 14440, 'action complete via WP Cron', '2024-09-05 20:54:41', '2024-09-05 20:54:41'),
(4280, 14441, 'action started via WP Cron', '2024-09-05 20:54:41', '2024-09-05 20:54:41'),
(4281, 14441, 'action complete via WP Cron', '2024-09-05 20:54:42', '2024-09-05 20:54:42'),
(4282, 14442, 'action created', '2024-09-05 21:08:51', '2024-09-05 21:08:51'),
(4283, 14442, 'action started via WP Cron', '2024-09-05 21:12:28', '2024-09-05 21:12:28'),
(4284, 14442, 'action complete via WP Cron', '2024-09-05 21:12:28', '2024-09-05 21:12:28'),
(4285, 14443, 'action created', '2024-09-06 09:12:54', '2024-09-06 09:12:54'),
(4286, 14443, 'action started via WP Cron', '2024-09-06 09:14:34', '2024-09-06 09:14:34'),
(4287, 14443, 'action complete via WP Cron', '2024-09-06 09:14:35', '2024-09-06 09:14:35'),
(4288, 14416, 'action started via WP Cron', '2024-09-06 11:51:04', '2024-09-06 11:51:04'),
(4289, 14416, 'action complete via WP Cron', '2024-09-06 11:51:20', '2024-09-06 11:51:20'),
(4290, 14444, 'action created', '2024-09-06 11:51:22', '2024-09-06 11:51:22');

-- --------------------------------------------------------

--
-- Table structure for table `teac_advads_clicks`
--

CREATE TABLE `teac_advads_clicks` (
  `timestamp` int UNSIGNED NOT NULL,
  `ad_id` int UNSIGNED NOT NULL,
  `count` mediumint UNSIGNED NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

-- --------------------------------------------------------

--
-- Table structure for table `teac_advads_impressions`
--

CREATE TABLE `teac_advads_impressions` (
  `timestamp` int UNSIGNED NOT NULL,
  `ad_id` int UNSIGNED NOT NULL,
  `count` mediumint UNSIGNED NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

-- --------------------------------------------------------

--
-- Table structure for table `teac_bcircles_circle_members`
--

CREATE TABLE `teac_bcircles_circle_members` (
  `id` bigint NOT NULL,
  `circle_id` bigint NOT NULL,
  `user_id` bigint NOT NULL,
  `modified_at` timestamp NOT NULL DEFAULT CURRENT_TIMESTAMP ON UPDATE CURRENT_TIMESTAMP
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

--
-- Dumping data for table `teac_bcircles_circle_members`
--

INSERT INTO `teac_bcircles_circle_members` (`id`, `circle_id`, `user_id`, `modified_at`) VALUES
(1, 21, 19, '2023-03-02 18:31:50');

-- --------------------------------------------------------

--
-- Table structure for table `teac_bcircles_user_circles`
--

CREATE TABLE `teac_bcircles_user_circles` (
  `id` bigint NOT NULL,
  `label` varchar(128) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `user_id` bigint NOT NULL,
  `privacy` varchar(32) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

--
-- Dumping data for table `teac_bcircles_user_circles`
--

INSERT INTO `teac_bcircles_user_circles` (`id`, `label`, `user_id`, `privacy`) VALUES
(5, 'Close Buddies', 16, 'public'),
(6, 'School friends', 16, 'public'),
(7, 'College friends', 16, 'public'),
(8, 'Family', 16, 'public'),
(9, 'Close Buddies', 19, 'public'),
(10, 'School friends', 19, 'public'),
(11, 'College friends', 19, 'public'),
(12, 'Family', 19, 'public'),
(13, 'Close Buddies', 20, 'public'),
(14, 'School friends', 20, 'public'),
(15, 'College friends', 20, 'public'),
(16, 'Family', 20, 'public'),
(17, 'Close Buddies', 21, 'public'),
(18, 'School friends', 21, 'public'),
(19, 'College friends', 21, 'public'),
(20, 'Family', 21, 'public'),
(21, 'Class Mates', 21, 'public'),
(22, 'Close Buddies', 22, 'public'),
(23, 'School friends', 22, 'public'),
(24, 'College friends', 22, 'public'),
(25, 'Family', 22, 'public'),
(26, 'Close Buddies', 23, 'public'),
(27, 'School friends', 23, 'public'),
(28, 'College friends', 23, 'public'),
(29, 'Family', 23, 'public');

-- --------------------------------------------------------

--
-- Table structure for table `teac_bpap_activity_privacy`
--

CREATE TABLE `teac_bpap_activity_privacy` (
  `activity_id` bigint NOT NULL,
  `user_id` bigint NOT NULL,
  `privacy` int NOT NULL
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

-- --------------------------------------------------------

--
-- Table structure for table `teac_bpavmod_avatar_moderation_logs`
--

CREATE TABLE `teac_bpavmod_avatar_moderation_logs` (
  `id` bigint NOT NULL,
  `item_id` bigint NOT NULL,
  `item_type` varchar(20) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `status` varchar(20) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `moderated_by` bigint NOT NULL,
  `uploaded_by` bigint NOT NULL,
  `uploaded_on` datetime NOT NULL DEFAULT '0000-00-00 00:00:00',
  `moderated_on` datetime NOT NULL DEFAULT '0000-00-00 00:00:00'
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

-- --------------------------------------------------------

--
-- Table structure for table `teac_bpmts_moderation_categories`
--

CREATE TABLE `teac_bpmts_moderation_categories` (
  `id` smallint NOT NULL,
  `name` varchar(128) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `is_active` tinyint NOT NULL DEFAULT '1',
  `position` smallint NOT NULL DEFAULT '0'
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

--
-- Dumping data for table `teac_bpmts_moderation_categories`
--

INSERT INTO `teac_bpmts_moderation_categories` (`id`, `name`, `is_active`, `position`) VALUES
(1, 'Spamming', 1, 0),
(2, 'Emotional abuse', 1, 0),
(3, 'Sexual abuse', 1, 0),
(4, 'Copyright abuse', 1, 0),
(5, 'Financial. abuse', 1, 0),
(6, 'Falsehood', 1, 0);

-- --------------------------------------------------------

--
-- Table structure for table `teac_bpmts_moderation_log`
--

CREATE TABLE `teac_bpmts_moderation_log` (
  `id` bigint NOT NULL,
  `queue_id` bigint NOT NULL,
  `moderator_id` bigint NOT NULL,
  `action` varchar(20) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT NULL,
  `message` text CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `created_at` datetime NOT NULL,
  `updated_at` timestamp NOT NULL DEFAULT CURRENT_TIMESTAMP
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

-- --------------------------------------------------------

--
-- Table structure for table `teac_bpmts_moderation_queue`
--

CREATE TABLE `teac_bpmts_moderation_queue` (
  `id` bigint NOT NULL,
  `user_id` bigint NOT NULL,
  `item_id` bigint NOT NULL,
  `item_type` varchar(32) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `context_id` bigint DEFAULT '0',
  `context` varchar(32) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT '',
  `is_new` tinyint(1) NOT NULL DEFAULT '1',
  `is_hidden` tinyint(1) NOT NULL DEFAULT '0',
  `total_reports_count` mediumint NOT NULL DEFAULT '0',
  `current_reports_count` int NOT NULL DEFAULT '0',
  `created_at` datetime NOT NULL,
  `updated_at` timestamp NOT NULL DEFAULT CURRENT_TIMESTAMP
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

-- --------------------------------------------------------

--
-- Table structure for table `teac_bpmts_moderation_reports`
--

CREATE TABLE `teac_bpmts_moderation_reports` (
  `id` bigint NOT NULL,
  `queue_id` bigint NOT NULL,
  `log_id` bigint NOT NULL DEFAULT '0',
  `reporter_id` bigint DEFAULT NULL,
  `is_auto` tinyint(1) NOT NULL DEFAULT '0',
  `name` varchar(50) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT NULL,
  `email` varchar(100) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT NULL,
  `ip` varchar(20) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT NULL,
  `subject` varchar(100) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci DEFAULT NULL,
  `message` text CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci,
  `category` smallint DEFAULT NULL,
  `created_at` datetime NOT NULL,
  `updated_at` timestamp NOT NULL DEFAULT CURRENT_TIMESTAMP
) ENGINE=InnoDB DEFAULT CHARSET=utf8mb4 COLLATE=utf8mb4_unicode_520_ci;

-- --------------------------------------------------------

--
-- Table structure for table `teac_bp_activity`
--

CREATE TABLE `teac_bp_activity` (
  `id` bigint NOT NULL,
  `user_id` bigint NOT NULL,
  `component` varchar(75) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `type` varchar(75) CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `action` text CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `content` longtext CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
  `primary_link` text CHARACTER SET utf8mb4 COLLATE utf8mb4_unicode_520_ci NOT NULL,
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(6, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13143\">Education as a Necessity of Life</a></strong>1. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A <a href=\"https://teachers.com.ng/?p=13143\"><span>[&hellip;]</span></a>', 'https://teachers.com.ng/?p=13143', 1, 13143, '2023-02-17 18:43:45', 0, 0, 0, 0, 'public'),
(7, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13146\">Education as a Social Function</a></strong>1. The Nature and Meaning of Environment. We have seen that a community or social group sustains itself through continuous self-renewal, and that this <a href=\"https://teachers.com.ng/?p=13146\"><span>[&hellip;]</span></a>', 'https://teachers.com.ng/?p=13146', 1, 13146, '2023-02-17 18:59:19', 0, 0, 0, 0, 'public'),
(8, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13148\">Education as Direction</a></strong><a href=\"https://teachers.com.ng/?p=13148\"><img src=\"https://teachers.com.ng/wp-content/uploads/2023/03/school-g4ad00fd78_640-300x198.jpg\"/></a> 1. The Environment as Directive.  We now pass to one of the special forms which the general function of education assumes: namely, &hellip; <a href=\"\"> Read More &raquo;</a>', 'https://teachers.com.ng/?p=13148', 1, 13148, '2023-02-17 19:12:48', 0, 0, 0, 0, 'public'),
(9, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13152\">PSYCHOLOGY AND THE TEACHING ART</a></strong><a href=\"https://teachers.com.ng/?p=13152\"><img src=\"https://teachers.com.ng/wp-content/uploads/2023/03/study-g35943c3ee_640-300x200.jpg\"/></a> In the general activity and uprising of ideal interests which every one with an eye for fact can discern all about us in American &hellip; <a href=\"\"> Read More &raquo;</a>', 'https://teachers.com.ng/?p=13152', 1, 13152, '2023-02-18 07:16:06', 0, 0, 0, 0, 'public'),
(10, 1, 'blogs', 'new_blog_post', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> wrote a new post', '<strong><a href=\"https://teachers.com.ng/?p=13154\">THE STREAM OF CONSCIOUSNESS</a></strong>I said a few minutes ago that the most general elements and workings of the mind are all that the teacher absolutely needs to be acquainted with for his <a href=\"https://teachers.com.ng/?p=13154\"><span>[&hellip;]</span></a>', 'https://teachers.com.ng/?p=13154', 1, 13154, '2023-02-18 07:21:12', 0, 0, 0, 0, 'public'),
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(36, 21, 'groups', 'activity_update', '<a href=\"https://teachers.com.ng/members/tijani/\">Tijani Salam</a> posted an update in the group <a href=\"https://teachers.com.ng/groups/teachers-of-applied-science/\">Teachers of Applied Science</a>', 'Hello in the group', 'https://teachers.com.ng/members/tijani/', 5, 0, '2023-02-28 12:09:41', 0, 0, 0, 0, 'public'),
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(41, 21, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/tijani/\">Tijani Salam</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/education-as-direction/\">Education as Direction</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '1. The Environment as Directive.\nWe now pass to one of the special forms which the general function of education assumes: namely, that of direction, control, or guidance. Of these three words, direction, control, and guidance, the last best conveys the idea of assisting through cooperation the natural capacities of the individuals guided; control conveys rather the notion of energy brought to bear from without and meeting some resistance from the one controlled; direction is a more neutral term and suggests the fact that the active tendencies of those directed are led in a certain continuous course, instead of dispersing aimlessly. Direction expresses the basic function, which tends at one extreme to become a guiding assistance and at another, a regulation or ruling. But in any case, we must carefully avoid a meaning sometimes read into the term \"control.\" It is sometimes assumed, explicitly or unconsciously, that an individual\'s tendencies are naturally purely individualistic or egoistic, and thus antisocial. Control then denotes the process by which he is brought to subordinate his natural impulses to public or common ends. Since, by conception, his own nature is quite alien to this process and opposes it rather than helps it, control has in this view a flavour of coercion or compulsion about it. Systems of government and theories of the state have been built upon this notion, and it has seriously affected educational ideas and practices. But there is no ground for any such view. Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others. But they are also interested, and chiefly interested upon the whole, in entering into the activities of others and taking part in conjoint and cooperative doings. Otherwise, no such thing as a community would be possible. And there would not even be anyone interested in furnishing the policeman to keep a semblance of harmony unless he thought that thereby he could gain some personal advantage. Control, in truth, means only an emphatic form of the direction of powers, and covers the regulation gained by an individual through his own efforts quite as much as that brought about when others take the lead.\n\nIn general, every stimulus directs activity. It does not simply excite it or stir it up but directs it toward an object. Put the other way around, a response is not just a reaction, a protest, as it were, against being disturbed; it is, as the word indicates, an answer. It meets the stimulus and corresponds with it. There is an adaptation of the stimulus and response to each other. Light is the stimulus to the eye to see something, and the business of the eye is to see. If the eyes are open and there is light, seeing occurs; the stimulus is but a condition of the fulfilment of the proper function of the organ, not an outside interruption. To some extent, then, all direction or control is a guiding of activity to its own end; it is an assistance in doing fully what some organ is already tending to do.\n\nThis general statement needs, however, to be qualified in two respects. In the first place, except in the case of a small number of instincts, the stimuli to which an immature human being is subject are not sufficiently definite to call out, in the beginning, specific responses. There is always a great deal of superfluous energy aroused. This energy may be wasted, going aside from the point; it may also go against the successful performance of an act. It does harm by getting in the way. Compare the behaviour of a beginner in riding a bicycle with that of an expert. There is a little axis of direction in the energies put forth; they are largely dispersive and centrifugal. Direction involves focusing and fixating on an action in order that it may be truly a response, and this requires the elimination of unnecessary and confusing movements. In the second place, although no activity can be produced in which the person does not cooperate to some extent, a response may be of a kind which does not fit into the sequence and continuity of action. A person boxing may dodge a particular blow successfully, but in such a way as to expose himself the next instant to a still harder blow. Adequate control means that the successive acts are brought into a continuous order; each act not only meets its immediate stimulus but helps the acts which follow.\n\nIn short, the direction is both simultaneous and successive. At a given time, it requires that, from all the tendencies that are partially called out, those be selected that centre energy upon the point of need. Successively, it requires that each act be balanced with those which precede and come after so that order of activity is achieved. Focusing and ordering are thus the two aspects of direction, one spatial, the other temporal. The first insures hitting the mark; the second keeps the balance required for further action. Obviously, it is not possible to separate them in practice as we have distinguished them in the idea. The activity must be centred at a given time in such a way as to prepare for what comes next. The problem of the immediate response is complicated by one\'s having to be on the lookout for future occurrences.\n\nTwo conclusions emerge from these general statements. On the one hand, the purely external direction is impossible. The environment can at most only supply stimuli to call out responses. These responses proceed from tendencies already possessed by the individual. Even when a person is frightened by threats into doing something, the threats work only because the person has an instinct of fear. If he has not, or if, though having it, it is under his own control, the threat has no more influence upon him than light has in causing a person to see who has no eyes. While the customs and rules of adults furnish stimuli which direct as well as evoke the activities of the young, the young, after all, participate in the direction in which their actions finally take. In the strict sense, nothing can be forced upon them or into them. To overlook this fact means to distort and pervert human nature. To consider the contribution made by the existing instincts and habits of those directed is to direct them economically and wisely. Speaking accurately, all direction is but re-direction; it shifts the activities already going on into another channel. Unless one is cognizant of the energies which are already in operation, one\'s attempts at direction will almost surely go amiss.\n\nOn the other hand, the control afforded by the customs and regulations of others may be short-sighted. It may accomplish its immediate effect but at the expense of throwing the subsequent action of the person out of balance. A threat may, for example, prevent a person from doing something to which he is naturally inclined by arousing fear of disagreeable consequences if he persists. But he may be left in a position which exposes him later on to influences, which will lead him to do even worse things. His instincts of cunning and slyness may be aroused so that things henceforth appeal to him on the side of evasion and trickery more than would otherwise have been the case. Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.\n\n2. Modes of Social Direction. Adults are naturally most conscious of directing the conduct of others when they are immediately aiming so to do. As a rule, they have such an aim consciously when they find themselves resisted; when others are doing things they do not wish them to do. But the more permanent and influential modes of control are those which operate from moment to moment continuously without such deliberate intention on our part.\n\n1. When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled. In such cases, our control becomes most direct, and at this point, we are most likely to make the mistakes just spoken of. We are even likely to take the influence of superior force for control, forgetting that while we may lead a horse to water we cannot make him drink; and that while we can shut a man up in a penitentiary we cannot make him penitent. In all such cases of immediate action upon others, we need to discriminate between physical results and moral results. A person may be in such a condition that forcible feeding or enforced confinement is necessary for his own good. A child may have to be snatched with roughness away from a fire so that he shall not be burnt. But no improvement of disposition, no educative effect, need follow. A harsh and commanding tone may be effectual in keeping a child away from the fire, and the same desirable physical effect will follow as if he had been snatched away. But there may be no more obedience of a moral sort in one case than in the other. A man can be prevented from breaking into other persons\' houses by shutting him up, but shutting him up may not alter his disposition to commit burglary. When we confuse a physical with an educative result, we always lose the chance of enlisting the person\'s own participating disposition in getting the result desired, and thereby developing within him an intrinsic and persisting direction in the right way.\n\nIn general, the occasion for the more conscious acts of control should be limited to acts which are so instinctive or impulsive that the one performing them has no means of foreseeing their outcome. If a person cannot foresee the consequences of his act and is not capable of understanding what he is told about its outcome by those with more experience, it is impossible for him to guide his act intelligently. In such a state, every act is similar to him. Whatever moves him does move him, and that is all there is to it. In some cases, it is well to permit him to experiment, and to discover the consequences for himself in order that he may act intelligently next time under similar circumstances. But some courses of action are too discommoding and obnoxious to others to allow of this course to be pursued. Direct disapproval is now resorted to. Shaming, ridicule, disfavour, rebuke, and punishment are used. Or contrary tendencies in the child are appealed to divert him from his troublesome line of behaviour. His sensitiveness to approbation, and his hope of winning favour by an agreeable act, are made use of to induce action in another direction.', 'https://teachers.com.ng/forums/topic/education-as-direction/', 13366, 13250, '2023-03-04 09:44:11', 0, 0, 0, 0, 'public'),
(42, 21, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/tijani/\">Tijani Salam</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-direction/\">Education as Direction</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '2. These methods of control are so obvious (because so intentionally employed) that it would hardly be worthwhile to mention them if it were not that notice may now be taken, by way of contrast, of the other more important and permanent mode of control. This other method resides in the ways in which persons, with whom the immature being is associated, use things; the instrumentalities with which they accomplish their own ends. The very existence of the social medium in which an individual lives, moves, and has his being is the standing effective agency of directing his activity.\n\nThis fact makes it necessary for us to examine in greater detail what is meant by the social environment. We are given to separate from each other in the physical and social environments in which we live. The separation is responsible on one hand for an exaggeration of the moral importance of the more direct or personal modes of control of which we have been speaking; and on the other hand for an exaggeration, in current psychology and philosophy, of the intellectual possibilities of contact with a purely physical environment. There is not, in fact, any such thing as the direct influence of one human being on another apart from the use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another. Comparatively speaking, such modes of influence may be regarded as personal. The physical medium is reduced to a mere means of personal contact. In contrast with such direct modes of mutual influence, stand associations in common pursuits involving the use of things as means and as measures of results. Even if the mother never told her daughter to help her, or never rebuked her for not helping, the child would be subjected to the direction in her activities by the mere fact that she was engaged, along with the parent, in the household life. Imitation, emulation, and the need of working together enforce control.\n\nIf the mother hands the child something needed, the latter must reach the thing in order to get it. Where there is giving there must be taking. The way the child handles the thing after it is got, the use to which it is put, is surely influenced by the fact that the child has watched the mother. When the child sees the parent looking for something, it is as natural for it also to look for the object and to give it over when it finds it, as it was, under other circumstances, to receive it. Multiply such an instance by the thousand details of daily intercourse, and one has a picture of the most permanent and enduring method of giving direction to the activities of the young.\n\nIn saying this, we are only repeating what was said previously about participating in a joint activity as the chief way of forming disposition. We have explicitly added, however, the recognition of the part played in the joint activity by the use of things. The philosophy of learning has been unduly dominated by false psychology. It is frequently <a href=\"/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/\" title=\"Learning Outcome Benchmarks For Primary Education in Lagos State\">stated that a person learns</a> by merely having the qualities of things impressed upon his mind through the gateway of the senses. Having received a store of sensory impressions, association or some power of mental synthesis is supposed to combine them into ideas—into things with a meaning. An object, stone, orange, tree, or chair, is supposed to convey different impressions of colour, shape, size, hardness, smell, taste, etc., which aggregated together constitute the characteristic meaning of each thing. But as matter of fact, it is the characteristic use to which the thing is put, because of its specific qualities, which supply the meaning with which it is identified. A chair is a thing which is put to one use; a table, a thing which is employed for another purpose; orange is a thing which costs so much, which is grown in warm climes, which is eaten, and when eaten has an agreeable odour and refreshing taste, etc.\n\nThe difference between an adjustment to a physical stimulus and a mental act is that the latter involves a response to a thing in its meaning; the former does not. A noise may make me jump without my mind being implicated. When I hear a noise and run and get water and put out a blaze, I respond intelligently; the sound meant fire, and fire meant the need of being extinguished. I bump into a stone and kick it to one side purely physically. I put it to one side for fear someone will stumble upon it, but intelligently; I respond to a meaning that the thing has. I am startled by a thunderclap whether I recognize it or not—more likely if I do not recognize it. But if I say, either out loud or to myself, that is thunder, I respond to the disturbance as a meaning. My behaviour has a mental quality. When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, and unintelligently.\n\nIn both kinds of responsive adjustment, our activities are directed or controlled. But in the merely blind response, the direction is also blind. There may be training, but there is no education. Repeated responses to recurrent stimuli may fix a habit of acting in a certain way. We all have many habits of whose import we are quite unaware since they were formed without our knowing what we were about. Consequently, they possess us, rather than them. They move us; they control us. Unless we become aware of what they accomplish and pass judgment upon the worth of the result, we do not control them. A child might be made to bow every time he met a certain person by pressure on his neck muscles, and bowing would finally become automatic. It would not, however, be an act of recognition or deference on his part, till he did it with a certain end in view—as having a certain meaning. And not till he knew what he was about and performed the act for the sake of its meaning could he be said to be \"brought up\" or educated to act in a certain way. To have an idea of a thing is thus not just to get certain sensations from it. It is to be able to respond to the thing in view of its place in an inclusive scheme of action; it is to foresee the drift and probable consequence of the action of the thing upon us and of our action upon it. To have the same ideas about things which others have, to be like-minded with them, and thus to be really members of a social group, is, therefore, to attach the same meanings to things and to acts which others attach. Otherwise, there is no common understanding and no community life. But in a shared activity, each person refers to what he is doing to what the other is doing and vice-versa. That is, the activity of each is placed in the same inclusive situation. To pull at a rope at which others happen to be pulling is not a shared or conjoint activity unless the pulling is done with the knowledge that others are pulling and for the sake of either helping or hindering what they are doing. A pin may pass in the course of its manufacture through the hands of many persons. But each may do his part without knowledge of what others do or without any reference to what they do; each may operate simply for the sake of a separate result—his own pay.\nThere is, in this case, no common consequence to which the several acts are referred, and hence no genuine intercourse or association, in spite of juxtaposition, and in spite of the fact that their respective doings contribute to a single outcome. But if each views the consequences of his own acts as having a bearing upon what others are doing and takes into account the consequences of their behaviour upon himself, then there is a common mind; a common intent in behaviour. There is an understanding set up between the different contributors; and this common understanding controls the action of each. Suppose that conditions were so arranged that one person automatically caught a ball and then threw it to another person who caught and automatically returned it; and that each so acted without knowing where the ball came from or went to. Clearly, such action would be without point or meaning. It might be physically controlled, but it would not be socially directed. But suppose that each becomes aware of what the other is doing, and becomes interested in the other\'s action and thereby interested in what he is doing himself as connected with the action of the other. The behaviour of each would then be intelligent; socially intelligent and guided. Take one more example of a less imaginary kind. An infant is hungry and cries while food is prepared in his presence. If he does not connect his own state with what others are doing, nor what they are doing with his own satisfaction, he simply reacts with increasing impatience to his own increasing discomfort. He is physically controlled by his own organic state. But when he makes a back-and-forth reference his whole attitude changes. He takes an interest, as we say; he takes notes and watches what others are doing. He no longer reacts just to his own hunger but behaves in the light of what others are doing for their prospective satisfaction. In that way, he also no longer just gives way to hunger without knowing it, but he notes, recognizes, or identifies his own state. It becomes an object for him. His attitude toward it becomes to some degree intelligent. And in such noting of the meaning of the actions of others and of his own state, he is socially directed.\n\nIt will be recalled that our main proposition had two sides. One of them has now been dealt with: namely, that physical things do not influence the mind (or form ideas and beliefs) except as they are implicated in action for prospective consequences. The other point is persons modify one another\'s dispositions only through the unique use they make of physical conditions. Consider first the case of so-called expressive movements to which others are sensitive; blushing, smiling, frowning, clinching of fists, and natural gestures of all kinds. In themselves, these are not expressive. They are organic parts of a person\'s attitude. One does not blush to show modesty or embarrassment to others, but because the capillary circulation alters in response to stimuli. But others use the blush, or a slightly perceptible tightening of the muscles of a person with whom they are associated, as a sign of the state in which that person finds himself, and as an indication of what course to pursue. The frown signifies an imminent rebuke for which one must prepare, or an uncertainty and hesitation which one must, if possible, remove by saying or doing something to restore confidence. A man at some distance is waving his arms wildly. One has only to preserve an attitude of detached indifference, and the motions of the other person will be on the level of any remote physical change which we happen to note. If we have no concern or interest, the waving of the arms is as meaningless to us as the gyrations of the arms of a windmill. But if interest is aroused, we begin to participate. We refer to his action to something we are doing ourselves or that we should do. We have to judge the meaning of his act in order to decide what to do. Is he beckoning for help? Is he warning us of an explosion to be set off, against which we should guard ourselves? In one case, his action means to run toward him; in the other case, to run away. In any case, it is the change he effects in the physical environment which is a sign to us of how we should conduct ourselves. Our action is socially controlled because we endeavour to refer what we are to do to the same situation in which he is acting.\n\nLanguage is, as we have already seen (ante, p. 15) a case of this joint reference of our own action and that of another to a common situation. Hence its unrivalled significance as a means of social direction. But language would not be this efficacious instrument were it not that it takes place upon a background of coarser and more tangible use of physical means to accomplish results. A child sees persons with whom he lives using chairs, hats, tables, spades, saws, ploughs, horses, and money in certain ways. If he has any share at all in what they are doing, he is led thereby to use things in the same way or to use other things in a way which will fit in. If a chair is drawn up to a table, it is a sign that he is to sit in it; if a person extends his right hand, he is to extend his; and so on in a never-ending stream of detail. The prevailing habits of using the products of human art and the raw materials of nature constitute by all odds the deepest and most pervasive mode of social control. When children go to school, they already have \"minds\"—they have knowledge and dispositions of judgment which may be appealed to through the use of language. But these \"minds\" are the organized habits of intelligent response which they have previously required by putting things to use in connection with the way other persons use things. The control is inescapable; it saturates disposition. The net outcome of the discussion is that the fundamental means of control is not personal but intellectual. It is not \"moral\" in the sense that a person is moved by a direct personal appeal from others, important as is this method at critical junctures. It consists of the habits of understanding, which are set up in using objects in correspondence with others, whether by way of cooperation and assistance or rivalry and competition. Mind as a concrete thing is precisely the power to understand things in terms of the use made of them; a socialized mind is the power to understand them in terms of the use to which they are turned in joint or shared situations. And mind in this sense is the method of social control.', 'https://teachers.com.ng/forums/forum/topic/education-as-direction/#post-13367', 13367, 13366, '2023-03-04 09:55:15', 0, 0, 0, 0, 'public'),
(43, 21, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/tijani/\">Tijani Salam</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-direction/\">Education as Direction</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '3. Imitation and Social Psychology. We have already noted the defects of a psychology of learning which places the individual mind naked, as it were, in contact with physical objects, and which believes that knowledge, ideas, and beliefs accrue from their interaction. Only comparatively recently has the predominating influence of association with fellow beings in the formation of mental and moral disposition been perceived. Even now it is usually treated as a kind of adjunct to an alleged method of learning by direct contact with things, and as merely supplementing knowledge of the physical world with knowledge of persons. The purport of our discussion is that such a view makes an absurd and impossible separation between persons and things. Interaction with things may form habits of external adjustment. But it leads to activity having a meaning and conscious intent only when things are used to produce a result. And the only way one person can modify the mind of another is by using physical conditions, crude or artificial, so as to evoke some answering activity from him. Such are our two main conclusions. It is desirable to amplify and enforce them by placing them in contrast with the theory which uses a psychology of supposed direct relationships of human beings to one another as an adjunct to the psychology of the supposed direct relation of an individual to physical objects. In substance, this so-called social psychology has been built upon the notion of imitation. Consequently, we shall discuss the nature and role of imitation in the formation of mental disposition.\n\nAccording to this theory, social control of individuals rests upon the instinctive tendency of individuals to imitate or copy the actions of others. The latter serve as models. The imitative instinct is so strong that the young devote themselves to conforming to the patterns set by others and reproducing them in their own scheme of behaviour. According to our theory, what is here called imitation is a misleading name for partaking with others in the use of things which lead to consequences of common interest. The basic error in the current notion of imitation is that it puts the cart before the horse. It takes an effect for the cause of the effect. There can be no doubt that individuals forming a social group are like-minded; they understand one another. They tend to act with the same controlling ideas, beliefs, and intentions, given similar circumstances. Looked at from without, they might be said to be engaged in \"imitating\" one another. In the sense that they are doing much the same sort of thing in much the same sort of way, this would be true enough. But \"imitation\" throws no light upon why they so act; it repeats the fact as an explanation of itself. It is an explanation of the same order as the famous saying that opium puts men to sleep because of its dormitive power.\n\nAn objective likeness of acts and the mental satisfaction found in being in conformity with others are baptized by the name imitation. This social fact is then taken as a psychological force, which produced the likeness. A considerable portion of what is called imitation is simply the fact that persons being alike in structure respond in the same way to like stimuli. Quite independently of imitation, men on being insulted get angry and attack the insulter. This statement may be met by citing the undoubted fact that response to an insult takes place in different ways in groups having different customs. In one group, it may be met by recourse to fisticuffs, in another by a challenge to a duel, and in a third by an exhibition of contemptuous disregard. This happens, so it is said that the model set for imitation is different. But there is no need to appeal to imitation. The mere fact that customs are different means that the actual stimuli to behaviour are different. Conscious instruction plays a part; prior approvals and disapprovals have a large influence. Still more effective is the fact that unless an individual acts in the way current in his group, he is literally out of it. He can associate with others on intimate and equal terms only by behaving in the way in which they behave. The pressure that comes from the fact that one is let into the group action by acting in one way and shut out by acting in another way is unremitting. What is called the effect of imitation is mainly the product of conscious instruction and of the selective influence exercised by the unconscious confirmations and ratifications of those with whom one associate.\n\nSuppose that someone rolls a ball to a child; he catches it and rolls it back, and the game goes on. Here the stimulus is not just the sight of the ball or the sight of the other rolling it. It is the situation—the game which is playing. The response is not merely rolling the ball back; it is rolling it back so that the other one may catch and return it,—that the game may continue. The \"pattern\" or model is not the action of the other person. The whole situation requires that each should adapt his action in view of what the other person has done and is to do. Imitation may come in but its role is subordinate. The child has an interest in his own account; he wants to keep it going. He may then note how the other person catches and holds the ball in order to improve his own acts. He imitates the means of doing, not the end or thing to be done. And he imitates the means because he wishes, on his own behalf, as part of his own initiative, to take an effective part in the game. One has only to consider how completely the child is dependent from his earliest days for the successful execution of his purposes upon fitting his acts into those of others to see what a premium is put upon behaving as others behave, and of developing an understanding of them in order that he may so behave. The pressure for likemindedness in action from this source is so great that it is quite superfluous to appeal to imitation. As matter of fact, imitation of ends, as distinct from imitation of means which help to reach ends, is a superficial and transitory affair which leaves little effect upon disposition. Idiots are especially apt at this kind of imitation; it affects outward acts but not the meaning of their performance. When we find children engaging in this sort of mimicry, instead of encouraging them (as we would do if it were an important means of social control) we are more likely to rebuke them as apes, monkeys, parrots, or copycats. Imitation of means of accomplishment is, on the other hand, an intelligent act. It involves close observation and judicious selection of what will enable one to do better something which he already is trying to do. Used for a purpose, the imitative instinct may, like any other instinct, become a factor in the development of effective action.\n\nThis excursus should, accordingly, have the effect of reinforcing the conclusion that genuine social control means the formation of a certain mental disposition; a way of understanding objects, events, and acts which enables one to participate effectively in associated activities. Only the friction engendered by meeting resistance from others leads to the view that it takes place by forcing a line of action contrary to natural inclinations. Only failure to take account of the situations in which persons are mutually concerned (or interested in acting responsively to one another) leads to treating imitation as the chief agent in promoting social control.', 'https://teachers.com.ng/forums/forum/topic/education-as-direction/#post-13368', 13368, 13366, '2023-03-04 10:02:20', 0, 0, 0, 0, 'public');
INSERT INTO `teac_bp_activity` (`id`, `user_id`, `component`, `type`, `action`, `content`, `primary_link`, `item_id`, `secondary_item_id`, `date_recorded`, `hide_sitewide`, `mptt_left`, `mptt_right`, `is_spam`, `privacy`) VALUES
(44, 21, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/tijani/\">Tijani Salam</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-direction/\">Education as Direction</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '4. Some Applications to Education. Why does a savage group perpetuate savagery and a civilized group civilization? Doubtless, the first answer to occur to mind is that savages are savages; being of low-grade intelligence and perhaps defective moral sense. But the careful study has made it doubtful whether their native capacities are appreciably inferior to those of civilized man. It has made it certain that native differences are not sufficient to account for the difference in culture. In a sense, the mind of savage peoples is an effect, rather than a cause, of their backward institutions. Their social activities are such as to restrict their objects of attention and interest, and hence to limit the stimuli to mental development. Even as regards the objects that come within the scope of attention, primitive social customs tend to arrest observation and imagination upon qualities which do not fructify in the mind. Lack of control of natural forces means that a scant number of natural objects enter into associated behaviour. Only a small number of natural resources are utilized and they are not worked for what they are worth. The advance of civilization means that a larger number of natural forces and objects have been transformed into instrumentalities of action, into means for securing ends. We start not so much with superior capacities as with superior stimuli for the evocation and direction of our capacities. The savage deals largely with crude stimuli; we have weighted stimuli. Prior human efforts have been made over natural conditions. As they originally existed they were indifferent to human endeavours. Every domesticated plant and animal, every tool, every utensil, every appliance, every manufactured article, every esthetic decoration, and every work of art means a transformation of conditions once hostile or indifferent to characteristic human activities into friendly and favouring conditions. Because the activities of children today are controlled by these selected and charged stimuli, children are able to traverse in a short lifetime what the race has needed slow, tortured ages to attain. The dice have been loaded by all the successes which have preceded them.\n\nStimuli conducive to economical and effective response, such as our system of roads and means of transportation, our ready command of heat, light, and electricity, and our ready-made machines and apparatus for every purpose, do not, by themselves or in their aggregate, constitute a civilization. But the uses to which they are put are civilization, and without the things, the uses would be impossible. Time otherwise necessarily devoted to wresting a livelihood from a grudging environment and securing precarious protection against its inclemencies is freed. A body of knowledge is transmitted, the legitimacy of which is guaranteed by the fact that the physical equipment in which it is incarnated leads to results that square with the other facts of nature. Thus these appliances of art supply protection, perhaps our chief protection, against a recrudescence of these superstitious beliefs, those fanciful myths and infertile imaginings about nature in which so much of the best intellectual power of the past has been spent. If we add one other factor, namely, that such appliances be not only used but used in the interests of a truly shared or associated life, then the appliances become the positive resources of civilization. If Greece, with a scant tithe of our material resources, achieved a worthy and noble intellectual and artistic career, it is because Greece operated for social ends such resources as it had. But whatever the situation, whether one of barbarism or civilization, whether one of stinted control of physical forces or of partial enslavement to a mechanism not yet made tributary to a shared experience, things as they enter into action furnish the educative conditions of daily life and direct the formation of mental and moral disposition.\n\nIntentional education signifies, as we have already seen, a specially selected environment, the selection being made on the basis of materials and methods specifically promoting growth in the desired direction. Since language represents the physical conditions that have been subjected to the maximum transformation in the interests of social life—physical things which have lost their original quality in becoming social tools—it is appropriate that language should play a large part compared with other appliances. By it we are led to share vicariously in past human experiences, thus widening and enriching the experience of the present. We are enabled, symbolically and imaginatively, to anticipate situations. In countless ways, language condenses meanings that record social outcomes and presage social outlooks. So significant is it of a liberal share in what is worthwhile in life that unlettered and uneducated have become almost synonymous.\n\nThe emphasis in school on this particular tool has, however, its dangers—dangers which are not theoretical but exhibited in practice. Why is it, in spite of the fact that teaching by pouring in, and learning by passive absorption, are universally condemned, that they are still so entrenched in practice? That education is not an affair of \"telling\" and being told, but an active and constructive process is a principle almost as generally violated in practice as conceded in theory. Is not this a deplorable situation due to the fact that the doctrine is itself merely told? It is preached; it is lectured; it is written about. But its enactment into practice requires that the school environment be equipped with agencies for doing, with tools and physical materials, to an extent rarely attained. It requires that methods of instruction and administration be modified to allow and to secure direct and continuous occupations with things. Not that the use of language as an educational resource should lessen; but that its use should be more vital and fruitful by having its normal connection with shared activities. \"These things ought ye to have done, and not to have left the others undone.\" And for the school \"these things\" mean equipment with the instrumentalities of cooperative or joint activity.\n\nFor when the schools depart from the educational conditions effective in the out-of-school environment, they necessarily substitute a bookish, pseudo-intellectual spirit for a social spirit. Children doubtless go to school to learn, but it has yet to be proved that learning occurs most adequately when it is made a separate conscious business. When treating it as a business of this sort tends to preclude the social sense which comes from sharing in an activity of common concern and value, the effort at isolated intellectual learning contradicts its own aim. We may secure motor activity and sensory excitation by keeping an individual by himself, but we cannot thereby get him to understand the meaning that things have in the life of which he is a part. We may secure technical specialized ability in algebra, Latin, or botany, but not the kind of intelligence which directs ability to useful ends. Only by engaging in a joint activity, where one person\'s use of material and tools is consciously referred to as the use other persons are making of their capacities and appliances, is a social direction of disposition attained.', 'https://teachers.com.ng/forums/forum/topic/education-as-direction/#post-13369', 13369, 13366, '2023-03-04 10:07:13', 0, 0, 0, 0, 'public'),
(45, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-is-a-preparation-for-the-life-of-the-children/\">Education is a Preparation for the Life of the Children</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', ' We have laid it down that the educative process is a continuous process of growth, having as its aim at every stage an added capacity for growth. This conception contrasts sharply with other ideas which have influenced practice. By making the contrast explicit, the meaning of the conception will be brought more clearly to light. The first contrast is with the idea that education is a process of preparation or getting ready. What is to be prepared for is, of course, the responsibilities and privileges of adult life. Children are not regarded as social members in full and regular standing. They are looked upon as candidates; they are placed on the waiting list. \n\nThe conception is only carried a little further when the life of adults is considered as not having meaning on its own account, but as a preparatory probation for \"another life.\" The idea is but another form of the notion of the negative and privative character of growth already criticized; hence we shall not repeat the criticisms, but pass on to the evil consequences which flow from putting education on this basis. In the first place, it involves a loss of impetus. Motive power is not utilized. Children proverbially live in the present; that is not only a fact not to be evaded, but it is excellence. The future just as the future lacks urgency and body. To get ready for something, one knows not what nor why, is to throw away the leverage that exists, and to seek motive power in a vague chance. Under such circumstances, there is, in the second place, a premium put on shilly-shallying and procrastination. \n\nThe future prepared for is a long way off; plenty of time will intervene before it becomes a present. Why be in a hurry about getting ready for it? The temptation to postpone is much increased because the present offers so many wonderful opportunities and proffers such invitations to adventure. Naturally, attention and energy go to them; <a href=\"/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/\" title=\"Learning Outcome Benchmarks For Primary Education in Lagos State\">education accrues naturally as an outcome</a>, but a lesser education than if the full stress of effort had been put upon making conditions as educative as possible. A third undesirable result is the substitution of a conventional average standard of expectation and requirement for a standard which concerns the specific powers of the individual under instruction. For a severe and definite judgment based upon the strong and weak points of the individual is substituted a vague and wavering opinion concerning what youth may be expected, upon the average, to become in some more or less remote future; say, at the end of the year, when promotions are to take place, or by the time they are ready to go to college or to enter upon what, in contrast with the probationary stage, is regarded as the serious business of life. It is impossible to overestimate the loss which results from the deflection of attention from the strategic point to a comparatively unproductive point. It fails most just where it thinks it is succeeding—in getting prepared for the future.\n\nFinally, the principle of preparation makes necessary recourse on a large scale to the use of adventitious motives of pleasure and pain. The future has no stimulating and directing power when severed from the possibilities of the present, something must be hitched onto it to make it work. Promises of reward and threats of pain are employed. Healthy work, done for present reasons and as a factor in living, is largely unconscious. The stimulus resides in the situation with which one is actually confronted. \n\nBut when this situation is ignored, pupils have to be told that if they do not follow the prescribed course penalties will accrue; while if they do, they may expect, some time in the future, rewards for their present sacrifices. Everybody knows how largely systems of punishment have had to be resorted to by educational systems which neglect present possibilities in behalf of preparation for a future. Then, in disgust with the harshness and impotency of this method, the pendulum swings to the opposite extreme, and the dose of information required against some later day is sugar-coated, so that pupils may be fooled into taking something which they do not care for.\n\nIt is not of course a question of whether education should prepare for the future. If education is growth, it must progressively realize present possibilities, and thus make individuals better fitted to cope with later requirements. Growing is not something which is completed in odd moments; it is a continuous leading factor into the future. If the environment, in school and out, supplies conditions which utilize adequately the present capacities of the immature, the future which grows out of the present is surely taken care of. The mistake is not in attaching importance to preparation for future needs, but in making it the mainspring of present effort. Because the need for preparation for a continually developing life is great, it is imperative that every energy should be bent on making the present experience as rich and significant as possible. Then as the present merges insensibly into the future, the future is taken care of.', 'https://teachers.com.ng/forums/forum/topic/education-is-a-preparation-for-the-life-of-the-children/', 13370, 13250, '2023-03-04 11:07:48', 0, 0, 0, 0, 'public'),
(46, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/education-unfolds-latent-powers-toward-a-definite-goal/\">Education Unfolds Latent Powers Toward a Definite Goal</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '2. Education as Unfolding. There is a conception of education which professes to be based upon the idea of development. But it takes back with one hand what it proffers with the other. Development is conceived not as continuous growth, but as the unfolding of latent powers toward a definite goal. The goal is conceived of as completion,—perfection. Life at any stage short of the attainment of this goal is merely an unfolding toward it. Logically the doctrine is only a variant of the preparation theory. Practically the two differ in that the adherents of the latter make much of the practical and professional duties for which one is preparing, while the developmental doctrine speaks of the ideal and spiritual qualities of the principle which is unfolding.\n\nThe conception that growth and progress are just approximations of a final unchanging goal is the last infirmity of the mind in its transition from a static to a dynamic understanding of life. It simulates the style of the latter. It pays tribute speaking much of development, process, and progress. But all of these operations are conceived to be merely transitional; they lack meaning on their own account. They possess significance only as movements toward something away from what is now going on. Since growth is just a movement toward a completed being, the final ideal is immobile. An abstract and indefinite future is in control with all which connotes in depreciation of present power and opportunity.\n\nSince the goal of perfection, the standard of development is very far away, it is so beyond us that, strictly speaking, it is unattainable. Consequently, in order to be available for present guidance it must be translated into something which stands for it. Otherwise, we should be compelled to regard any and every manifestation of the child as an unfolding from within, and hence sacred. Unless we set up some definite criterion representing the ideal end by which to judge whether a given attitude or act is approximating or moving away, our sole alternative is to withdraw all influences of the environment lest they interfere with proper development. Since that is not practicable, a working substitute is set up. Usually, of course, this is some idea that an adult would like to have a child acquire. \n\nConsequently, by \"suggestive questioning\" or some other pedagogical device, the teacher proceeds to \"draw out\" from the pupil what is desired. If what is desired is obtained, that is evidence that the child is unfolding properly. But as the pupil generally has no initiative of his own in this direction, the result is a random groping after what is wanted, and the formation of habits of dependence upon the cues furnished by others. Just because such methods simulate a true principle and claim to have its sanction they may do more harm than would outright \"telling,\" where, at least, it remains with the child how much will stick.\n\nWithin the sphere of philosophic thought, there have been two typical attempts to provide a working representative of the absolute goal. Both start from the conception of a whole—an absolute—which is \"immanent\" in human life. The perfect or complete ideal is not a mere ideal; it is operative here and now. But it is present only implicitly, \"potentially,\" or in an enfolded condition. What is termed development is the gradual making explicit and outward of what is thus wrapped up. Froebel and Hegel, the authors of the two philosophic schemes referred to, have different ideas of the path by which the progressive realization of manifestation of the complete principle is effected. \n\nAccording to Hegel, it is worked out through a series of historical institutions which embody the different factors in the Absolute. According to Froebel, the actuating force is the presentation of symbols, largely mathematical, corresponding to the essential traits of the Absolute. When these are presented to the child, the Whole, or perfection, sleeping within him, is awakened. A single example may indicate the method. Everyone familiar with the kindergarten is acquainted with the circle in which the children gather. It is not enough that the circle is a convenient way of grouping the children. It must be used \"because it is a symbol of the collective life of mankind in general.\" \n\nFroebel\'s recognition of the significance of the native capacities of children, his loving attention to them, and his influence in inducing others to study them represent perhaps the most effective single force in modern educational theory in effecting widespread acknowledgement of the idea of growth. But his formulation of the notion of development and his organization of devices for promoting it was badly hampered by the fact that he conceived development to be the unfolding of a ready-made latent principle. He failed to see that growing is growth, developing is development, and consequently placed the emphasis on the completed product. Thus he set up a goal which meant the arrest of growth, and a criterion which is not applicable to immediate guidance of powers, save through translation into abstract and symbolic formulae.\n\nA remote goal of complete unfoldedness is, in technical philosophic language, transcendental. That is, it is something apart from direct experience and perception. So far as experience is concerned, it is empty; it represents a vague sentimental aspiration rather than anything which can be intelligently grasped and stated. This vagueness must be compensated for by some a priori formula. Froebel made the connection between the concrete facts of experience and the transcendental ideal of development by regarding the former as symbols of the latter. To regard known things as symbols, according to some arbitrary a priori formula—and every a priori conception must be arbitrary—is an invitation to romantic fancy to seize upon any analogies which appeal to it and treat them as laws. \n\nAfter the scheme of symbolism has been settled upon, some definite technique must be invented by which the inner meaning of the sensible symbols used may be brought home to children. Adults being the formulators of the symbolism are naturally the authors and controllers of the technique. The result was that Froebel\'s love of abstract symbolism often got the better of his sympathetic insight, and there was substituted for development as arbitrary and externally imposed a scheme of dictation as the history of instruction has ever seen.\n\nWith Hegel, the necessity of finding some working concrete counterpart of the inaccessible Absolute took an institutional, rather than symbolic, form. His philosophy, like Froebel\'s, marks in one direction an indispensable contribution to a valid conception of the process of life. The weaknesses of an abstract individualistic philosophy were evident to him; he saw the impossibility of making a clean sweep of historical institutions, of treating them as despotisms begot in artifice and nurtured in fraud. His philosophy of history and society culminated the efforts of a whole series of German writers—Lessing, Herder, Kant, Schiller, and Goethe—to appreciate the nurturing influence of the great collective institutional products of humanity. \n\nFor those who learned the lesson of this movement, it was henceforth impossible to conceive of institutions or of culture as artificial. It destroyed completely—in idea, not in fact—the psychology that regarded the \"mind\" as a ready-made possession of a naked individual by showing the significance of the \"objective mind\"—language, government, art, religion—in the formation of individual minds. But since Hegel was haunted by the conception of an absolute goal, he was obliged to arrange institutions as they concretely exist, on a stepladder of ascending approximations. Each in its time and place is absolutely necessary because of a stage in the self-realizing process of the absolute mind. Taken as such a step or stage, its existence is proof of its complete rationality, for it is an integral element in the total, which is Reason. \n\nAgainst institutions as they are, individuals have no spiritual rights; personal development, and nurture, consist in obedient assimilation of the spirit of existing institutions. Conformity, not transformation, is the essence of education. Institutions change as history shows; but their change, the rise and fall of states, is the work of the \"world spirit.\" Individuals, save the great \"heroes\" who are the chosen organs of the world spirit, have no share or lot in it. In the later nineteenth century, this type of idealism was amalgamated with the doctrine of biological evolution.\n\n\"Evolution\" was a force working itself out to its own end. As against it, or as compared with it, the conscious ideas and preferences of individuals are impotent. Or, rather, they are but the means by which it works itself out. Social progress is an \"organic growth,\" not an experimental selection. Reason is all-powerful, but only Absolute Reason has any power.\n\nThe recognition (or rediscovery, for the idea, was familiar to the Greeks) that great historic institutions are active factors in the intellectual nurture of the mind was a great contribution to educational philosophy. It indicated a genuine advance beyond Rousseau, who had marred his assertion that education must be a natural development and not something forced or grafted upon individuals from without, by the notion that social conditions are not natural. But in its notion of a complete and all-inclusive end of development, the Hegelian theory swallowed up concrete individualities, though magnifying The Individual in the abstract. Some of Hegel\'s followers sought to reconcile the claims of the Whole and of individuality by the conception of society as an organic whole, or organism. \n\nThat social organization is presupposed in the adequate exercise of individual capacity is not to be doubted. But the social organism, interpreted after the relation of the organs of the body to each other and to the whole body, means that each individual has a certain limited place and function, requiring to be supplemented by the place and functions of the other organs. \n\nAs one portion of the bodily tissue is differentiated so that it can be the hand and the hand only, another, the eye, and so on, all taken together making the organism, so one individual is supposed to be differentiated for the exercise of the mechanical operations of society, another for those of a statesman, another for those of a scholar, and so on. The notion of \"organism\" is thus used to give a philosophic sanction to class distinctions in social organization—a notion which in its educational application again means external dictation instead of growth.', 'https://teachers.com.ng/forums/topic/education-unfolds-latent-powers-toward-a-definite-goal/', 13371, 13250, '2023-03-04 11:27:23', 0, 0, 0, 0, 'public'),
(47, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-is-training-of-faculties/\">Education is a Training of Faculties.</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'A theory which has had great vogue and which came into existence before the notion of growth had much influence is known as the theory of \"formal discipline.\" It has in view a correct ideal; one outcome of education should be the creation of specific powers of accomplishment. A trained person is one who can do the chief things which it is important for him to do better than he could without training: \"better\" signifying greater ease, efficiency, economy, promptness, etc. That this is an <a href=\"/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/\" title=\"Learning Outcome Benchmarks For Primary Education in Lagos State\">outcome of education</a> was indicated in what was said about habits as the product of educative development. \n\nBut the theory in question takes, as it were, a shortcut; it regards some powers (to be presently named) as the direct and conscious aims of instruction, and not simply as the results of growth. There is a definite number of powers to be trained, as one might enumerate the kinds of strokes which a golfer has to master. Consequently, education should get directly at the business of training them. But this implies that they are already there in some untrained form; otherwise, their creation would have to be an indirect product of other activities and agencies. Being there already in some crude form, all that remains is to exercise them in constant and graded repetitions, and they will inevitably be refined and perfected. In the phrase \"formal discipline\" as applied to this conception, \"discipline\" refers both to the outcome of trained power and to the method of training through repeated exercise.\n\nThe forms of powers in question are such things as the faculties of perceiving, retaining, recalling, associating, attending, willing, feeling, imagining, thinking, etc., which are then shaped by exercise upon the material presented. In its classic form, this theory was expressed by Locke. On the one hand, the outer world presents the material or content of knowledge through passively received sensations. On the other hand, the mind has certain ready powers, attention, observation, retention, comparison, abstraction, compounding, etc. \n\nKnowledge results if the mind discriminates and combines things as they are united and divided in nature itself. But the important thing for education is the exercise or practice of the faculties of the mind till they become thoroughly established habits. The analogy constantly employed is that of a billiard player or gymnast, who by repeated use of certain muscles in a uniform way, at last, secures automatic skill. Even the faculty of thinking was to be formed into a trained habit by repeated exercises in making and combining simple distinctions, for which, Locke thought, mathematics affords unrivalled opportunity.\n\nLocke\'s statements fitted well into the dualism of his day. It seemed to do justice to both mind and matter, the individual and the world. One of the two supplied the matter of knowledge and the object upon which the mind should work. The other supplied definite mental powers, which were few in number and which might be trained by specific exercises. The scheme appeared to give due weight to the subject matter of knowledge, and yet it insisted that the end of education is not the bare reception and storage of information, but the formation of personal powers of attention, memory, observation, abstraction, and generalization. \n\nIt was realistic in its emphatic assertion that all material whatever is received from without; it was idealistic in that final stress fell upon the formation of intellectual powers. It was objective and impersonal in its assertion that the individual cannot possess or generate any true ideas on his own account; it was individualistic in placing the end of education in the perfecting of certain faculties possessed at the outset by the individual. This kind of distribution of values expressed with nicety the state of opinion in the generations following upon Locke. It became, without explicit reference to Locke, a common place of educational theory and of psychology. \n\nPractically, it seemed to provide the educator with definite, instead of vague, tasks. It made the elaboration of a technique of instruction relatively easy. All that was necessary was to provide for sufficient practice of each of the powers. This practice consists of repeated acts of attending, observing, memorizing, etc. By grading the difficulty of the acts, making each set of repetitions somewhat more difficult than the set which preceded it, a complete scheme of instruction is evolved. There are various ways, equally conclusive, of criticizing this conception, in both its alleged foundations and in its educational application. \n\n(1) Perhaps the most direct mode of attack consists in pointing out that the supposed original faculties of observation, recollection, willingness, thinking, etc., are purely mythological. There are no such ready-made powers waiting to be exercised and thereby trained. There are, indeed, a great number of original native tendencies, and instinctive modes of action, based on the original connections of neurones in the central nervous system. There are impulsive tendencies of the eyes to follow and fixate light; of the neck muscles to turn toward light and sound; of the hands to reach and grasp; and turn and twist and thump; of the vocal apparatus to make sounds; of the mouth to spew out unpleasant substances; to gag and to curl the lip, and so on in almost indefinite number. \n\nBut these tendencies (a) instead of being a small number sharply marked off from one another, are of an indefinite variety, interweaving with one another in all kinds of subtle ways. (b) Instead of being latent intellectual powers, requiring only exercise for their perfecting, they are tendencies to respond in certain ways to changes in the environment so as to bring about other changes. Something in the throat makes one cough; the tendency is to eject the obnoxious particle and thus modify the subsequent stimulus. The hand touches a hot thing; it is impulsively, wholly unintellectually, snatched away. But the withdrawal alters the stimuli operating, and tends to make them more consonant with the needs of the organism. \n\nIt is by such specific changes of organic activities in response to specific changes in the medium that the control of the environment of which we have spoken (see ante, p. 24) is affected. Now all of our first seeings and hearings and touchings and smellings and tastings are of this kind. In any legitimate sense of the words mental or intellectual or cognitive, they are lacking in these qualities, and no amount of repetitious exercise could bestow any intellectual properties of observation, judgment, or intentional action (volition) upon them.\n\n(2) Consequently the training of our original impulsive activities is not a refinement and perfecting achieved by \"exercise\" as one might strengthen a muscle by practice. It consists rather (a) in selecting from the diffused responses which are evoked at a given time those which are specially adapted to the utilization of the stimulus. That is to say, among the reactions of the body in general that occur upon stimulation of the eye by light, all except those which are specifically adapted to reaching, grasping, and manipulating the object effectively are gradually eliminated—or else no training occurs. As we have already noted, the primary reactions, with very few exceptions are too diffused and general to be practical of much use in the case of the human infant. Hence the identity of training with the selective response. (Compare p. 25.)\n\n (b) Equally important is the specific coordination of different factors of response which take place. There is not merely a selection of the hand reactions which affect grasping, but of the particular visual stimuli which call out just these reactions and no others, and an establishment of a connection between the two. But the coordinating does not stop here. Characteristic temperature reactions may take place when the object is grasped. \n\nThese will also be brought in; later, the temperature reaction may be connected directly with the optical stimulus, the hand reaction being suppressed—as a bright flame, independent of close contact, may steer one away. Or the child in handling the object pounds with it, or crumples it, and a sound issues. The ear response is then brought into the system of response. If a certain sound (the conventional name) is made by others and accompanies the activity, the response of both ear and the vocal apparatus connected with auditory stimulation will also become an associated factor in the complex response.\n\n(3) The more specialized the adjustment of response and stimulus to each other (for, taking the sequence of activities into account, the stimuli are adapted to reactions as well as reactions to stimuli) the more rigid and the less generally available is the training secured. In equivalent language, less intellectual or educative quality attaches to the training. The usual way of stating this fact is that the more specialized the reaction, the less the skill acquired in practising and perfecting it transferable to other modes of behaviour. \n\nAccording to the orthodox theory of formal discipline, a pupil in studying his spelling lesson acquires, besides the ability to spell those particular words, an increase of power of observation, attention, and recollection which may be employed whenever these powers are needed. As matter of fact, the more he confines himself to noticing and fixating on the forms of words, irrespective of connection with other things (such as the meaning of the words, the context in which they are habitually used, the derivation and classification of the verbal form, etc.) the less likely is he to acquire an ability which can be used for anything except the mere noting of verbal visual forms. He may not even be increasing his ability to make accurate distinctions among geometrical forms, to say nothing of his ability to observe in general. He is merely selecting the stimuli supplied by the forms of the letters and the motor reactions of oral or written reproduction. The scope of coordination (to use our prior terminology) is extremely limited. \n\nThe connections which are employed in other observations and recollections (or reproductions) are deliberately eliminated when the pupil is exercised merely upon forms of letters and words. Having been excluded, they cannot be restored when needed. The ability secured to observe and to recall verbal forms is not available for perceiving and recalling other things. In ordinary phraseology, it is not transferable. But the wider the context—that is to say, the more varied the stimuli and responses coordinated—the more the ability acquired is available for the effective performance of other acts; not, strictly speaking, because there is any \"transfer,\" but because the wide range of factors employed in the specific act is equivalent to a broad range of activity, to a flexible, instead of to a narrow and rigid, coordination.\n\n (4) Going to the root of the matter, the fundamental fallacy of the theory is its dualism; that is to say, its separation of activities and capacities from the subject matter. There is no such thing as an ability to see or hear or remember in general; there is only the ability to see or hear or remember something. To talk about training a power, mental or physical, in general, apart from the subject matter involved in its exercise, is nonsense. Exercise may react upon circulation, breathing, and nutrition so as to develop vigour or strength, but this reservoir is available for specific ends only by use in connection with the material means that accomplish them. \n\nVigour will enable a man to play tennis or golf or to sail a boat better than he would if he were weak. But only by employing ball and racket, ball and club, sail and tiller, in definite ways does he become expert in any one of them; and expertness in one secures expertness in another only so far as it is either a sign of aptitude for fine muscular coordination or as the same kind of coordination is involved in all of them. Moreover, the difference between the training of the ability to spell which comes from taking visual forms in a narrow context and one which takes them in connection with the activities required to grasp the meaning, such as context, affiliations of descent, etc., may be compared to the difference between exercises in the gymnasium with pulley weights to \"develop\" certain muscles, and a game or sport. \n\nThe former is uniform and mechanical; it is rigidly specialized. The latter is varied from moment to moment; no two acts are quite alike; novel emergencies have to be met; the coordination forming has to be kept flexible and elastic. Consequently, the training is much more \"general\"; that is to say, it covers a wider territory and includes more factors. Exactly the same thing holds of special and general education of the mind.\n\nA monotonously uniform exercise may by practice give great skill in one special act; but the skill is limited to that act, be it bookkeeping or calculations in logarithms or experiments in hydrocarbons. One may be an authority in a particular field and yet of more than usual poor judgment in matters not closely allied unless the training in the special field has been of a kind to ramify into the subject matter of the other fields. \n\n(5) Consequently, such powers as observation, recollection, judgment, and esthetic taste, represent organized results of the occupation of native active tendencies with certain subject matters. A man does not observe closely and fully by pressing a button for the observing faculty to get to work (in other words by \"willing\" to observe); but if he has something to do which can be accomplished successfully only through intensive and extensive use of eye and hand, he naturally observes. Observation is an outcome, a consequence, of the interaction of sense organs and subject matter. It will vary, accordingly, with the subject matter employed.\n\nIt is consequently futile to set up even the ulterior development of faculties of observation, memory, etc., unless we have first determined what sort of subject matter we wish the pupil to become expert in observing and recalling and for what purpose. And it is only repeating in another form what has already been said, to declare that the criterion here must be social. We want the person to note and recall and judge those things which make him an effective competent member of the group in which he is associated with others. Otherwise, we might as well set the pupil to observing carefully cracks on the wall and set him to memorizing meaningless lists of words in an unknown tongue—which is about what we do in fact when we give way to the doctrine of formal discipline. If the observing habits of a botanist or chemist or engineer are better habits than those which are thus formed, it is because they deal with subject matter which is more significant in life. \n\nIn concluding this portion of the discussion, we note that the distinction between special and general education has nothing to do with the transferability of function or power. In the literal sense, any transfer is miraculous and impossible. But some activities are broad; they involve the coordination of many factors. Their development demands continuous alternation and readjustment. As conditions change, certain factors are subordinated, and others which had been of minor importance come to the front. \n\nThere is constant redistribution of the focus of the action, as is seen in the illustration of a game as over against pulling a fixed weight by a series of uniform motions. Thus there is a practice in the prompt making of new combinations with the focus of activity shifted to meet a change in the subject matter. Wherever an activity is broad in scope (that is, involves the coordinating of a large variety of sub-activities), and is constantly and unexpectedly obliged to change direction in its progressive development, general education is bound to result. This is what \"general\" means; broad and flexible. In practice, education meets these conditions, and hence is general, in the degree in which it takes account of social relationships. \n\nA person may become an expert in technical philosophy, philology, mathematics or engineering or financiering, and be inept and ill-advised in his action and judgment outside of his speciality. If however his concern with these technical subject matters has been connected with human activities having social breadth, the range of active responses called into play and flexibly integrated is much wider. Isolation of subject matter from a social context is the chief obstruction in current practice to securing a general training of the mind. Literature, art, and religion, when thus dissociated, are just as narrowing as the technical things which the professional upholders of general education strenuously oppose.', 'https://teachers.com.ng/forums/forum/topic/education-is-training-of-faculties/', 13372, 13250, '2023-03-04 11:54:38', 0, 0, 0, 0, 'public'),
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(55, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-is-training-of-faculties/\">Education is a Training of Faculties.</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'The conception that the result of the educative process is capacity for further education stands in contrast with some other ideas which have profoundly influenced practice. The first contrasting conception considered is that of preparing or getting ready for some future duty or privilege. Specific evil effects were pointed out which result from the fact that this aim diverts attention of both teacher and taught from the only point to which it may be fruitfully directed—namely, taking advantage of the needs and possibilities of the immediate present. Consequently it defeats its own professed purpose. The notion that education is an unfolding from within appears to have more likeness to the conception of growth which has been set forth. But as worked out in the theories of Froebel and Hegel, it involves ignoring the interaction of present organic tendencies with the present environment, just as much as the notion of preparation. Some implicit whole is regarded as given ready-made and the significance of growth is merely transitory; it is not an end in itself, but simply a means of making explicit what is already implicit. Since that which is not explicit cannot be made definite use of, something has to be found to represent it.\n\n According to Froebel, the mystic symbolic value of certain objects and acts (largely mathematical) stand for the Absolute Whole which is in process of unfolding. According to Hegel, existing institutions are its effective actual representatives. Emphasis upon symbols and institutions tends to divert perception from the direct growth of experience in richness of meaning. \n\nAnother influential but defective theory is that which conceives that mind has, at birth, certain mental faculties or powers, such as perceiving, remembering, willing, judging, generalizing, attending, etc., and that education is the training of these faculties through repeated exercise. This theory treats subject matter as comparatively external and indifferent, its value residing simply in the fact that it may occasion exercise of the general powers. Criticism was directed upon this separation of the alleged powers from one another and from the material upon which they act. The outcome of the theory in practice was shown to be an undue emphasis upon the training of narrow specialized modes of skill at the expense of initiative, inventiveness, and readaptability—qualities which depend upon the broad and consecutive interaction of specific activities with one another. \n\n1 As matter of fact, the interconnection is so great, there are so many paths of construction, that every stimulus brings about some change in all of the organs of response. We are accustomed however to ignore most of these modifications of the total organic activity, concentrating upon that one which is most specifically adapted to the most urgent stimulus of the moment. \n\n2 This statement should be compared with what was said earlier about the sequential ordering of responses . It is merely a more explicit statement of the way in which that consecutive arrangement occurs.', 'https://teachers.com.ng/forums/forum/topic/education-is-training-of-faculties/#post-13436', 13436, 13372, '2023-03-09 16:47:13', 0, 0, 0, 0, 'public');
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(56, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/education-as-conservative-and-progressive/\">Education as Conservative and Progressive</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '<span>1. Education as Formation. We now come to a type of theory which denies the existence of faculties and emphasizes the unique role of subject matter in the development of mental and moral disposition. According to it, education is neither a process of unfolding from within nor is it training of faculties residents in mind itself. It is rather the formation of the mind by setting up certain associations or connections of content by means of a subject matter presented from without. Education proceeds by instruction taken in a strictly literal sense, a building into the mind from without. That education is formative of mind is not questioned; it is the conception already propounded. But formation here has a technical meaning dependent upon the idea of something operating from without. Herbart is the best historical representative of this type of theory. </span>\n\n<span>He denies absolutely the existence of innate faculties. The mind is simply endowed with the power to produce various qualities in reaction to the various realities which act upon it. These qualitatively different reactions are called presentations (Vorstellungen). Every presentation once called into being persists; it may be driven below the \"threshold\" of consciousness by new and stronger presentations, produced by the reaction of the soul to new material, but its activity continues by its own inherent momentum, below the surface of consciousness. </span>\n\n<span>What are termed faculties—attention, memory, thinking, perception, and even sentiments, are arrangements, associations, and complications, formed by interacting these submerged presentations with one another and with new presentations. Perception, for example, is the complication of presentations which results from the rise of old presentations to greet and combine with new ones; memory is the evoking of an old presentation above the threshold of consciousness by getting entangled with another presentation, etc. Pleasure is the result of reinforcement among the independent activities of presentations; the pain of their pulling in different ways, etc.</span>', 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/education-as-conservative-and-progressive/', 13437, 13250, '2023-03-09 16:58:37', 0, 0, 0, 0, 'public'),
(57, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-conservative-and-progressive/\">Education as Conservative and Progressive</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'The concrete character of the mind consists, then, wholly of the various arrangements formed by the various presentations in their different qualities. The \"furniture\" of the mind is the mind. Mind is wholly a matter of \"contents.\" The educational implications of this doctrine are threefold.\n\n(1) This or that kind of mind is formed by the use of objects which evoke this or that kind of reaction and which produce this or that arrangement among the reactions called out. The formation of the mind is wholly a matter of the presentation of the proper educational materials.\n\n(2) Since the earlier presentations constitute the \"apperceiving organs\" which control the assimilation of new presentations, their character is all important. The effect of new presentations is to reinforce groupings previously formed. The business of the educator is, first, to select the proper material in order to fix the nature of the original reactions, and, secondly, to arrange the sequence of subsequent presentations on the basis of the store of ideas secured by prior transactions. The control is from behind, from the past, instead of, as in the unfolding conception, in the ultimate goal.\n\n(3) Certain formal steps of all methods in teaching may be laid down. Presentation of new subject matter is obviously the central thing, but since knowing consists in the way in which this interacts with the contents already submerged below consciousness, the first thing is the step of \"preparation,\"—that is, calling into special activity and getting above the floor of consciousness those older presentations which are to assimilate the new one. Then after the presentation, follow the processes of interaction of new and old; then comes the application of the newly formed content to the performance of some task. Everything must go through this course; consequently, there is a perfectly uniform method in instruction in all subjects for all pupils of all ages.', 'https://teachers.com.ng/forums/forum/topic/education-as-conservative-and-progressive/#post-13438', 13438, 13437, '2023-03-09 17:01:21', 0, 0, 0, 0, 'public'),
(58, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-conservative-and-progressive/\">Education as Conservative and Progressive</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'Herbart\'s great service lay in taking the work of teaching out of the region of routine and accident. He brought it into the sphere of conscious method; it became a conscious business with a definite aim and procedure, instead of being a compound of casual inspiration and subservience to tradition. \n\nMoreover, everything in teaching and discipline could be specified, instead of our having to be content with vague and more or less mystic generalities about ultimate ideals and speculative spiritual symbols. He abolished the notion of ready-made faculties, which might be trained by exercise upon any sort of material, and made attention to the concrete subject matter, to the content, all-important. \n\nHerbart undoubtedly has had a greater influence in bringing to the front questions connected with the material of study than any other educational philosopher. He stated problems of method from the standpoint of their connection with subject matter: method having to do with the manner and sequence of presenting the new subject matter to insure its proper interaction with the old.\n\nThe fundamental theoretical defect of this view lies in ignoring the existence in a living being of active and specific functions which are developed in the redirection and combination which occur as they are occupied with their environment. The theory represents the Schoolmaster coming to his own. This fact expresses at once its strength and its weakness. \n\nThe conception that the mind consists of what has been taught, and that the importance of what has been taught consists in its availability for further teaching, reflects the pedagogue\'s view of life. The philosophy is eloquent about the duty of the teacher in instructing pupils; it is almost silent regarding his privilege of learning. It emphasizes the influence of the intellectual environment upon the mind; it slurs over the fact that the environment involves personal sharing in common experiences. \n\nIt exaggerates beyond reason the possibilities of consciously formulated and used methods and underestimates the role of vital, unconscious, attitudes. It insists upon the old, the past, and passes lightly over the operation of the genuinely novel and unforeseeable. It takes, in brief, everything educational into account save its essence,—a vital energy-seeking opportunity for effective exercise. \n\nAll education forms character, mental and moral, but formation consists in the selection and coordination of native activities so that they may utilize the subject matter of the social environment. Moreover, the formation is not only a formation of native activities, but it takes place through them. It is a process of reconstruction and reorganization.', 'https://teachers.com.ng/forums/forum/topic/education-as-conservative-and-progressive/#post-13439', 13439, 13437, '2023-03-09 17:06:03', 0, 0, 0, 0, 'public'),
(59, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/education-as-recapitulation-and-retrospection/\">Education as Recapitulation and Retrospection</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'A peculiar combination of the ideas of development and formation from without has given rise to the recapitulation theory of education, biological and cultural. The individual develops, but his proper development consists in repeating in orderly stages the past evolution of animal life and human history. The former recapitulation occurs physiologically; the latter should be made to occur by means of education. The alleged biological truth that the individual in his growth from the simple embryo to maturity repeats the history of the evolution of animal life in the progress of forms from the simplest to the most complex (or expressed technically, that ontogenesis parallels phylogenesis) does not concern us, save as it is supposed to afford a scientific foundation for cultural recapitulation of the past.\nCultural recapitulation says, first, that children at a certain age are in the mental and moral condition of savagery; their instincts are vagrant and predatory because their ancestors at one time lived such a life. Consequently (so it is concluded) the proper subject matter of their education at this time is the material—especially the literary material of myths, folk-tale, and songs—produced by humanity in the analogous stage. Then the child passes on to something corresponding, say, to the pastoral stage, and so on till at the time when he is ready to take part in contemporary life, he arrives at the present epoch of culture.\nIn this detailed and consistent form, the theory, outside of a small school in Germany (followers of Herbart for the most part), has had little currency. But the idea that underlies it is that education is essentially retrospective; that it looks primarily to the past and especially to the literary products of the past, and that mind is adequately formed in the degree in which it is patterned upon the spiritual heritage of the past. This idea has had such an immense influence on higher instruction especially, that it is worth examination in its extreme formulation.', 'https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/topic/education-as-recapitulation-and-retrospection/', 13440, 13250, '2023-03-09 17:16:57', 0, 0, 0, 0, 'public'),
(60, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/\">Education as Recapitulation and Retrospection</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'In the first place, its biological basis is fallacious. Embryonic growth of the human infant preserves, without doubt, some of the traits of lower forms of life. But in no respect is it a strict traversing of past stages. If there were any strict \"law\" of repetition, evolutionary development would clearly not have taken place. Each new generation would simply have repeated its predecessors\' existence. Development, in short, has taken place through the entrance of shortcuts and alterations in the prior scheme of growth. And this suggests that the aim of education is to facilitate such short-circuited growth. \n\nThe great advantage of immaturity, educationally speaking, is that it enables us to emancipate the young from the need of dwelling in an outgrown past. The business of education is rather to liberate the young from reviving and retraversing the past than to lead them to a recapitulation of it. The social environment of the young is constituted by the presence and action of the habits of thinking and feeling of civilized men. \n\nTo ignore the directive influence of this present environment upon the young is simply to abdicate the educational function. A biologist has said: \"The history of development in different animals. . . offers to us. . . a series of ingenious, determined, varied but more or less unsuccessful efforts to escape from the necessity of recapitulating, and to substitute for the ancestral method a more direct method.\" Surely it would be foolish if education did not deliberately attempt to facilitate similar efforts in conscious experience so that they become increasingly successful.\n\nThe two factors of truth in the conception may easily be disentangled from association with the false context which perverts them. On the biological side, we have simply the fact that any infant starts with precisely the assortment of impulsive activities with which he does start, they being blind, and many of them conflicting with one another, casual, sporadic, and unadapted to their immediate environment. \n\nThe other point is that it is a part of wisdom to utilize the products of past history so far as they are of help for the future. Since they represent the results of prior experience, their value for future experience may, of course, be indefinitely great. Pieces of literature produced in the past are, so far as men are now in possession and use of them, a part of the present environment of individuals; but there is an enormous difference between availing ourselves of them as present resources and taking them as standards and patterns in their retrospective character.', 'https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/#post-13441', 13441, 13440, '2023-03-09 17:21:07', 0, 0, 0, 0, 'public'),
(61, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/\">Education as Recapitulation and Retrospection</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '(1) The distortion of the first point usually comes about through misuse of the idea of heredity. It is assumed that heredity means that past life has somehow predetermined the main traits of an individual and that they are so fixed that little serious change can be introduced into them. Thus taken, the influence of heredity is opposed to that of the environment, and the efficacy of the latter is belittled. But for educational purposes, heredity means neither more nor less than the original endowment of an individual. \n\nEducation must take the being as he is; that a particular individual has just such and such equipment of native activities is a basic fact. That they were produced in such and such a way, or that they are derived from one\'s ancestry, is not especially important for the educator, however, it may be with the biologist, as compared with the fact that they now exist. Suppose one had to advise or direct a person regarding his inheritance of property. The fallacy of assuming that the fact it is an inheritance, predetermines its future use, is obvious. \n\nThe advisor is concerned with making the best use of what is there—putting it at work under the most favourable conditions. Obviously, he cannot utilize what is not there; neither can the educator. In this sense, heredity is a limit of education. Recognition of this fact prevents the waste of energy and the irritation that ensues from the too prevalent habit of trying to make by instruction something out of an individual which he is not naturally fitted to become. But the doctrine does not determine what use shall be made of the capacities which exist.\n\n And, except in the case of the imbecile, these original capacities are much more varied and potential, even in the case of the more stupid, than we as yet know properly how to utilize. Consequently, while a careful study of the native aptitudes and deficiencies of an individual is always a preliminary necessity, the subsequent and important step is to furnish an environment which will adequately function whatever activities are present. \n\nThe relationship of heredity and environment is well expressed in the case of language. If a being had no vocal organs from which issue articulate sounds if he had no auditory or other sense-receptors and no connections between the two sets of apparatus, it would be a sheer waste of time to try to teach him to converse. He is born short in that respect, and education must accept the limitation. But if he has this native equipment, its possession in no way guarantees that he will ever talk any language or what language he will talk. \n\nThe environment in which his activities occur and by which they are carried into execution settles these things. If he lived in a dumb unsocial environment where men refused to talk to one another and used only that minimum of gestures without which they could not get along, vocal language would be as unachieved by him as if he had no vocal organs. If the sounds he makes occur in a medium of persons speaking the Chinese language, the activities which make like sounds will be selected and coordinated. \n\nThis illustration may be applied to the entire range of the educability of any individual. It places the heritage from the past in its right connection with the demands and opportunities of the present.\n\n(2) The theory that the proper subject matter of instruction is found in the culture-products of past ages (either in general or more specifically in the particular pieces of literature which were produced in the cultural epoch which is supposed to correspond with the stage of development of those taught) affords another instance of that divorce between the process and product of growth which has been criticized. \n\nTo keep the process alive, to keep it alive in ways which make it easier to keep it alive in the future, is the function of educational subject matter. But an individual can live only in the present. The present is not just something which comes after the past; much less something produced by it. It is what life is in leaving the past behind it. The study of past products will not help us understand the present, because the present is not due to the products, but to the life of which they were the products. \n\nKnowledge of the past and its heritage is of great significance when it enters into the present, but not otherwise. And the mistake of making the records and remains of the past the main material of education is that it cuts the vital connection of the present and past, and tends to make the past a rival of the present and the present a more or less futile imitation of the past. Under such circumstances, culture becomes an ornament and solace; a refuge and an asylum. Men escape from the crudities of the present to live in its imagined refinements, instead of using what the past offers as an agency for ripening these crudities. \n\nThe present, in short, generates the problems which lead us to search the past for suggestions, and which supply meaning to what we find when we search. The past is the past precisely because it does not include what is characteristic in the present. The moving present includes the past on condition that it uses the past to direct its own movement. The past is a great resource for the imagination; it adds a new dimension to life, but OD conditions that it be seen as the past of the present, and not as another and disconnected world. \n\nThe principle which makes little of the present act of living and operation of growing, the only thing always present, naturally looks to the past because the future goal which it sets up is remote and empty. But having turned its back upon the present, it has no way of returning to it laden with the spoils of the past. A mind that is adequately sensitive to the needs and occasions of the present actuality will have the liveliest of motives for interest in the background of the present, and will never have to hunt for a way back because it will never have lost connection.\n\n3. Education as Reconstruction. In contrast with the ideas both of unfolding of latent powers from within, and of the formation from without, whether by physical nature or by the cultural products of the past, the idea of growth results in the conception that education is a constant reorganizing or reconstructing of experience. It has all the time an immediate end, and so far as activity is educative, it reaches that end—the direct transformation of the quality of experience. \n\nInfancy, youth, and adult life,—all stand on the same <a href=\"/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/\" title=\"Learning Outcome Benchmarks For Primary Education in Lagos State\">educative level in the sense that what is really learned</a> at any and every stage of experience constitutes the value of that experience, and in the sense that it is the chief business of life at every point to make living thus contribute to an enrichment of its own perceptible meaning.\n\nWe thus reach a technical definition of education: It is the reconstruction or reorganization of experience which adds to the meaning of experience, and which increases the ability to direct the course of subsequent experience. \n\n(1) The increment of meaning corresponds to the increased perception of the connections and continuities of the activities in which we are engaged. The activity begins in an impulsive form; that is, it is blind. It does not know what it is about; that is to say, what are its interactions with other activities. An activity which brings education or instruction with it makes one aware of some of the connections which had been imperceptible. \n\nTo recur to our simple example, a child who reaches for a bright light gets burned. Henceforth he knows that a certain act of touching in connection with a certain act of vision (and vice-versa) means heat and pain; or, a certain light means a source of heat. The acts by which a scientific man in his laboratory learns more about flame differ no whit in principle. By doing certain things, he makes perceptible certain connections of heat with other things, which had been previously ignored.\n\n Thus his acts in relation to these things get more meaning; he knows better what he is doing or \"is about\" when he has to do with them; he can intend consequences instead of just letting them happen—all synonymous ways of saying the same thing. At the same stroke, the flame has gained in meaning; all that is known about combustion, oxidation, light and temperature, may become an intrinsic part of its intellectual content.', 'https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/#post-13442', 13442, 13440, '2023-03-09 17:29:13', 0, 0, 0, 0, 'public'),
(62, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/\">Education as Recapitulation and Retrospection</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '(2) The other side of an educative experience is the added power of subsequent direction or control. To say that one knows what he is about, or can intend certain consequences, is to say, of course, that he can better anticipate what is going to happen; that he can, therefore, get ready or prepare in advance so as to secure beneficial consequences and avert undesirable ones. A genuinely educative experience, then, one in which instruction is conveyed and ability increased, is contradistinguished from a routine activity on one hand, and a capricious activity on the other. \n\n(a) In the latter one \"does not care what happens\"; one just lets himself go and avoids connecting the consequences of one\'s act (the evidence of its connections with other things) with the act. It is customary to frown upon the such aimless random activity, treating it as willful mischief or carelessness or lawlessness. But there is a tendency to seek the cause of such aimless activities in the youth\'s own disposition, isolated from everything else. But in fact, such activity is explosive, and due to maladjustment with surroundings. Individuals act capriciously whenever they act under external dictation, or from being told, without having a purpose of their own or perceiving the bearing of the deed upon other acts. \n\nOne may learn by doing something which he does not understand; even in the most intelligent action, we do much that we do not mean because the largest portion of the connections of the act we consciously intend is not perceived or anticipated. But we learn only because after the act is performed we note results which we had not noted before. But much work in school consists in setting up rules by which pupils are to act of such a sort that even after pupils have acted, they are not led to see the connection between the result—say the answer—and the method pursued. So far as they are concerned, the whole thing is a trick and a kind of miracle. Such action is essentially capricious and leads to capricious habits. \n\n(b) Routine action, an action which is automatic, may increase skill to do a particular thing. In so far, it might be said to have an educative effect. But it does not lead to new perceptions of bearings and connections; it limits rather than widens the meaning horizon. And since the environment changes and our way of acting has to be modified in order successfully to keep a balanced connection with things, an isolated uniform way of acting becomes disastrous at some critical moment. The vaunted \"skill\" turns out gross ineptitude.\n\nThe essential contrast of the idea of education as the continuous reconstruction with the other one-sided conceptions which have been criticized in this and the previous chapter is that it identifies the end (the result) and the process. This is verbally self-contradictory, but only verbally. It means that experience as an active process occupies time and that its later period completes its earlier portion; it brings to light connections involved, but hitherto unperceived. The later outcome thus reveals the meaning of the earlier, while the experience as a whole establishes a bent or disposition toward the things possessing this meaning. Every such continuous experience or activity is educative, and all education resides in having such experiences.', 'https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/#post-13443', 13443, 13440, '2023-03-09 17:33:46', 0, 0, 0, 0, 'public'),
(63, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/\">Education as Recapitulation and Retrospection</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'It remains only to point out (what will receive more ample attention later) that the reconstruction of experience may be social as well as personal. For purposes of simplification, we have spoken in the earlier chapters somewhat as if the education of the immature which fills them with the spirit of the social group to which they belong, were a sort of catching up of the child with the aptitudes and resources of the adult group. In static societies, societies which make the maintenance of established custom their measure of value, this conception applies in the main. But not in progressive communities. \n\nThey endeavour to shape the experiences of the young so that instead of reproducing current habits, better habits shall be formed, and thus the future adult society be an improvement on their own. Men have long had some intimation of the extent to which education may be consciously used to eliminate obvious social evils through starting the young on paths which shall not produce these ills and some idea of the extent in which education may be made an instrument of realizing the better hopes of men. But we are doubtless far from realizing the potential efficacy of education as a constructive agency for improving society, from realizing that it represents not only the development of children and youth but also of the future society of which they will be the constituents.\n\nEducation may be conceived either retrospectively or\nprospectively. That is to say, it may be treated as a process of accommodating the future to the past, or as utilization of the past for a resource in a developing future. The former finds its standards and patterns in what has gone before. The mind may be regarded as a group of contents resulting from having certain things presented. In this case, the earlier presentations constitute the material to which the later is to be assimilated. Emphasis upon the value of the early experiences of immature beings is most important, especially because of the tendency to regard them as of little account. \n\nBut these experiences do not consist of externally presented material, but of the interaction of native activities with the environment which progressively modifies both the activities and the environment. The defect of the Herbartian theory of formation through presentations consists in slighting this constant interaction and change. The same principle of criticism applies to theories which find the primary subject matter of study in the cultural products—especially the literary products—of man\'s history. \n\nIsolated from their connection with the present environment in which individuals have to act, they become a kind of rival and distracting environment. Their value lies in their use to increase the meaning of the things with which we have activities to do at the present time. The idea of education advanced in these chapters is formally summed up in the idea of continuous reconstruction of experience, an idea which is marked off from education as preparation for a remote future, as unfolding, as external formation, and as a recapitulation of the past.', 'https://teachers.com.ng/forums/forum/topic/education-as-recapitulation-and-retrospection/#post-13444', 13444, 13440, '2023-03-09 17:39:59', 0, 0, 0, 0, 'public'),
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(65, 16, 'friends', 'friendship_created', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> and <a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> are now friends', '', 'https://teachers.com.ng/members/admin/', 17, 1, '2023-03-10 22:03:18', 0, 0, 0, 0, 'public'),
(66, 18, 'activity', 'activity_update', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> posted an update', '<a class=\'bp-suggestions-mention\' href=\'https://teachers.com.ng/members/babaaji/\' rel=\'nofollow\'>@babaaji</a> \nHello AJIFOLOKUN ADEGBOLA.\nYou are welcome to the teacher\\\' Community.', 'https://teachers.com.ng/members/amao/', 0, 0, '2023-03-12 01:22:20', 0, 0, 0, 0, 'public'),
(67, 18, 'activity', 'activity_update', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> posted an update', '<a class=\'bp-suggestions-mention\' href=\'https://teachers.com.ng/members/admin/\' rel=\'nofollow\'>@admin</a> \nHello Ayinde\nYou are welcome to the teacher\\\' Community', 'https://teachers.com.ng/members/amao/', 0, 0, '2023-03-12 01:24:01', 0, 0, 0, 0, 'public'),
(68, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/commonwealth-distance-learning-scholarships-for-developing-commonwealth-countrie/\">Commonwealth Distance Learning Scholarships for Developing Commonwealth Countrie</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/\">Scholarship Forum</a>', 'DFID/UK Universities\n\nOnline Masters Degree\n\n&nbsp;\n\nDeadline: 28 March 2023 (annual)\n\nStudy in: any Country\n\nCourse starts September 2023\n\n&nbsp;\n\n&nbsp;\n\nBrief description:\n\n&nbsp;\n\nCommonwealth Distance Learning Scholarships are for candidates from least developed and lower middle income Commonwealth countries, for part-time Master’s study by distance learning on selected courses offered by UK universities.\n\n&nbsp;\n\nHost Institution(s) and Online Courses offered:\n\n&nbsp;\n\nSee the list of eligible distance learning Master’s courses offered by participating UK institutions for 2023\n\n&nbsp;\n\nNumber of Scholarships:\n\n&nbsp;\n\nNot specified.\n\n&nbsp;\n\nTarget group:\n\n&nbsp;\n\nNationals of Commonwealth Developing Countries:\n\n&nbsp;\n\nBangladesh, Belize, Cameroon, Eswatini, Ghana, India, Kenya, Kiribati, Lesotho, Malawi, Mozambique, Nigeria, Pakistan, Papua New Guinea, Rwanda, Samoa, Sierra Leone, Solomon Islands, Sri Lanka, Tanzania, The Gambia, Tuvalu, Uganda, Vanuatu, Zambia\n\n&nbsp;\n\nScholarship value/inclusions:\n\n&nbsp;\n\nA Commonwealth Distance Learning Scholarship covers tuition fees and study grants where required.\n\n&nbsp;\n\nEligibility:\n\n&nbsp;\n\nTo apply for the scholarship, you must:\n\n&nbsp;\n\n• Be a citizen of or have been granted refugee status by an eligible Commonwealth country, or be a British Protected Person\n\n&nbsp;\n\n• Be permanently resident in a developing Commonwealth country\n\n&nbsp;\n\n• Hold a first degree of at least upper second class (2:1) standard. A lower qualification and sufficient relevant experience may be considered in certain cases\n\n&nbsp;\n\n• Be unable to afford to study the programme without this scholarship\n\n&nbsp;\n\nApplication instructions:\n\n&nbsp;\n\nCandidates must apply and secure admission to study an approved Master’s course at a participating UK university in addition to applying for a Commonwealth Distance Learning Scholarship. You must check with your chosen university for their specific advice on when to apply, admission requirements, and rules for applying.\n\n&nbsp;\n\nTo apply for the Commonwealth Distance Learning Scholarship, you must make your application using the CSC’s Electronic Application System (EAS), in addition to any other application that you are required to complete by your chosen university. All applications must be submitted by 16:00 (GMT) on 28 March 2023 at the latest.\n\n&nbsp;\n\nIt is important to visit the official website (link found below) for detailed information on how to apply for this scholarship. All enquiries about these scholarships should be directed to the university to which you wish to apply.\n\n&nbsp;\n\nWebsite:\n\n&nbsp;\n\nOfficial Scholarship Website: https://cscuk.fcdo.gov.uk/scholarships/commonwealth-distance-learning-scholarships-candidates-2022/', 'https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/commonwealth-distance-learning-scholarships-for-developing-commonwealth-countrie/', 13505, 13378, '2023-03-14 08:11:12', 0, 0, 0, 0, 'public'),
(69, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/edinburgh-global-online-distance-learning-scholarships/\">Edinburgh Global Online Distance Learning Scholarships</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/\">Scholarship Forum</a>', '<strong>University of Edinburgh</strong>\n<strong>Online Masters Degree</strong>\n&nbsp;\n\n<strong>Deadline</strong>: 5 June 2023 (Annual)\n\nStudy in:  any Country (online)\n\nCourse starts Sept 2023\n\n&nbsp;\n\n&nbsp;\n\n<strong>Brief description</strong>: The University of Edinburgh will offer scholarships for eligible part-time distance learning Master’s programmes offered by the University.\n\n&nbsp;\n\nHost Institution(s): University of Edinburgh in United Kingdom\n\n&nbsp;\n\n<strong>Level/Field of study:</strong>\n\n&nbsp;\n\nAny part-time distance learning Master’s programme offered by the University.\n\n&nbsp;\n\nNumber of Awards: 20\n\n&nbsp;\n\nTarget group: Applicants must be nationals and residents of the countries listed here.\n\n&nbsp;\n\nScholarship value/duration: Each scholarship will cover full tuition fees and will be tenable for the normal duration of the programme of study.\n\n&nbsp;\n\nEligibility: Scholarships will be available for students commencing any part-time distance learning Masters programme offered by the University in session 2023-2024. Applicants must be nationals of the eligible countries (listed above).\n\n&nbsp;\n\nApplicants should already have been offered a place at the University of Edinburgh and should have firmly accepted that offer or be intending to do so.\n\n&nbsp;\n\nApplicants will be asked to include the following within their personal statement: Within your personal statement please include: (a) the specific elements of this programme that attracted you to the University of Edinburgh; (b) confirm how successful completion of this programme will benefit your career and personal development and (c) how this will enable you to contribute to your community/region or country?\n\n&nbsp;\n\nApplication instructions Instructions on how to apply for the scholarship will be found at the official website. The deadline for applications is  5 June 2023.\n\n&nbsp;\n\nIt is important to visit the official website (link found below) for detailed information on how to apply for this scholarship.\n\n&nbsp;\n\nWebsite: Official Scholarship Website: https://www.ed.ac.uk/student-funding/postgraduate/e-learning/online-masters', 'https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/edinburgh-global-online-distance-learning-scholarships/', 13507, 13378, '2023-03-14 11:13:31', 0, 0, 0, 0, 'public'),
(70, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/natural-science/astronomy-forum/topic/new-discovery-from-the-most-powerful-space-telescope/\">New Discovery from the Most Powerful Space Telescope</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/natural-science/astronomy-forum/\">Astronomy Forum</a>', 'in 2021 the James webb telescope was launched … a telescope that cost about 10 billion dollars to construct. And in July 2022.. it became operational. It’s been less than a year now and some of its discoveries in the universe have begun to make scientists scratch their heads.\n\n&nbsp;\n\nAll of a sudden, scientists may have to rewrite all the science textbooks about the beginning of the universe.\n\nNow here is the gist, it takes many billions of years for a galaxy like our own Milky Way galaxy with over 100billion stars and many billions of years to form,\n\n&nbsp;\n\nBut, the James Webb Telescope has discovered six galaxies (pictures below) that existed just half a billion years (500 million years) after the Big Bang, and what’s the most puzzling is that they are up to 10 times bigger than our galaxy the Milky Way.\n\n&nbsp;\n\nNow, this should not be possible at all.. there should not be any primordial galaxies that are bigger than the Milky Way and are only 500 million years old. Something is seriously wrong… and scientists are saying they might have to rewrite their theory of the beginning of the universe.\n\n&nbsp;\n\nThe more we discover about the universe, the more we realise how little we know and the James Webb telescope is doing the exact job it was created for .. to challenge our knowledge and ideas about the universe.\n\n&nbsp;\n\nWhat this discovery has shown us is that it’s either galaxies can form much much much faster than they thought OR the Big Bang was not the beginning of the universe as we know it.\n\n&nbsp;\n\nhttps://www.sciencealert.com/astronomers-detect-6-massive-galaxies-so-old-they-cant-be-explained-by-science/amp', 'https://teachers.com.ng/forums/forum/professional-subject-forums/natural-science/astronomy-forum/topic/new-discovery-from-the-most-powerful-space-telescope/', 13509, 13341, '2023-03-14 12:34:32', 0, 0, 0, 0, 'public'),
(71, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/hubert-humphrey-fellowships-in-usa-for-international-students/\">Hubert Humphrey Fellowships in USA for International Students</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/\">Scholarship Forum</a>', 'USA Government\n\nNon-degree\n\n&nbsp;\n\n<strong>Deadline</strong>: before 1 Oct (annual)\n\n<strong>Study in</strong>:  USA\n\nProgram starts Apr-Sept 2024\n\n&nbsp;\n\n&nbsp;\n\n<strong>Brief description: </strong>\n\n&nbsp;\n\nThe Humphrey Fellowship Program is for experienced professionals interested in strengthening their leadership skills through a mutual exchange of knowledge and understanding about issues of common concern in the U.S. and Fellows’ home countries.\n\n&nbsp;\n\n<strong>Host Institution</strong>(s):\n\n&nbsp;\n\nFellows are placed at one of the participating USA universities. Fellows are not able to choose which university they will attend. Rather, they are assigned in diverse groups of 7-15 to the most appropriate host institution based on their area of interest and professional field.\n\n&nbsp;\n\n<strong>Level/Field of study:</strong>\n\n&nbsp;\n\nAs a non-degree program, the Fellowship offers valuable opportunities for professional development through selected university courses, attending conferences, networking, and practical work experiences. The eligible program fields are:\n\n&nbsp;\n\n• Agricultural and Rural Development\n\n• Communications/Journalism\n\n• Economic Development\n\n• Educational Administration, Planning and Policy\n\n• Finance and Banking\n\n• Higher Education Administration\n\n• HIV/AIDS Policy and Prevention\n\n• Human Resource Management\n\n• Law and Human Rights\n\n• Natural Resources, Environmental Policy, and Climate Change\n\n• Public Health Policy and Management\n\n•  Public Policy Analysis and Public Administration\n\n•  Substance Abuse Education, Treatment and Prevention\n\n•  Teaching of English as a Foreign Language\n\n•  Technology Policy and Management\n\n•  Trafficking in Persons Policy and Prevention\n\n•  Urban and Regional Planning\n\n&nbsp;\n\n<strong>Number of Awards:</strong>\n\n&nbsp;\n\nApproximately 200 Fellowships are awarded annually.\n\n&nbsp;\n\n<strong>Target group:</strong>\n\n&nbsp;\n\nCitizens of eligible countries in Sub-Saharan Africa, Europe and Eurasia, Middle East and North Africa, East Asia and Pacific, South and Central Asia, and Western Hemisphere.\n\n&nbsp;\n\n<strong>Scholarship value/inclusions:</strong>\n\n&nbsp;\n\nThe Fellowship provides for:\n\n&nbsp;\n\n•  Payment of tuition and fees at the assigned host university;\n\n•  Pre-academic English language training, if required;\n\n•  A maintenance (living) allowance, including a one-time settling-in allowance;\n\n•  Accident and sickness coverage;\n\n•  A book allowance;\n\n•  A one-time computer subsidy;\n\n• Air travel (international travel to and from the U.S. for the program and domestic travel to required program events);\n\n• A Professional Development allowance for professional activities, such as field trips, professional visits and conferences.\n\n&nbsp;\n\n<strong>Eligibility:</strong>\n\n&nbsp;\n\nThe applicant must have:\n\n&nbsp;\n\n•  An undergraduate (first university) degree,\n\n•  A minimum of five years of full-time, professional experience\n\n•  Limited or no prior experience in the United States,\n\n•  Demonstrated leadership qualities,\n\n•  A record of public service in the community, and\n\n•  English language ability\n\n&nbsp;\n\nPlease contact the U.S. Embassy, Public Affairs Section or Fulbright Commission in your country of residence to learn about possible specific program requirements (link found below).\n\n&nbsp;\n\n<strong>Application instructions:</strong>\n\n&nbsp;\n\nApplication deadlines vary by country but falls around May to September each year. The nominating U.S. Embassy or Binational Fulbright Commission will advise you of its internal deadline for receiving applications. Embassies and Commissions must submit their nominations to the Institute of International Education office in Washington, DC by 1 October.\n\n&nbsp;\n\nPlease contact the Public Affairs Section of the U.S. Embassy or Bi-national Fulbright Commission in your country for more information about application procedures.\n\n&nbsp;\n\nIt is important to read the FAQs and visit the official website (link found below) for detailed information on how to apply for this scholarship.\n\n&nbsp;\n\n<strong>Website:</strong>\n\n&nbsp;\n\nOfficial Scholarship Website:  http://humphreyfellowship.org/', 'https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/hubert-humphrey-fellowships-in-usa-for-international-students/', 13511, 13378, '2023-03-14 12:47:55', 0, 0, 0, 0, 'public');
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(72, 23, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/thamin/\">Thamin Abdul-Qadir</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/educational-psychology-forum/topic/helping-and-coping-with-pupils-with-adhd-attention-deficit-hyperactivity-diso/\">Helping and Coping With Pupils With ADHD (Attention-Deficit / Hyperactivity Diso</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/educational-psychology-forum/\">Educational Psychology Forum</a>', '<strong>Helping and Coping With Pupils With ADHD (Attention-Deficit / Hyperactivity Disorder)</strong>\r\nDefinition: Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by excessive amounts of inattention, hyperactivity, and impulsivity that are pervasive, impairing in multiple contexts, and otherwise age-inappropriate.\r\nIDENTIFICATION OF ADHD\r\nSymptoms in children and teenagers\r\nThe symptoms of ADHD in children and teenagers are well-defined, and they\'re usually noticeable before the age of 6. They occur in more than 1 situation, such as at home and at school.\r\n\r\nChildren may have symptoms of both inattentiveness and hyperactivity and impulsiveness, or they may have symptoms of just 1 of these types of behaviour.\r\nInattentiveness (difficulty concentrating and focusing)\r\n<strong>The main signs of inattentiveness are:</strong>\r\n\r\nhaving a short attention span and being easily distracted\r\n\r\nmaking careless mistakes – for example, in schoolwork\r\n\r\nappearing forgetful or losing things\r\n\r\nbeing unable to stick to tasks that are tedious or time-consuming\r\n\r\nappearing to be unable to listen to or carry out instructions\r\n\r\nconstantly changing activity or task\r\n\r\nhaving difficulty organising tasks\r\nHyperactivity and impulsiveness\r\n<strong>The main signs of hyperactivity and impulsiveness are:</strong>\r\n\r\nbeing unable to sit still, especially in calm or quiet surroundings\r\n\r\nconstantly fidgeting\r\n\r\nbeing unable to concentrate on tasks\r\n\r\nexcessive physical movement\r\n\r\nexcessive talking\r\n\r\nbeing unable to wait their turn\r\n\r\nacting without thinking\r\n\r\ninterrupting conversations\r\n\r\nlittle or no sense of danger\r\n\r\nThese symptoms can cause significant problems in a child\'s life, such as underachievement at school, poor social interaction with other children and adults, and problems with discipline.\r\nWays to Manage Children with ADHD\r\nPlan the day\r\nPlan the day so your child knows what to expect. Set routines can make a difference to how a child with ADHD copes with everyday life.\r\n\r\nFor example, if your child has to get ready for school, break it down into structured steps, so they know exactly what they need to do.\r\nSet clear boundaries\r\nMake sure everyone knows what behaviour is expected, and reinforce positive behaviour with immediate praise or rewards. Be clear, using enforceable consequences, such as taking away a privilege, if boundaries are overstepped and follow these through consistently.\r\nBe positive\r\nGive specific praise. Instead of saying a general: \"Thanks for doing that,\" you could say: \"You washed the dishes really well. Thank you.\"\r\n\r\nThis will make it clear to your child that you\'re pleased and why.\r\nGiving instructions\r\nIf you\'re asking your child to do something, give brief instructions and be specific. Instead of asking: \"Can you tidy your bedroom?\" say: \"Please put your toys into the box and put the books back onto the shelf.\"\r\n\r\nThis makes it clearer what your child needs to do and creates opportunities for praise when they get it right.\r\nIncentive scheme\r\nSet up your own incentive scheme using a points or star chart, so good behaviour can earn a privilege. For example, behaving well on a shopping trip will earn your child time on the computer or some sort of game.\r\n\r\nInvolve your child in it and allow them to help decide what the privileges will be.\r\n\r\nThese charts need regular changes or they become boring. Targets should be:\r\n\r\nimmediate – for example, daily\r\n\r\nintermediate – for example, weekly\r\n\r\nlong-term – for example, 3-monthly\r\n\r\nTry to focus on just 1 or 2 behaviours at a time.\r\nIntervene early\r\nWatch for warning signs. If your child looks like they\'re becoming frustrated, overstimulated and about to lose self-control, intervene.\r\n\r\nDistract your child, if possible, by taking them away from the situation. This may calm them down.\r\nSocial situations\r\nKeep social situations short and sweet. Invite friends to play, but keep playtimes short so your child does not lose self-control. Do not aim to do this when your child is feeling tired or hungry, such as after a day at school.\r\nExercise\r\nMake sure your child gets lots of physical activity during the day. Walking, skipping and playing sport can help your child wear themselves out and improve their quality of sleep.\r\n\r\nMake sure they\'re not doing anything too strenuous or exciting near to bedtime.\r\nEating\r\nKeep an eye on what your child eats. If your child is hyperactive after eating certain foods, which may contain additives or caffeine, keep a diary of these and discuss them with a GP.\r\nBedtime\r\nStick to a routine. Make sure your child goes to bed at the same time each night and gets up at the same time in the morning.\r\n\r\nAvoid overstimulating activities in the hours before bedtime, such as computer games or watching TV.\r\nNight time\r\nSleep problems and ADHD can be a vicious circle. ADHD can lead to sleep problems, which in turn can make symptoms worse.\r\n\r\nMany children with ADHD will repeatedly get up after being put to bed and have interrupted sleep patterns. Trying a sleep-friendly routine can help your child and make bedtime less of a battleground.', 'https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/educational-psychology-forum/topic/helping-and-coping-with-pupils-with-adhd-attention-deficit-hyperactivity-diso/', 13524, 13429, '2023-03-16 13:56:54', 0, 0, 0, 0, 'public'),
(73, 17, 'members', 'new_member', '<a href=\"https://teachers.com.ng/members/alao/\">alao</a> became a registered member', '', 'https://teachers.com.ng/members/admin/', 0, 0, '2023-03-16 15:02:48', 0, 0, 0, 0, 'public'),
(74, 23, 'members', 'last_activity', '', '', '', 0, NULL, '2023-05-26 08:57:15', 0, 0, 0, 0, 'public'),
(75, 18, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/the-lame-man-we-may-both-be-wrong/\">The Lame Man - We May Both Be Wrong</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-forum/\">History Forum</a>', 'THE LAME MAN\nOne day two friends saw a man who was limping. One of them said that the man must have born lame. The other said that he must have met with an accident. They both started arguing over the matter.\n\nThe argument got so heated up that finally they went to the man and asked him the reason for his limping.\n\nThe man laughed and replied that he was limping as one of his sandals had broken. Both the friends walked away with an embarrassed face.\n\n\n\nThe End..', 'https://teachers.com.ng/forums/forum/topic/the-lame-man-we-may-both-be-wrong/', 13563, 13172, '2023-03-26 18:44:29', 0, 0, 0, 0, 'public'),
(76, 18, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/always-stay-alert/\">Always Stay Alert</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/humanities/history-forum/\">History Forum</a>', 'Always Stay Alert\nOnce upon a time there was a lion that grew so old that he was unable to kill any prey for his food. So, he said to himself, I must do something to stay my stomach else I will die of starvation.\nHe kept thinking and thinking and at last an idea clicked him. He decided to lie down in the cave pretending to be ill and then who-so-ever will come to inquire about his health, will become his prey. The old lion put his wicked plan into practice and it started working. Many of his well-wishers got killed. But evil is short lived.\nOne day, a fox came to visit the ailing lion. As foxes are clever by nature, the fox stood at the mouth of the cave and looked about. His sixth sense worked and he came to know the reality. So, he called out to the lion from outside and said, How are you, sir?\nThe lion replied, I am not feeling well at all. But why don’t you come inside?\nThen the fox replied, I would love to come in, sir! But on seeing, all foot prints going to your cave and none coming out, I would be foolish enough to come in.\nSaying so, the fox went to alert the other animals.\n\n<blockquote>Moral: Always Keep Your Eyes Open and Stay Alert before Walking in Any Situation.</blockquote>', 'https://teachers.com.ng/forums/forum/topic/always-stay-alert/', 13564, 13172, '2023-03-26 19:06:58', 0, 0, 0, 0, 'public'),
(77, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/can-you-teach-if-you-are-old/\">Can You Teach if You Are Old?</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/educational-philosophy-forum/\">Educational Philosophy Forum</a>', 'If you are just preparing to enter the ranks of professional teachers and you are not a recent college graduate, its easy to feel a bit insecure and ask that question, \"Can you teach if you are old?\"\n\n&nbsp;\n\nIts a fair question even if you are not so far along in life that you consider yourself to be \"old\".  But it is easy to feel old if you are a middle aged or senior adult among 20 year olds in teacher college and if the competition for the teaching jobs are kids that could be your own sons or daughters.\n\n&nbsp;\n\nThere are a lot of jobs where there is a noticeable age bias against older workers.  In the business world, sometimes companies prefer to hire younger workers because they work cheap and if they work out, there is such a longer career life ahead of them.\n\n&nbsp;\n\nBut even in the business setting, many forward thinking employers are beginning to realize that the ranks of older workers contain a group of workers who are stable, hard working and devoted employees.\n\n&nbsp;\n\nSo too schools are realizing more and more that hiring an older worker is not a disadvantage at all but that you bring a lot of good with you that the school should be thrilled to have.\n\n&nbsp;\n\nIf anything the profession of teaching is a perfect environment for someone who has seen a bit of life and who has matured and perhaps raised children of their own.\n\n&nbsp;\n\nTeaching full time while rewarding can be a huge challenge because it is sometimes hard to establish your authority in the class room and there are so many ways for a disruption to hurt the flow of teaching that is so important to accomplish your academic goals each day.\n\n&nbsp;\n\nAn older worker is less prone to panic about disruptions or sudden problems that might come up as you teach and you have the experience and maturity to handle the problem efficiently without upsetting the rest of the class and get everyone back on task quickly.\n\n&nbsp;\n\nIt could be that one concern those who hire new teachers might have with an older worker is energy. Younger workers are able to keep up physically with children and they need to know that you won\'t tire during a long school day and that you have the physical stamina to get through a school day and come back for more tomorrow.\n\n&nbsp;\n\nThere are a number of ways you can demonstrate that you are in shape and up to the challenge of teaching.\n\n&nbsp;\n\nYou can put on a show of energy and enthusiasm during the interview.  Or you could go so far as to offer to substitute teach or be a teacher assistant for a day so the administrator can witness first hand our energy and ability to \"keep up\" with those kiddos.\n\n&nbsp;\n\nThere is a good chance that not only will you encounter no age based bias or discrimination from school administrators, you will find that they already have a number of older teachers on staff so they know the value the school gets from that experience and wisdom.\n\n&nbsp;\n\nBut the relationship that may give you more concern is whether the students can accept an older teacher and give you the same respect and regard that they would give to someone just out of college.\n\n&nbsp;\n\nIt may come as the biggest surprise of them all that children and even teenagers really do not mind older teachers or older people for that matter.  After all, to a child, every adult is  an older teacher so they may not even notice that you are 20 years older than their last teacher.\n\n&nbsp;\n\nteach\n\n&nbsp;\n\nTo a kid, old is old so what\'s the difference? Moreover, children have relationships with parents, uncles and aunts and grandparents that are loving and respectful so if they lump you in with those role models, you have it made.\n\n&nbsp;\n\nWhat students don\'t like are older people who try to deny that they are old, who are ashamed of their age or who try to act younger than they are. Youth crave honesty.\n\n&nbsp;\n\nAnd youth are also quite aware that older age awaits them down the road so the last thing they want to see is you showing shame or discomfort because of your age.\n\n&nbsp;\n\nBy being honest about your age with the kids, they will embrace you easily and you will have no difficulty teaching them.', 'https://teachers.com.ng/forums/forum/topic/can-you-teach-if-you-are-old/', 13572, 13427, '2023-03-27 20:32:11', 0, 0, 0, 0, 'public'),
(78, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/teaching-with-powerpoint/\">Teaching With PowerPoint</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/formal-science/computer-science-forum/\">Computer Science Forum</a>', 'The software tool, Microsoft PowerPoint is one of the most versatile tools that the huge software giant has given to us. Business has already discovered the power of this amazing tool.\n\nBut there are a lot of lessons plans that would benefit from the tools and resources that PowerPoint can offer to make your lessons more fun and interesting for your students. But you have to know how to use it for maximum advantage even before you start designing your slide slow.\n\nAlmost everybody has seen PowerPoint used and witnessed what a fun and creative presentation tool it is.  You can take classes to learn how to use PowerPoint and to tap the power of the amazing animation and graphics tools it has to present information to your students.\n\nThis is why PowerPoint is such a great tool for teaching.  It gives you the chance to supplement what might have been a boring lecture with some colorful and quickly moving slides that will keep your kids riveted throughout your presentation.\n\nPowerPoint is also easy to use. The genius of Microsoft is that they do facilitate us in using this great tool by making it so easy to take advantage of all of PowerPoint\'s fantastic tools.\n\nIn a classroom setting, PowerPoint alone could represent one of the biggest revolutions in how to present information to students in a long time.\n\nBut it’s a good idea to think through how to use the tool and have some ground rules for how to use it so you get the maximum value from PowerPoint without becoming abusive of its powers.\n\nWhen designing the way you will use PowerPoint as a teaching tool, don’t give in to the temptation to let the slideshow do all the work of teaching for you.\n\nRemember that PowerPoint is great as long as it is a supplement to your lecture or presentation to your students.\n\nThe best kind of PowerPoint slide presentation uses bullet triggers to take you through your lecture but you do all the work of actually teaching your students. When it comes to putting a large amount of information on a PowerPoint slide, in a word, don\'t.\n\nThis will lead to reading the slide presentation to your students which will become boring causing you to lose the \"punch\" you hoped PowerPoint would bring to this lesson plan.\n\nAnother tip when working with PowerPoint in an educational setting is to never turn your back on your students.  You need to have eye contact with them at all times when you are teaching. So know your presentation well so you don’t have to turn and look at the screen during the course of the lesson.\n\nPowerPoint gives you the ability to use a timer fiction so the slides change on their own after a set period of time.  This is a slick function but one that few actually use. And in your setting of trying to integrate PowerPoint into your teaching, you should avoid the timer function as well.\n\nThe only way this function can work is if you are in a teaching situation where there is no chance there will be an interruption or a delay.\n\nAnd since in a classroom setting you can almost guarantee interruptions in your presentation, the timer function then would become your worst enemy rather than a good tool to help you.\n\nMaintain a consistency to the design of your PowerPoint slides. This means using one single color or background scheme for the entire show. Consistency also applies to the motion of bulleted lists.\n\nYou can also convert boring bullet list to  SmartArt diagrams. E.g below an Organization chart.\n\nThere are dozens of presentation styles for bulleted lists that PowerPoint supports. You can have your bullet points fly in from the side, bounce in or fade in from nothing to something and then fade away again.\n\nAvoid the temptation to use a different effect on each slide. By establishing one text management strategy, you will avoid creating a PowerPoint lesson that is distracting and disjointed.\n\nAnd by using common sense and good advice in how to put together your PowerPoint lesson plan, you will create a resource for that lesson that can be a valuable part of your teaching arsenal for years to come.', 'https://teachers.com.ng/forums/forum/topic/teaching-with-powerpoint/', 13573, 13312, '2023-03-27 20:57:14', 0, 0, 0, 0, 'public'),
(79, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/a-little-psychology-goes-a-long-way/\">A Little Psychology Goes a Long Way</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/educational-psychology-forum/\">Educational Psychology Forum</a>', 'If you are working your way through teacher\'s college, you are getting a lot of great education that will give you the knowledge and the skills to teach young minds in the not too distant future.\n\nBut you may not entirely know what kind of minor to declare or what kind of elective classes to take that will harmonize well with your concentration on becoming an educator.\n\nOne suggestion that would help you tremendously would be for you to add a concentration in psychology. Psychology is a field of study that can give you invaluable resources and abilities to manage a classroom full of students that otherwise might not be available to you.\n\nThe reason psychology would help you so much is that when it gets right down to it, teaching and learning are very human events. And you don’t just teach the mind.\n\nYou teach the heart and the soul of the student as well. So by learning how the minds of your students \"tick\", you give yourself yet another advantage in you quest to maintain control of that classroom at all times.\n\nWhen you are teaching a group of students, even if not a word is being said, they are talking to you all the time. And part of psychology is learning what they are saying to you with their body language.\n\nIn general, students will send a signal of blocking you or being open to you based o how their arms are positioned, how relaxed they seem, whether their legs are crossed or open and particularly through their facial expression.\n\nIf you can learn to understand the language of body language, you can use it to take a boring lesson or lecture and suddenly transform it into a lesson that captures the student\'s imagination and holds them for as long as you need to for the sake of the lesson.\n\nPsychology will also help you understand how to use your body language to send messages to your students. The thing about body language is that it delivers the message whether the other person is aware of it or not.\n\nYou no doubt know that standing in front of a group of kids and teaching is about a lot more than what you say or even how you say it with your voice.  You are communicating all the time with your body language, your posture and your movements.\n\nAnd if you know a little bit about human psychology and how your students will react to movement or sudden changes in your physical demeanor, you can use the power you have over them to capture their minds and hold them on the subject at hand. In that way psychology can be a powerful aid to your teaching.\n\nNow you are not looking to become Sigmund Freud in your study of psychology. But if you know enough about the human mind and how what is going on inside a student can be expressed externally, you can be a big help to a student who may be in emotional trouble but unable to communicate it.\n\nIf you can spot the signs of emotional distress and get that child to counseling and the help he or she needs, you could literally be a lifesaver for one of your students.\n\nAnd that is a wonderful feeling and all the reason you need to make psychology part of your college curriculum plan.', 'https://teachers.com.ng/forums/forum/topic/a-little-psychology-goes-a-long-way/', 13574, 13429, '2023-03-27 21:08:15', 0, 0, 0, 0, 'public'),
(80, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/becoming-a-truly-professional-teacher/\">Becoming a Truly Professional Teacher</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/critical-pedagogy-forum/\">Critical Pedagogy Forum</a>', 'There is something so satisfying about working with a true professional in any line of work. When you have a professional on the job in any area of specialization watching that person in action is like watching a work of art.\n\nThey exude the knowledge, the skill, the devotion to doing a top notch job and the confidence that they are the professional who can do the job that is missing in a lesser talent.\n\nThat is the level we all want to reach in the field of teaching if that is your calling.  Not only do you want to be a true professional in your area of specialization which is teaching, you want your students to notice your professionalism and recognize that it makes a big difference having a professional running the class rather an a lesser talent.\n\nWhen a professional is on the case, everybody relaxes because they know the job will be done right.  In the movie, Pulp Fiction, when the gangsters needed help because of a killing, they called in Mr. Wolf.\n\nAnd Mr. Wolf was well known for being the man that always knows what to do, who moves fast but is as courteous as he is efficient and who knows how to get the job done right.  When Mr. Wolf was on the scene, the problem was as good as solved.  And even though that movie was a bit grisly and profane, Mr. Wolf is a great example of true professionalism at work.\n\nSo how do you show your professionalism as you go about your craft of teaching? For one thing, you dress the part.  Take pride in your wardrobe and present to yourself to your class each day in a garment that says, I came ready to teach so you should come ready to learn\n\nThat is what happens when a professional is on the premises.   Everybody wants to get on board with the program.\n\nA professional always knows what to do both long range and right now.  That means you come prepared.  Your lesson plans are in order, your room is prepared and you paperwork is organized so at no time do you have to pause and get yourself together when you are into the process of teaching your students.\n\nThis will take some time for you to get to that level of organization when you walk in the door of your classroom the next day.  But putting in that hour or two each night so you are that organized not only makes you a better teacher, it lets the students know that this is a professional operation so be ready.\n\nStudents, particularly youth and children can tell the difference between someone who knows what they are doing and someone who is floundering.  As the saying goes, they can smell fear.\n\nIt gives young people confidence and a sense of security that you are organized and not only know what you are going to do each moment of the teaching day, you know what they are going to do as well.  That is professionalism and it will make a world of difference in how your teaching goes.\n\nA professional teacher also responds to interruptions and even disturbances calmly because you have seen it before and you know what to do.  Of course developing a history in teaching to where you really do know what to do in each circumstance takes time.  But if you are completely prepared in every other respect, interruptions won\'t throw you because you can address them and be right back to you lesson smoothly and calmly.\n\nA byproduct of being consummately prepared and so well versed in what your lesson plans say and what you are teaching is that it gives you a calm confidence that frees you up to be relaxed and even humorous with your students.\n\nWhen your students see you smile because everything is going exactly the way you want it to go, they will respond and open up to you because they sense your confidence and they want to see where you are going to take them.\n\nAnd because you are relaxed and at ease, your students are at ease as well and they can ask you questions and interact with you as you teach.  And that kind of interactive dialog is what makes the difference in the lives of students and makes you a true professional teacher.', 'https://teachers.com.ng/forums/forum/topic/becoming-a-truly-professional-teacher/', 13575, 13418, '2023-03-27 21:36:55', 0, 0, 0, 0, 'public'),
(81, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/a-teacher-commited-suicide-because-of-debts/\">A Teacher Commited Suicide Because Of Debts</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'One thing about life is that we all don’t look like our problems, that is why they say don’t judge people according to how they look because you will be deceived. When you see people walking in the streets you might think they have it all figured out not knowing that they are going through a lot behind closed door. More especially on tick tick, when you see people looking all happy some are just there trying to find comfort from their real life and most of them are struggling from financial stress.\n\nSpeaking of finances, there was a young teacher who left people so heartbroken after he committed suicide because of financial stress. On the notes that he wrote, he said he was struggling with debts. Surprisingly, he killed himself on pay day as we all know that public school teachers get paid on the 22nd of every month. This teacher was famous for his funny video that used to make people laugh their lungs out on tick tok. Little did they know that the person who was making them laugh was dying from the inside.\n\n&nbsp;\n\nBefore he committed suicide, he posted on WhatsApp that no one will ever understand, and even if they do, no one will help. We might disagree on this, but it is the sad reality of life: people can never understand someone’s problem until they walk through the same path. Even if they understand, they can never help you they will just make you a laughing stock and even tell others about your problems.\n\n&nbsp;', 'https://teachers.com.ng/forums/forum/topic/a-teacher-commited-suicide-because-of-debts/', 13580, 13578, '2023-03-29 10:16:49', 0, 0, 0, 0, 'public'),
(82, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/\">Learning Outcome Benchmarks For Primary Education in Lagos State</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/curriculum-and-instruction-forum/\">Curriculum and Instruction Forum</a>', 'LAGOS STATE UNIVERSAL . BASIC EDUCATION BOARD\r\n\r\n&nbsp;\r\n\r\n<a href=\"/forums/topic-tag/learning-outcome/\" title=\"learning outcome\">Learning Outcome</a> Benchmarks For Primary Education\r\n\r\n&nbsp;\r\n\r\nWhat every child should be able to do by the end of each primary class\r\n\r\n&nbsp;\r\n\r\nCLASS Primary 1\r\n\r\n&nbsp;\r\n\r\nLITERACY\r\n\r\nReading:\r\n\r\n&nbsp;\r\n\r\nUse sounds and letters to read three-letter words, e.g. mat, car, bag, man, boy, cat, dog.\r\n\r\n&nbsp;\r\n\r\nWriting:\r\n\r\nWrite up to 10 common three-letter words, e.g. mat, car, bag, big, dog, eye, pen.\r\n\r\n&nbsp;\r\n\r\nListening and Speaking:\r\n\r\nAnswer simple questions using one word answers.\r\n\r\n&nbsp;\r\n\r\nGrammatical Accuracy:\r\n\r\nUse articles “a” and “an” with common words.\r\n\r\n&nbsp;\r\n\r\nNUMERACY —\r\n\r\n&nbsp;\r\n\r\nNumber and Numeration:\r\n\r\n- Identify and count numbers 0-50 and recognise denominations of the Nigerian currency.\r\n\r\nCalculation: Add and subtract single digit numbers.\r\n\r\nGeometry: Recognise plane shapes.\r\n\r\nMeasurement: Compare and order the length, weight and capacity of different objects (e.g. longer, bigger, smaller than,,.,)\r\n\r\nStatistics: Associate numbers 0-20 with groups of objects\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\nCLASS | Primary 2\r\n\r\nLITERACY Reading: - Read simple sentences and answer factual questions on them.\r\n\r\nWriting: Write simple sentences using verbs and nouns\r\n\r\nListening and Speaking: Answer factual questions from simple passages/stories/rhymes read to them.\r\n\r\nUse sounds and combination of letters to spell and pronounce . words.\r\n\r\nGrammatical Accuracy:  Use regular plurals of nouns and the simple past and present  tense of common verbs.\r\n\r\n&nbsp;\r\n\r\nNUMERACY\r\n\r\n&nbsp;\r\n\r\nNumber and Numeration: :\r\n\r\n&nbsp;\r\n\r\nIdentify, count, order and write numbers 1-200. ~\r\n\r\n&nbsp;\r\n\r\nCalculation:\r\n\r\nAdd and subtract two-digit numbers without carrying or borrowing. Multiply single digit numbers up to 6x6.\r\n\r\n&nbsp;\r\n\r\nGeometry:\r\n\r\nRecognise 2 and 3 dimensional shapes.\r\n\r\nMeasurement: Recognise the hour and minute hands and tell time using “o\'clock” and “half-past”. time. ;\r\n\r\n&nbsp;\r\n\r\nStatistics:\r\n\r\nOrganise objects into groups of numbers 0-20 ‘\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\nCLASS Primary 3\r\n\r\n&nbsp;\r\n\r\nLITERACY Reading: . Read simple, short passages and answer questions on them.\r\n\r\nWriting: Write three to four sentences on every day activities with full stops and capital letters correctly used.\r\n\r\nListening and Speaking: Make simple statements and respond to simple commands.\r\n\r\nGrammatical Accuracy:\r\n\r\nUse irregular plurals of nouns in speaking and writing.\r\n\r\n&nbsp;\r\n\r\nNUMERACY\r\n\r\n&nbsp;\r\n\r\nNumber and Numeration:\r\n\r\nIdentify and write the value of each number in a 3-digit number (H T U).\r\n\r\nCalculation: identify %, 1/3, 1/4, 1/5 and 1/6 of divided objects.\r\n\r\nFind the factors of numbers up to 48.\r\n\r\n&nbsp;\r\n\r\nGeometry: Draw and state properties of plane shapes.\r\n\r\n&nbsp;\r\n\r\nMeasurement: Measure length, weight and capacity (volume) using Standard units (metres, grams, litres,).\r\n\r\n&nbsp;\r\n\r\nStatistics: Recognise information presented in simple charts. .\r\n\r\n&nbsp;\r\n\r\nCLASS Primary 4\r\n\r\n&nbsp;\r\n\r\nLITERACY\r\n\r\nReading: Read a simple story and say three things about one of the characters.\r\n\r\nWriting: Write three or four sentences about an experience they have had in the correct sequence.\r\n\r\nListening and Speaking: : Take part in a simple conversation using appropriate words.\r\n\r\nGrammatical Accuracy: Use the past, continuous, present and future tenses accurately. in speaking and writing.\r\n\r\n&nbsp;\r\n\r\nNUMERACY\r\n\r\nNumber and Numeration:\r\n\r\nIdentify and write the value of each number in a 4-digit number (TH, H, T, U). Calculation: Choose the correct calculation to solve simple problems. Recognise links between decimals and fractions.\r\n\r\n&nbsp;\r\n\r\nGeometry: Locate lines of symmetry in 2 dimensional shapes.\r\n\r\nMeasurement: : Record estimates and measurements in a table.\r\n\r\nStatistics: Represent information in a bar graph.\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\nCLASS Primary 5\r\n\r\n&nbsp;\r\n\r\nLITERACY\r\n\r\nReading: Read a non-fiction passage and say three things they learned from it.\r\n\r\nWriting: Write a short account of events or a simple story with at least one description and a clear beginning, middle and ending.\r\n\r\nListening and Speaking: Participate in structured dialogues that involve expression of ideas (giving opinions and asking questions).\r\n\r\nGrammatical Accuracy and Spelling: Use simple adjectives and adverbs in speaking and writing. Arrange a list of words in alphabetical order, up to the third letter.\r\n\r\n&nbsp;\r\n\r\nNUMERACY\r\n\r\nNumber and Numeration: Identify prime numbers (2, 3, 5, and 7) and other common number patterns from 0-100,\r\n\r\nCalculation: . Use knowledge of the multiplication table to solve problems involving fractions, e.g., what is a third of 187 Solve simple problems involving time and money.\r\n\r\nGeometry: , Calculate a missing angle in a given shape. Measurement: Apply simple formulae, e.g. LxB; 2(L+B) to calculate area and perimeter of 2 dimensional shapes.\r\n\r\nStatistics: Answer questions using data presented in graphs and tables.\r\n\r\n&nbsp;\r\n\r\nCLASS Primary 6\r\n\r\n&nbsp;\r\n\r\nLITERACY\r\n\r\nReading:\r\n\r\nRead a story and explain characters’ behaviours and predict their future actions.\r\n\r\n&nbsp;\r\n\r\nWriting:\r\n\r\n&nbsp;\r\n\r\nWrite simple compositions that fit different purposes e.g. letters, accounts, descriptions, stories,poems.\r\n\r\n&nbsp;\r\n\r\nListening and Speaking:\r\n\r\nUse the correct intonation to distinguish between commands, questions and statements\r\n\r\n&nbsp;\r\n\r\nGrammatical Accuracy and Spelling:\r\n\r\nFind words in a simple dictionary a or long list using their knowledge of alphabetical order.\r\n\r\n&nbsp;\r\n\r\nNUMERACY\r\n\r\n&nbsp;\r\n\r\nNumber and Numeration: Find the lowest common multiple of numbers.\r\n\r\nOrder fractions using the signs greater than, less than. and equal to (&gt;,&lt;,=).\r\n\r\n&nbsp;\r\n\r\nCalculation: Solve problems by identifying and completing calculations required.\r\n\r\n&nbsp;\r\n\r\nGeometry:\r\n\r\nIdentify and measure different angles in 4 dimensionai shapes.\r\n\r\n&nbsp;\r\n\r\nMeasurement:\r\n\r\nChoose and use standard metric units with decimal notation, e.g. 6.9. 1.3 metres. |\r\n\r\n&nbsp;\r\n\r\nStatistics: Find the range, median, mean, and mode of sets of items.\r\n\r\n&nbsp;', 'https://teachers.com.ng/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/', 13583, 13421, '2023-04-03 09:33:33', 0, 0, 0, 0, 'public'),
(83, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/the-democratic-conception-in-education/\">The Democratic Conception in Education</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '<span>For the most part, save incidentally, we have hitherto been concerned with education as it may exist in any social group. We have now to make explicit the differences in the spirit, material, and method of education as it operates in different types of community life. To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group. Particularly is it true that a society which not only changes but which has the ideal of such change as will improve it, will have different standards and methods of education from one which aims simply at the perpetuation of its own customs? To make the general ideas set forth applicable to our own educational practice, it is, therefore, necessary to come to closer quarters with the nature of present social life.</span>', 'https://teachers.com.ng/forums/forum/topic/the-democratic-conception-in-education/', 13601, 13250, '2023-04-23 17:06:22', 0, 0, 0, 0, 'public'),
(84, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/the-democratic-conception-in-education/\">The Democratic Conception in Education</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '1. The Implications of Human Association. Society is one word, but many things. Men associate together in all kinds of ways and for all kinds of purposes. One man is concerned with a multitude of diverse groups, in which his associates may be quite different. It often seems as if they had nothing in common except that they are modes of associated life. Within every larger social organization, there are numerous minor groups: not only political subdivisions but industrial, scientific, and religious, associations. There are political parties with differing aims, social sets, cliques, gangs, corporations, partnerships, groups bound closely together by ties of blood, and so on in endless variety. In many modern states and in some ancient, there is a great diversity of populations, of varying languages, religions, moral codes, and traditions. From this standpoint, many a minor political unit, one of our large cities, for example, is a congeries of loosely associated societies, rather than an inclusive and permeating community of action and thought. (See ante, p. 20.)\n\nThe terms society, community, are thus ambiguous. They have both a eulogistic or normative sense and a descriptive sense; a meaning de jure and a meaning de facto. In social philosophy, the former connotation is almost always uppermost. Society is conceived as one by its very nature. The qualities which accompany this unity, the praiseworthy community of purpose and welfare, loyalty to public ends, and mutuality of sympathy, are emphasized. But when we look at the facts that the term denotes instead of confining our attention to its intrinsic connotation, we find not unity, but a plurality of societies, good and bad. Men banded together in a criminal conspiracy, business aggregations that prey upon the public while serving it, and political machines held together by the interest of plunder, are included. If it is said that such organizations are not societies because they do not meet the ideal requirements of the notion of society, the answer, in part, is that the conception of society is then made so \"ideal\" as to be of no use, having no reference to facts; and in part, that each of these organizations, no matter how opposed to the interests of other groups, has something of the praiseworthy qualities of \"Society\" which hold it together. There is honour among thieves, and a band of robbers has a common interest with respect to its members. Gangs are marked by fraternal feelings, and narrow cliques by intense loyalty to their own codes. Family life may be marked by exclusiveness, suspicion, and jealousy as to those without, and yet be a model of amity and mutual aid within. Any education given by a group tends to socialize its members, but the quality and value of the socialization depend upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life. In seeking this measure, we have to avoid two extremes. We cannot set up, out of our heads, something we regard as an ideal society. We must base our conception upon societies which actually exist, in order to have any assurance that our ideal is a practicable one. But, as we have just seen, the ideal cannot simply repeat the traits which are actually found. The problem is to extract the desirable traits of forms of community life which actually exist and employ them to criticize undesirable features and suggest an improvement. Now in any social group, even in a gang of thieves, we find some interest held in common, and we find a certain amount of interaction and cooperative intercourse with other groups. From these two traits, we derive our standard. How numerous and varied are the interests which are consciously shared? How full and free is the interplay with other forms of association? If we apply these considerations to, say, a criminal band, we find that the ties which consciously hold the members together are few in number, reducible almost to a common interest in plunder; and that they are of such a nature as to isolate the group from other groups with respect to give and take of the values of life. Hence, the education such a society gives is partial and distorted. If we take, on the other hand, the kind of family life which illustrates the standard, we find that there are material, intellectual, and aesthetic interests in which all participate and that the progress of one member has worth the experience of other members—it is readily communicable—and that the family is not an isolated whole, but enters intimately into relationships with business groups, with schools, with all the agencies of culture, as well as with other similar groups, and that it plays a due part in the political organization and in return receives support from it. In short, there are many interests consciously communicated and shared; and there are varied and free points of contact with other modes of association.', 'https://teachers.com.ng/forums/forum/topic/the-democratic-conception-in-education/#post-13603', 13603, 13601, '2023-04-23 17:10:27', 0, 0, 0, 0, 'public');

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(92, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/commonwealth-distance-learning-scholarships-for-developing-commonwealth-countrie-3/\">Commonwealth Distance Learning Scholarships for Developing Commonwealth Countrie</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/scholarship-forum/\">Scholarship Forum</a>', '\nDFID/UK Universities\nOnline Masters Degree\n\n\n\n<strong>Deadline:</strong> 28 March 2023 (annual)\nStudy in: any Country\nCourse starts September 2023\n\n\n\n<strong>Brief description: </strong>\nCommonwealth Distance Learning Scholarships are for candidates from least developed and lower middle income Commonwealth countries, for part-time Master’s study by distance learning on selected courses offered by UK universities.\n<strong>Host Institution(s) and Online Courses offered:</strong>\nSee the list of <a href=\"https://cscuk.fcdo.gov.uk/commonwealth-distance-learning-scholarships-eligible-courses/\" rel=\"noopener noreferrer\">eligible distance learning Master’s courses offered by participating UK institutions for 2023</a>\n<strong>Number of Scholarships:</strong>\nNot specified.\n<strong>Target group:</strong>\nNationals of Commonwealth Developing Countries:\nBangladesh, Belize, Cameroon, Eswatini, Ghana, India, Kenya, Kiribati, Lesotho, Malawi, Mozambique, Nigeria, Pakistan, Papua New Guinea, Rwanda, Samoa, Sierra Leone, Solomon Islands, Sri Lanka, Tanzania, The Gambia, Tuvalu, Uganda, Vanuatu, Zambia\n<strong>Scholarship value/inclusions:</strong>\nA Commonwealth Distance Learning Scholarship covers tuition fees and study grants where required.\n<strong>Eligibility:</strong>\nTo apply for the scholarship, you must:\n• Be a citizen of or have been granted refugee status by an eligible Commonwealth country, or be a British Protected Person\n• Be permanently resident in a developing Commonwealth country\n• Hold a first degree of at least upper second class (2:1) standard. A lower qualification and sufficient relevant experience may be considered in certain cases\n• Be unable to afford to study the programme without this scholarship\n<strong>Application instructions:</strong>\nCandidates must apply and secure admission to study an approved Master’s course at a participating UK university in addition to applying for a Commonwealth Distance Learning Scholarship. <strong>You must check with your chosen university for their specific advice on when to apply, admission requirements, and rules for applying.</strong>\nTo apply for the Commonwealth Distance Learning Scholarship, you must make your application using the CSC’s Electronic Application System (EAS), in addition to any other application that you are required to complete by your chosen university. All applications must be submitted by 16:00 (GMT) on <strong>28 March 2023 </strong>at the latest.\nIt is important to visit the official website (link found below) for detailed information on how to apply for this scholarship. All enquiries about these scholarships should be directed to the university to which you wish to apply.\n<strong>Website:</strong>\nOfficial Scholarship Website: <a href=\"https://cscuk.fcdo.gov.uk/scholarships/commonwealth-distance-learning-scholarships-candidates-2022/\" rel=\"noopener\">https://cscuk.fcdo.gov.uk/scholarships/commonwealth-distance-learning-scholarships-candidates-2022/</a>', 'https://teachers.com.ng/forums/forum/general/scholarship-forum/topic/commonwealth-distance-learning-scholarships-for-developing-commonwealth-countrie-3/', 13504, 13378, '2023-04-23 17:54:03', 0, 0, 0, 0, 'public'),
(93, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/aims-in-education/\">Aims in Education</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '<span>The account of education given in our earlier chapters virtually anticipated the results reached in a discussion of the purport of education in a democratic community. For it is assumed that the aim of education is to enable individuals to continue their education—or that the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society. In our search for aims in education, we are not concerned with finding an end outside of the educative process to which education is subordinate. Our whole conception forbids it. We are rather concerned with the contrast which exists when aims belong within the process in which they operate and when they are set up from without. And the latter state of affairs must obtain when social relationships are not equitably balanced. For in that case, some portions of the whole social group will find their aims determined by an external dictation; their aims will not arise from the free growth of their own experience, and their nominal aims will be means to more ulterior ends of others rather than truly their own.</span>', 'https://teachers.com.ng/forums/forum/topic/aims-in-education/', 13627, 13250, '2023-04-24 08:26:44', 0, 0, 0, 0, 'public'),
(94, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/aims-in-education/\">Aims in Education</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'Our first question is to define the nature of an aim so far as it falls within an activity, instead of being furnished from without. We approach the definition by the contrast of mere results with ends. Any exhibition of energy has results. The wind blows about the sands of the desert; the position of the grains is changed. Here is a result, an effect, but not an end. For there is nothing in the outcome which completes or fulfils what went before it. There is mere spatial redistribution. One state of affairs is just as good as any other. Consequently, there is no basis upon which to select an earlier state of affairs as a beginning, a later as an end, and to consider what intervenes as a process of transformation and realization.\n\nConsider for example the activities of bees in contrast with the changes in the sands when the wind blows them about. The results of the bees\' actions may be called ends not because they are designed or consciously intended, but because they are true terminations or completions of what has preceded. When the bees gather pollen and make wax and build cells, each step prepares the way for the next. When cells are built, the queen lays eggs in them; when eggs are laid, they are sealed and bees brood them and keep them at a temperature required to hatch them. When they are hatched, bees feed the young till they can take care of themselves. Now we are so familiar with such facts, that we are apt to dismiss them on the ground that life and instinct are a kind of miraculous thing anyway. Thus we fail to note what the essential characteristic of the event is; namely, the significance of the temporal place and order of each element; the way each prior event leads into its successor while the successor takes up what is furnished and utilizes it for some other stage, until we arrive at the end, which, as it were, summarizes and finishes off the process. Since aims relate always to results, the first thing to look to when it is a question of aims is whether the work assigned possesses intrinsic continuity. Or is it a mere serial aggregate of acts, first doing one thing and then another? To talk about an educational aim when approximately every act of a pupil is dictated by the teacher when the only order in the sequence of his acts is that which comes from the assignment of lessons and the giving of directions by another is to talk nonsense. It is equally fatal to an aim to permit capricious or discontinuous action in the name of spontaneous self-expression. An aim implies an orderly and ordered activity, one in which the order consists in the progressive completion of a process. Given an activity having a time span and cumulative growth within the temporal succession, an aim means foresight in advance of the end or possible termination. If bees anticipated the consequences of their activity, if they perceived their end in imaginative foresight, they would have the primary element in an aim. Hence it is nonsense to talk about the aim of education—or any other undertaking—where conditions do not permit foresight of results, and do not stimulate a person to look ahead to see what the outcome of a given activity is to be. In the next place, the aim as a foreseen end gives direction to the activity; it is not an idle view of a mere spectator but influences the steps taken to reach the end. Foresight functions in three ways. In the first place, it involves careful observation of the given conditions to see what are the means available for reaching the end and to discover the hindrances in the way. In the second place, it suggests the proper order or sequence in the use of means. It facilitates an economical selection and arrangement. In third place, it makes the choice of alternatives possible. If we can predict the outcome of acting this way or that, we can compare the value of the two courses of action and pass judgment upon their relative desirability. If we know that stagnant water breeds mosquitoes and that they are likely to carry disease, we can, disliking that anticipated result, take steps to avert it. Since we do not anticipate results as mere intellectual onlookers, but as persons concerned in the outcome, we are partakers in the process which produces the result. We intervene to bring about this result or that.\n\nOf course, these three points are closely connected with one another. We can definitely foresee results only as we make careful scrutiny of present conditions, and the importance of the outcome supplies the motive for observations. The more adequate our observations, the more varied is the scene of conditions and obstructions that presents themselves, and the more numerous are the alternatives between which choice may be made. In turn, the more numerous the recognized possibilities of the situation, or alternatives of action, the more meaning the chosen activity possesses, and the more flexibly controllable is it. Where only a single outcome has been thought of, the mind has nothing else to think of; the meaning attached to the act is limited. One only steams ahead toward the mark. Sometimes such a narrow course may be effective. But if unexpected difficulties offer themselves, one has not had as many resources at command as if he had chosen the same line of action after a broader survey of the possibilities of the field. He cannot make needed readjustments readily.\n\nThe net conclusion is that acting with an aim is all one with acting intelligently. To foresee a terminus of an act is to have a basis upon which to observe, select, and order objects and our own capacities. To do these things means to have a mind—for the mind is precisely intentional purposeful activity controlled by the perception of facts and their relationships to one another. To have a mind to do a thing is to foresee a future possibility; it is to have a plan for its accomplishment; it is to note the means which make the plan capable of execution and the obstructions in the way,—or, if it is really a mind to do the thing and not a vague aspiration—it is to have a plan which takes account of resources and difficulties. Mind is the capacity to refer present conditions to future results, and future consequences to present conditions. And these traits are just what is meant by having an aim or a purpose. A man is stupid or blind or unintelligent—lacking in mind—just in the degree to which in any activity he does not know what he is about, namely, the probable consequences of his acts. A man is imperfectly intelligent when he contents himself with looser guesses about the outcome than is needful, just taking a chance with his luck, or when he forms plans apart from the study of the actual conditions, including his own capacities. Such relative absence of the mind means to make our feelings the measure of what is to happen. To be intelligent we must \"stop, look, listen\" in making the plan of activity.\n\nTo identify acting with an aim and intelligent activity is enough to show its value—its function in experience. We are only too given to making an entity out of the abstract noun \"consciousness.\" We forget that it comes from the adjective \"conscious.\" To be conscious is to be aware of what we are about; conscious signifies the deliberate, observant, planning traits of activity. Consciousness is nothing which we have which gazes idly on the scene around one or which has impressions made upon it by physical things; it is a name for the purposeful quality of an activity, for the fact that it is directed by an aim. Put the other way about, to have an aim is to act with meaning, not like an automatic machine; it is to mean to do something and to perceive the meaning of things in the light of that intent.', 'https://teachers.com.ng/forums/forum/topic/aims-in-education/#post-13629', 13629, 13627, '2023-04-24 08:32:58', 0, 0, 0, 0, 'public'),
(95, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/aims-in-education/\">Aims in Education</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'The Criteria of Good Aims. We may apply the results of our discussion to a consideration of the criteria involved in the correct establishing of aims. (1) The aim set up must be an outgrowth of existing conditions. It must be based upon a consideration of what is already going on; upon the resources and difficulties of the situation. Theories about the proper end of our activities—educational and moral theories—often violate this principle. They assume ends lying outside our activities; ends foreign to the concrete makeup of the situation; ends which issue from some outside source. Then the problem is to bring our activities to bear upon the realization of these externally supplied ends. They are something for which we ought to act. In any case such \"aims\" limit intelligence; they are not the expression of mind in foresight, observation, and choice of the better among alternative possibilities. They limit intelligence because, given ready-made, they must be imposed by some authority external to intelligence, leaving to the latter nothing but a mechanical choice of means.\n\n(2) We have spoken as if aims could be completely formed prior to the attempt to realize them. This impression must now be qualified. The aim as it first emerges is a mere tentative sketch. The act of striving to realize it tests its worth. If it suffices to direct activity successfully, nothing more is required, since its whole function is to set a mark in advance; and at times a mere hint may suffice. But usually—at least in complicated situations—acting upon it brings to light conditions which had been overlooked. This calls for revision of the original aim; it has to be added to and subtracted from. An aim must, then, be flexible; it must be capable of alteration to meet circumstances. An end established externally to the process of action is always rigid. Being inserted or imposed from without, it is not supposed to have a working relationship to the concrete conditions of the situation. What happens in the course of action neither confirms, refutes, nor alters it. Such an end can only be insisted upon. The failure that results from its lack of adaptation is attributed simply to the perverseness of conditions, not to the fact that the end is not reasonable under the circumstances. \n\nThe value of a legitimate aim, on the contrary, lies in the fact that we can use it to change conditions. It is a method for dealing with conditions so as to effect desired alterations in them. A farmer who should passively accept things just as he finds them would make as great a mistake as he who framed his plans in complete disregard of what soil, climate, etc., permit. One of the evils of an abstract or remote external aim in education is that its very inapplicability in practice is likely to react into a haphazard snatching at immediate conditions. A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.', 'https://teachers.com.ng/forums/forum/topic/aims-in-education/#post-13631', 13631, 13627, '2023-04-24 08:36:02', 0, 0, 0, 0, 'public'),
(96, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/aims-in-education/\">Aims in Education</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', ' Applications in Education. There is nothing peculiar about educational aims. They are just like aims in any directed occupation. The educator, like the farmer, has certain things to do, certain resources with which to do, and certain obstacles with which to contend. The conditions with which the farmer deals, whether as obstacles or resources, have their own structure and operation independently of any purpose of his. Seeds sprout, rain falls, the sun shines, insects devour, blight comes, and the seasons change. His aim is simply to utilize these various conditions; to make his activities and their energies work together, instead of against one another. It would be absurd if the farmer set up a purpose of farming, without any reference to these conditions of soil, climate, characteristics of plant growth, etc. His purpose is simply a foresight of the consequences of his energies connected with those of the things about him, a foresight used to direct his movements from day to day. The foresight of possible consequences leads to the more careful and extensive observation of the nature and performances of the things he had to do with, and to lay out a plan—that is, of a certain order in the acts to be performed.\n\nIt is the same with the educator, whether parent or teacher. It is as absurd for the latter to set up his \"own\" aims as the proper objects of the growth of the children as it would be for the farmer to set up an ideal of farming irrespective of conditions. Aims mean acceptance of responsibility for the observations, anticipations, and arrangements required in carrying on a function—whether farming or educating. Any aim is of value so far as it assists observation, choice, and planning in carrying on activity from moment to moment and hour to hour; if it gets in the way of the individual\'s own common sense (as it will surely do if imposed from without or accepted on authority) it does harm.\n\nAnd it is well to remind ourselves that education as such has no aims. Only persons, parents, teachers, etc., have aims, not an abstract ideas like education. And consequently, their purposes are indefinitely varied, differing with different children, changing as children grow and with the growth of experience on the part of the one who teaches. Even the most valid aims which can be put in words will, as words, do more harm than good unless one recognizes that they are not aims, but rather suggestions to educators as to how to observe, how to look ahead, and how to choose in liberating and directing the energies of the concrete situations in which they find themselves. As a recent writer has said: \"To lead this boy to read Scott\'s novels instead of old Sleuth\'s stories; to teach this girl to sew; to root out the habit of bullying from John\'s make-up; to prepare this class to study medicine,—these are samples of the millions of aims we have actually before us in the concrete work of education.\" Bearing these qualifications in mind, we shall proceed to state some of the characteristics found in all good educational aims. (1) An educational aim must be founded upon the intrinsic activities and needs (including original instincts and acquired habits) of the given individual to be educated. \n\nThe tendency of such an aim as preparation is, as we have seen, to omit existing powers, and find the aim in some remote accomplishment or responsibility. In general, there is a disposition to take considerations which are dear to the hearts of adults and set them up as ends irrespective of the capacities of those educated. There is also an inclination to propound aims which are so uniform as to neglect the specific powers and requirements of an individual, forgetting that all learning is something which happens to an individual at a given time and place. The larger range of perception of the adult is of great value in observing the abilities and weaknesses of the young, in deciding what they may amount to. Thus the artistic capacities of the adult exhibit what certain tendencies of the child are capable of; if we did not have adult achievements we should be without assurance as to the significance of the drawing, reproducing, modelling, and colouring activities of childhood. So if it were not for adult language, we should not be able to see the import of the babbling impulses of infancy. But it is one thing to use adult accomplishments as a context in which to place and survey the doings of childhood and youth; it is quite another to set them up as a fixed aim without regard to the concrete activities of those educated.\n\n(2) An aim must be capable of translation into a method of cooperating with the activities of those undergoing the instruction. It must suggest the kind of environment needed to liberate and organize their capacities. Unless it lends itself to the construction of specific procedures, and unless these procedures test, correct, and amplify the aim, the latter is worthless. Instead of helping with the specific task of teaching, it prevents the use of ordinary judgment in observing and sizing up the situation. It operates to exclude recognition of everything except what squares up with the fixed end in view. Every rigid aim just because it is rigidly given seems to render it unnecessary to give careful attention to concrete conditions. Since it must apply anyhow, what is the use of noting details which do not count?\n\nThe vice of externally imposed ends has deep roots. Teachers receive them from superior authorities; these authorities accept them from what is current in the community. The teachers impose them upon children. As a first consequence, the intelligence of the teacher is not free; it is confined to receiving the aims laid down from above. Too rarely is the individual teacher so free from the dictation of an authoritative supervisor, a textbook on methods, a prescribed course of study, etc., that he can let his mind come to close quarters with the pupil\'s mind and the subject matter. This distrust of the teacher\'s experience is then reflected in a lack of confidence in the responses of pupils. The latter receive their aims through a double or treble external imposition and are constantly confused by the conflict between the aims which are natural to their own experience at the time and those in which they are taught to acquiesce. Until the democratic criterion of the intrinsic significance of every growing experience is recognized, we shall be intellectually confused by the demand for adaptation to external aims.\n\n(3) Educators have to be on their guard against ends that are alleged to be general and ultimate. Every activity, however specific, is, of course, general in its ramified connections, for it leads out indefinitely into other things. So far as a general idea makes us more alive to these connections, it cannot be too general. But \"general\" also means \"abstract,\" or detached from all specific contexts. And such abstractness means remoteness, and throws us back, once more, upon teaching and learning as mere means of getting ready for an end disconnected from the means. That education is literally and all the time its own reward means that no alleged study or discipline is educative unless it is worthwhile in its own immediate having. \n\nA truly general aim broadens the outlook; it stimulates one to take more consequences (connections) into account. This means a wider and more flexible observation of means. The more interacting forces, for example, the farmer takes into account, the more varied will be his immediate resources. He will see a greater number of possible starting places and a greater number of ways of getting at what he wants to do. The fuller one\'s conception of possible future achievements, the less his present activity is tied down to a small number of alternatives. If one knew enough, one could start almost anywhere and sustain his activities continuously and fruitfully.\n\nUnderstanding then the term general or comprehensive aim simply in the sense of a broad survey of the field of present activities, we shall take up some of the larger ends which have currency in the educational theories of the day, and consider what light they throw upon the immediate concrete and diversified aims which are always the educator\'s real concern. We promise (as indeed immediately follows from what has been said) that there is no need of making a choice among them or regarding them as competitors. When we come to act in a tangible way we have to select or choose a particular act at a particular time, but any number of comprehensive ends may exist without competition since they mean simply different ways of looking at the same scene. One cannot climb a number of different mountains simultaneously, but the views had when different mountains are ascended supplement one another: they do not set up incompatible, competing worlds. Or, putting the matter in a slightly different way, one statement of an end may suggest certain questions and observations, and another statement another set of questions, calling for other observations. Then the more general ends we have, the better. One statement will emphasize what another slurs over. What a plurality of hypotheses does for the scientific investigator, a plurality of stated aims may do for the instructor.', 'https://teachers.com.ng/forums/forum/topic/aims-in-education/#post-13633', 13633, 13627, '2023-04-24 08:48:09', 0, 0, 0, 0, 'public'),
(97, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/aims-in-education/\">Aims in Education</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'An aim denotes the result of any natural process brought to consciousness and made a factor in determining present observation and choice of ways of acting. It signifies that an activity has become intelligent. Specifically, it means foresight of the alternative consequences attendant upon acting in a given situation in different ways, and the use of what is anticipated to direct observation and experiment. \n\nA true aim is thus opposed at every point to an aim which is imposed upon a process of action from without. The latter is fixed and rigid; it is not a stimulus to intelligence in the given situation but is an externally dictated order to do such and such things. Instead of connecting directly with present activities, it is remote, divorced from the means by which it is to be reached. Instead of suggesting a freer and better-balanced activity, it is a limit set to the activity. In education, the currency of these externally imposed aims is responsible for the emphasis put upon the notion of preparation for a remote future and for rendering the work of both teacher and pupil mechanical and slavish.\n\n\n', 'https://teachers.com.ng/forums/forum/topic/aims-in-education/#post-13635', 13635, 13627, '2023-04-24 08:53:19', 0, 0, 0, 0, 'public'),
(98, 16, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> started the topic <a href=\"https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/\">Natural Development and Social Efficiency as Aims</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'We have just pointed out the futility of trying to establish the aim of education—someone\'s final aim which subordinates all others to itself. We have indicated that since general aims are but prospective points of view from which to survey the existing conditions and estimate their possibilities, we might have any number of them, all consistent with one another. As matter of fact, a large number have been stated at different times, all having great local value. For the statement of aim is a matter of emphasis at a given time. And we do not emphasize things which do not require emphasis—that is, such things as taking care of themselves fairly well. We tend rather to frame our statement on the basis of the defects and needs of the contemporary situation; we take for granted, without explicit statement which would be of no use, whatever is right or approximately so. We frame our explicit aims in terms of some alteration to be brought about. It is, then, DO paradox requiring explanation that a given epoch or generation tends to emphasize in its conscious projections just the things which it has least of in actual fact. A time of domination by the authority will call out as a response to the desirability of great individual freedom; one of the disorganized individual activities is the need for social control as an educational aim.', 'https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/', 13637, 13250, '2023-04-24 09:03:12', 0, 0, 0, 0, 'public'),
(99, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/\">Natural Development and Social Efficiency as Aims</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', 'The actual and implicit practice and the conscious or stated aim thus balance each other. At different times such aims as complete living, better methods of language study, the substitution of things for words, social efficiency, personal culture, social service, complete development of personality, encyclopedic knowledge, discipline, an esthetic contemplation, utility, etc., have served. The following discussion takes up three statements of recent influence; certain others have been incidentally discussed in the previous chapters, and others will be considered later in a discussion of knowledge and of the values of studies. We begin with a consideration that education is a process of development in accordance with nature, taking Rousseau\'s statement, which opposed natural to social (See ante, p. 91); and then pass over to the antithetical conception of social efficiency, which often opposes social to natural.\n\n(1) Educational reformers disgusted with the conventionality and artificiality of the scholastic methods they find about them are prone to resort to nature as a standard. Nature is supposed to furnish the law and the end of development; ours it is to follow and conform to her ways. The positive value of this conception lies in the forcible way in which it calls attention to the wrongness of aims which do not have regard to the natural endowment of those educated. Its weakness is the ease with which natural in the sense of normal is confused with the physical. The constructive use of intelligence in foresight, and contriving, is then discounted; we are just to get out of the way and allow nature to do the work. Since no one has stated in the doctrine both its truth and falsity better than Rousseau, we shall turn to him.\n\n\"Education,\" he says, \"we receive from three sources—Nature, men, and things. The spontaneous development of our organs and capacities constitutes the education of Nature. The use to which we are taught to put this development constitutes that education has given us by Men. The acquirement of personal experience from surrounding objects constitutes that of things. Only when these three kinds of education are consonant and make for the same end, does a man tend towards his true goal. If we are asked what is this end, the answer is that of Nature. For since the concurrence of the three kinds of education is necessary to their completeness, the kind which is entirely independent of our control must necessarily regulate us in determining the other two.\" Then he defines Nature to mean the capacities and dispositions which are inborn, \"as they exist prior to the modification due to constraining habits and the influence of the opinion of others.\"\n\nThe wording of Rousseau will repay careful study. It contains as fundamental truths as have been uttered about education in conjunction with a curious twist. It would be impossible to say better what is said in the first sentences. The three factors of educative development are (a) the native structure of our bodily organs and their functional activities; (b) the uses to which the activities of these organs are put under the influence of other persons; (c) their direct interaction with the environment. This statement certainly covers the ground. His other two propositions are equally sound; namely, (a) that only when the three factors of education are consonant and cooperative does adequate development of the individual occur, and (b) that the native activities of the organs, being original, are basic in conceiving consonance. But it requires but little reading between the lines, supplemented by other statements of Rousseau, to perceive that instead of regarding these three things as factors which must work together to some extent in order that any one of them may proceed educatively, he regards them as separate and independent operations. Especially does he believe that there is an independent and, as he says, \"spontaneous\" development of the native organs and faculties. \n\nHe thinks that this development can go on irrespective of the use to which they are put. And it is to this separate development that education coming from social contact is to be subordinated. Now there is an immense difference between the use of native activities in accord with those activities themselves—as distinct from forcing them and perverting them—and supposing that they have a normal development apart from any use, which development furnishes the standard and norm of all learning by use. To recur to our previous illustration, the process of acquiring language is a practically perfect model of proper educative growth. The start is from native activities of the vocal apparatus, organs of hearing, etc. But it is absurd to suppose that these have an independent growth of their own, which left to itself would evolve a perfect speech. Taken literally, Rousseau\'s principle would mean that adults should accept and repeat the babblings and noises of children not merely as the beginnings of the development of articulate speech—which they are—but as furnishing language itself—the standard for all teaching of language.\n\nThe point may be summarized by saying that Rousseau was right, introducing a much-needed reform into education, in holding that the structure and activities of the organs furnish the conditions of all teaching of the use of the organs; but profoundly wrong in intimating that they supply not only the conditions but also the ends of their development. As matter of fact, the native activities develop, in contrast with random and capricious exercise, through the uses to which they are put. And the office of the social medium is, as we have seen, to direct growth by putting powers to the best possible use. The instinctive activities may be called, metaphorically, spontaneous, in the sense that the organs give a strong bias for a certain sort of operation,—a bias so strong that we cannot go contrary to it, though by trying to go contrary we may pervert, stunt, and corrupt them. But the notion of spontaneous normal development of these activities is pure mythology. \n\nThe natural, or native, powers furnish the initiating and limiting forces in all education; they do not furnish its ends or aims. There is no learning except the beginning in unlearned powers, but learning is not a matter of the spontaneous overflow of the unlearned powers. Rousseau\'s contrary opinion is doubtless due to the fact that he identified God with Nature; to him the original powers are wholly good, coming directly from a wise and good creator. To paraphrase the old saying about the country and the town, God made the original human organs and faculties, man makes the uses to which they are put. Consequently, the development of the former furnishes the standard to which the latter must be subordinated. When men attempt to determine the uses to which the original activities shall be put, they interfere with a divine plan. The interference by social arrangements with Nature, God\'s work, is the primary source of corruption in individuals.\n\nRousseau\'s passionate assertion of the intrinsic goodness of all-natural tendencies was a reaction against the prevalent notion of the total depravity of innate human nature and has had a powerful influence in modifying the attitude towards children\'s interests. But it is hardly necessary to say that primitive impulses are of themselves neither good nor evil, but become one or the other according to the objects for which they are employed. That neglect, suppression, and premature forcing of some instincts at the expense of others, are responsible for many avoidable ills, there can be no doubt. But the moral is not to leave them alone to follow their own \"spontaneous development,\" but to provide an environment which shall organize them.\n\nReturning to the elements of truth contained in Rousseau\'s statements, we find that natural development, as an aim, enables him to point out the means of correcting many evils in current practices and to indicate a number of desirable specific aims. (1) Natural development as an aim fixes attention on the bodily organs and the need of health and vigour. The aim of natural development says to parents and teachers: Make health an aim; normal development cannot be had without regard to the vigour of the body—an obvious enough fact and yet one whose due recognition in practice would almost automatically revolutionize many of our educational practices. \"Nature\" is indeed a vague and metaphorical term, but one thing that \"Nature\" may be said to utter is that there are conditions of educational efficiency, and that till we have learned what these conditions are and have learned to make our practices accord with them, the noblest and most ideal of our aims are doomed to suffer—are verbal and sentimental rather than efficacious.\n\n(2) The aim of natural development translates into the aim of respect for physical mobility. In Rousseau\'s words: \"Children are always in motion; a sedentary life is injurious.\" When he says that \"Nature\'s intention is to strengthen the body before exercising the mind\" he hardly states the fact fairly. But if he had said that nature\'s \"intention\" (to adopt his poetical form of speech) is to develop the mind, especially by the exercise of the muscles of the body he would have stated a positive fact. In other words, the aim of following nature means, in the concrete, regard for the actual part played by the use of the bodily organs in explorations, in the handling of materials, in plays and games. (3) The general aim translates into the aim of regard for individual differences among children. Nobody can take the principle of consideration of native powers into account without being struck by the fact that these powers differ in different individuals. The difference applies not merely to their intensity, but even more to their quality and arrangement. As Rousseau said: \"Each individual is born with a distinctive temperament. We indiscriminately employ children of different bents on the same exercises; their education destroys the special bent and leaves a dull uniformity. Therefore after we have wasted our efforts in stunting the true gifts of nature we see the short-lived and illusory brilliance we have substituted die away, while the natural abilities we have crushed do not revive.\"\n\nLastly, the aim of following nature means to note the origin, waxing, and waning, of preferences and interests. Capacities bud and bloom irregularly; there is no even four-abreast development. We must strike while the iron is hot. Especially precious are the first dawnings of power. More than we imagine, the ways in which the tendencies of early childhood are treated fix fundamental dispositions and condition the turn taken by powers that show themselves later. Educational concern with the early years of life—as distinct from the inculcation of useful arts—dates almost entirely from the time of the emphasis by Pestalozzi and Froebel, following Rousseau, of natural principles of growth. The irregularity of growth and its significance is indicated in the following passage of a student on the growth of the nervous system. \"While growth continues, things bodily and mental are lopsided, for growth is never general, but is accentuated now at one spot, now at another. The methods which shall recognize in the presence of these enormous differences of endowment the dynamic values of natural inequalities of growth, and utilize them, preferring irregularity to the rounding outgained by pruning will most closely follow that which takes place in the body and thus prove most effective.\" \n\n1 Observation of natural tendencies is difficult under conditions of restraint. They show themselves most readily in a child\'s spontaneous sayings and doings,—that is, in those he engages in when not put at set tasks and when not aware of being under observation. It does not follow that these tendencies are all desirable because they are natural; but it does follow that since they are there, they are operative and must be taken into account of. We must see to it that the desirable ones have an environment which keeps them active and that their activity shall control the direction the others take and thereby induce the disuse of the latter because they lead to nothing. Many tendencies that trouble parents when they appear are likely to be transitory, and sometimes too much direct attention to them only fixes a child\'s attention upon them. At all events, adults too easily assume their own habits and wishes as standards and regard all deviations of children\'s impulses as evils to be eliminated. That artificiality against which the conception of following nature is so largely a protest is the outcome of attempts to force children directly into the mould of grown-up standards.\n\nIn conclusion, we note that the early history of the idea of following nature combined two factors which had no inherent connection with one another. Before the time of Rousseau educational reformers had been inclined to urge the importance of education by ascribing practically unlimited power to it. All the differences between people and between classes and persons among the same people were said to be due to differences of training, of exercise, and practice. Originally, mind, reason, and understanding is, for all practical purposes, the same in all. This essential identity of mind means the essential equality of all and the possibility of bringing them all to the same level. As a protest against this view, the doctrine of accord with nature meant a much less formal and abstract view of the mind and its powers. It substituted specific instincts and impulses and physiological capacities, differing from individual to individual (just as they differ, as Rousseau pointed out, even in dogs of the same litter), for abstract faculties of discernment, memory, and generalization. Upon this side, the doctrine of educative accord with nature has been reinforced by the development of modern biology, physiology, and psychology. It means, in effect, that great as is the significance of nurture, of modification, and transformation through direct educational effort, nature, or unlearned capacities, affords the foundation and ultimate resources for such nurture. \n\nOn the other hand, the doctrine of the following nature was a political dogma. It meant a rebellion against existing social institutions, customs, and ideals (See ante, p. 91). Rousseau\'s statement that everything is good as it comes from the hands of the Creator has its signification only in its contrast with the concluding part of the same sentence: \"Everything degenerates in the hands of man.\" And again he says: \"Natural man has an absolute value; he is a numerical unit, a complete integer and has no relation save to himself and to his fellow man. Civilized man is only a relative unit, the numerator of a fraction whose value depends upon its dominator, its relation to the integral body of society. Good political institutions are those which make a man unnatural.\" It is upon this conception of the artificial and harmful character of organized social life as it now exists 2 that he rested the notion that nature not merely furnishes prime forces which initiate growth but also its plan and goal. That evil institutions and customs work almost automatically to give a wrong education which the most careful schooling cannot offset is true enough, but the conclusion is not to education apart from the environment, but to provide an environment in which native powers will be put to better uses.', 'https://teachers.com.ng/forums/forum/topic/natural-development-and-social-efficiency-as-aims/#post-13639', 13639, 13637, '2023-04-24 09:12:08', 0, 0, 0, 0, 'public');

INSERT INTO `teac_bp_activity` (`id`, `user_id`, `component`, `type`, `action`, `content`, `primary_link`, `item_id`, `secondary_item_id`, `date_recorded`, `hide_sitewide`, `mptt_left`, `mptt_right`, `is_spam`, `privacy`) VALUES
(107, 16, 'bbpress', 'bbp_reply_create', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> replied to the topic <a href=\"https://teachers.com.ng/forums/topic/interest-and-discipline/\">Interest and Discipline</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/applied-science/education-forum/\">Education Forum</a>', '3. Some Social Aspects of the Question. While the theoretical errors of which we have been speaking have their expressions in the conduct of schools, they are themselves the outcome of conditions of social life. A change confined to the theoretical conviction of educators will not remove the difficulties, though it should render more effective efforts to modify social conditions. Men\'s fundamental attitudes toward the world are fixed by the scope and qualities of the activities in which they partake. The idea of interest is exemplified in the artistic attitude. Art is neither merely internal nor merely external; merely mental nor merely physical. Like every mode of action, it brings about changes in the world. The changes made by some actions (those which by contrast may be called mechanical) are external; they are shifting things about. No ideal reward, no enrichment of emotion and intellect, accompanies them. Others contribute to the maintenance of life, and to its external adornment and display. Many of our existing social activities, industrial and political, fall in these two classes. Neither the people who engage in them nor those who are directly affected by them, are capable of full and free interest in their work. Because of the lack of any purpose in the work for the one doing it, or because of the restricted character of its aim, intelligence is not adequately engaged. The same conditions force many people back upon themselves. They take refuge in an inner play of sentiment and fancies. They are aesthetic but not artistic since their feelings and ideas are turned upon themselves, instead of being methods in acts which modify conditions. Their mental life is sentimental; an enjoyment of an inner landscape. Even the pursuit of science may become an asylum of refuge from the hard conditions of life—not a temporary retreat for the sake of recuperation and clarification in future dealings with the world. The very word art may become associated not with the specific transformation of things, making them more significant for the mind, but with stimulations of eccentric fancy and with emotional indulgences. The separation and mutual contempt of the \"practical\" man and the man of theory or culture, the divorce of fine and industrial arts, are indications of this situation. Thus interest and mind are either narrowed or else made perverse. Compare what was said in an earlier chapter about the one-sided meanings which have come to attach to the ideas of efficiency and of culture.\n\nThis state of affairs must exist so far as society is organized on a basis of division between labouring classes and leisure classes. The intelligence of those who do things becomes hard in the unremitting struggle with things; that of those freed from the discipline of occupation becomes luxurious and effeminate. Moreover, the majority of human beings still lack economic freedom. Their pursuits are fixed by accident and necessity of circumstance; they are not the normal expression of their own powers interacting with the needs and resources of the environment. Our economic conditions still relegate many men to a servile status. As a consequence, the intelligence of those in control of the practical situation is not liberal. Instead of playing freely upon the subjugation of the world for human ends, it is devoted to the manipulation of other men for ends that are non-human in so far as they are exclusive.\n\nThis state of affairs explains many things in our historic educational traditions. It throws light upon the clash of aims manifested in different portions of the school system; the narrowly utilitarian character of most elementary education, and the narrowly disciplinary or cultural character of most higher education. It accounts for the tendency to isolate intellectual matters till knowledge is scholastic, academic, and professionally technical, and for the widespread conviction that liberal education is opposed to the requirements of an education which shall count in the vocations of life. But it also helps define the peculiar problem of present education. The school cannot immediately escape from the ideals set by prior social conditions. But it should contribute through the type of intellectual and emotional disposition which it forms to the improvement of those conditions. And just here the true conceptions of interest and discipline are full of significance. Persons whose interests have been enlarged and intelligence trained by dealing with things and facts in active occupations having a purpose (whether in play or work) will be those most likely to escape the alternatives of academic and aloof knowledge and a hard, narrow, and merely \"practical\" practice. Organizing education so that natural active tendencies shall be fully enlisted in doing something while seeing to it that the doing requires observation, the acquisition of information, and the use of a constructive imagination, is what most needs to be done to improve social conditions. To oscillate between drill exercises that strive to attain efficiency in outward doing without the use of intelligence, and an accumulation of knowledge that is supposed to be an ultimate end in itself means that education accepts the present social conditions as final, and thereby takes upon itself the responsibility for perpetuating them. A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can only be accomplished piecemeal, a step at a time. But this is not a reason for nominally accepting one educational philosophy and accommodating ourselves in practice to another. It is a challenge to undertake the task of reorganization courageously and to keep at it persistently.', 'https://teachers.com.ng/forums/topic/interest-and-discipline/#post-13661', 13661, 13658, '2023-05-07 14:50:30', 0, 0, 0, 0, 'public'),
(108, 1, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/admin/\">Ayinde</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/the-importance-of-a-well-designed-lesson-plan/\">The Importance of A Well-Designed Lesson Plan</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/professional-subject-forums/education-specific-forums/critical-pedagogy-forum/\">Critical Pedagogy Forum</a>', 'Reasons Why Effective Lesson Plan Is Important\nEffective lesson planning contributes a lot to successful learning outcomes for students in several ways. The following are ways in which well-designed lesson plans add value to the teaching and learning outcomes:\n\nWell-designed lesson plan helps students and teachers understand the goals of an instructional module\nIt allows the teacher to translate the curriculum into learning activities\nIt aligns the instructional materials with the assessment\nAligns the assessment with the learning goal\nA well-designed lesson plan helps assure that the needed instructional materials are available\nIt enables the teacher to thoughtfully address individual learning needs among students', 'https://teachers.com.ng/forums/topic/the-importance-of-a-well-designed-lesson-plan/', 13662, 13418, '2023-05-10 11:08:16', 0, 0, 0, 0, 'public'),
(109, 18, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/a-teacher-charged-to-court-for-beating-a-nine-years-old-pupil/\">A Teacher Charged to Court for Beating A Nine Years Old Pupil</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student named Oyinkansola Kayode.\r\n\r\n<img src=\"https://teachers.com.ng/wp-content/uploads/2023/05/teacher-beat-300x248.jpg\" alt=\"Aderonke Makinde, a 35-year-old teacher employed at Westgate Land Emperial Creche, Nursery and Primary School, was charged in the Mushin district of Lagos State after allegedly using a cane to beat a 9-year-old student\" width=\"235\" height=\"194\" />\r\n\r\nShe appears in front of Magistrate E. Kubenje on one count of assault.\r\n\r\nThe defendant committed the offence on March 28, 2023, according to police prosecutor Ajayi Kehinde, a deputy superintendent of police (SP).\r\n\r\nThe indictment said that Aderonke Makinde had assaulted a 9-year-old girl named Oyinkansola Kayode by caning her on March 28, 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the Lagos Magisterial District.\r\n\r\nThe charge read that Aderonke Makinde, on 28th March 2023, at the school located at No. 1 Okesanya Street, Papa-Ajao, Mushin, Lagos State in the <a href=\"https://ng.opera.news/tags/lagos-magisterial\">Lagos</a> Magisterial District had assaulted one Oyinkansola Kayode, 9-year-old by flogging her with a cane, an offence that contravenes Section 172 of the Criminal Law of Lagos State, 2015.\r\n\r\nThe teacher pleaded not guilty to the charge. The defendant was granted a bail in the sum of N50,000 with one surety.', 'https://teachers.com.ng/forums/topic/a-teacher-charged-to-court-for-beating-a-nine-years-old-pupil/', 13667, 13578, '2023-05-11 13:09:38', 0, 0, 0, 0, 'public'),
(110, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/obafemi-awolowo-rewarded-a-teacher-with-2-for-punishing-his-daughter/\">Obafemi Awolowo Rewarded A Teacher With £2 for Punishing His Daughter!</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/parents-teachers-forum/\">Parents Teachers Forum</a>', 'When Awolowo\'s daughter was punished by her senior prefect, she left Ekiti State for the state house at Ibadan since she was the daughter of the Premier. The second day the Premier was at the school assembly in the morning. The Principal and the teachers were apprehensive. Then, the Premier asked who it was who punished the daughter.\nThe senior prefect moved to the front after signifying with raising of her hand. Awo approached her shook her hand and gave her £2 after thanking her for the punishment. He was thereafter, escorted to his car and off he went to his office at Ibadan.\nThese were days when parents were parents.\nDerogatory but factual!\n\nTIME FOR SINCERE PROPER SELF REVALUATION:\n\nIn Nigeria, we are just a dishonest, unpatriotic and ungodly human beings on the path of self destruction .\n\n_A shame on our race._\n\nI totally agree with the following by Bar Ola Kunle Allison: who says\nReligion is not our albatross in Nigeria .\n\nIt has never been.\n\nWE ARE JUST A SICK INDIGENOUS PEOPLE BLAMING EVERYTHING _BUT OURSELVES._\n\nI just saw a short documentary on CNN about the Emirate of Dubai (an Islamic State) and her many disruptive and record-breaking technological/innovative strides, and my heart sank into despair .\n\nDubai is NOT a country . It is just one out of seven emirates that make up the UAE .\n\nAn Islamic country which declared independence from Great Britain in 1971 .\n\nYet, Dubai is the fastest growing Science and ICT hub in the world. Yes, you read that correctly; in the world!\n\nAs I watched the documentary and marveled at the unbelievable leaps in education, innovation and infrastructure achieved within 50years, I began to compare the emirate with our own Emirate of Sokoto and Emirate of Kano back home.\n\n<code></code><code>Folks, the difference is a universe apart.</code><code></code>\n\nDid you know that the Emirate of Dubai has singlehandedly launched 2 satellites into Space?\n\nDid you know that the last launched spacecraft had the innovative signature of a Dubai teenage girl on it?\n\nA teenager who dreams to be the first astronaut on Mars .\n\nDid you know that by 2020 the Dubai emirate launched its first Mars Exploration Spacecraft?\n\nDid you know that the Dubai emirate currently has the largest number of FOREIGN RESEARCH SCIENTISTS AND ICT EXPERTS IN THE WORLD?\n\nThis is a deeply culturally Islamic State prioritizing Science, Technology and Futurism.\n\nWhat then is different about their own practice of Islam and the ones we have here at home?\n\nWhat is different about their practice of Islam which encourages a teenage girl to aspire to Mars while emirates at home marry off under aged girls?\n\nWhat is different about their practice of Islam which prioritizes innovations and science , while even Churches back at home only prioritize buildings and tithing?\n\nGuys, religion is not Nigeria\'s albatross.\n\nAnyone who argues otherwise is thinking fallaciously. Nigeria is messed up because we have our own issues.\n\n_Our orientation, our mindset, our value-system, our sociocultural ethics, our ways are deeply_ ANTIPROGRESSIVE!\n\nI just saw men in Arabic gowns and women in Arabic purdah (the moderate ones) having a dialogue about championing the next frontiers in science and innovations.\n\nAny so-called Christian who defends the kind of Christianity we practice in this country is part of the problem.\n\nFor now, the Emirate of Dubai is the leader of the Arab World .\n\nA well deserved title.\n\n#truth is sacred\nSelah.\n\nPROFESSOR ISA HUSSAINI OF FACULTY OF PHARMACY UNIVERSITY OF MAIDUGURI WROTE :\n\n_The blame for what Nigeria has become falls on you and me. Not Buhari, not Jonathan, not Obasanjo and definitely not Abacha._\n\nOUR WICKEDNESS STINKS TO THE HEAVENS AS WE GO ABOUT OUR DAILY LIVES, PULLING DOWN EVERYONE AND EVERYTHING TO BECOME RICH.\n\nWe import substandard products, fake drugs and expired baby food unfit for human consumption and we have the nerve to complain about leadership?\n\nWe even steal from widows, orphans, weaklings and refugees. We take their food and sell it for profit. No conscience.\n\nNothing is sacred. No one is spared.\n\nWE BUILD SUBSTANDARD ROADS, SCHOOLS, HOUSES, HOSPITALS, ALL FOR PROFIT AT THE EXPENSE OF HUMAN LIFE;AN INVALUABLE ITEM WHICH ALL OUR PROFIT AND CONTRACT SUM CANNOT BUY.\n\nOne would think this behavior is reserved for urchins but it would surprise you that this is the character of many decent looking people who appear to be normal but are not any better than Boko Haram members.\n\n_They are church members, Muslims, husbands, wives and sadly youths_ .\n\nWE PERVERT JUSTICE AND PRETEND WE DO NOT KNOW RIGHT FROM WRONG JUST TO SERVE OUR SELFISH INTERESTS.\n\nSlave traders pale in comparison to what we do to ourselves.\n\nWE ARE WICKEDNESS PERSONIFIED.\n\nSo much hatred flows in our blood and we transfer it to our children. It\'s evident in what we say and do.\n\nWe have fasting and prayer sessions all year long, night vigils and deliverance when the actual problem is us .\n\nWE SIMPLY CANNOT LEARN TO LOVE OTHERS . IT IS ME, ME, ME. THAT IS ALL THAT EVER MATTERS. IT IS SICKENING.\n\nAnyone who cannot love has no business in Politics, Government Parastatals / Agency and in Nigeria.\n\nUntil we understand this, we will continue on this path of destruction .\n\nI can Change, You can Change, They can Change and We can Change by Sharing and Spreading this message....Change starts with Me....\n\nKeep Forwarding,\npls.', 'https://teachers.com.ng/forums/topic/obafemi-awolowo-rewarded-a-teacher-with-2-for-punishing-his-daughter/', 13682, 13680, '2023-05-21 19:56:22', 0, 0, 0, 0, 'public'),
(111, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/lagos-state-schools-holidays-left-in-3rd-term-school-calendar/\">Lagos State Schools\' Holidays Left in 3rd Term School Calendar</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', 'Good morning house\nHOLIDAYS LEFT IN 3RD TERM\n\n[LAGOS/NIGERIA]\n\nIn case you didn\'t catch up with slated public holidays in this 3rd term academic calendar\n\nHere they are below\n\n&#x1f3a4; Children\'s Day.... Saturday 27th of May\n&#x1f3a4; Handing over of power to leaders elect..... Monday 29th of May\n&#x1f3a4; Midterm break..... Mon 5th - Fri 9th of June\n&#x1f3a4; Democracy Day..... Monday 12th of June\n&#x1f3a4; Eid-el Kabir (ileya)..... Thur 29th - Fri 30th of June\n&#x1f3a4; Closing date for 3rd term..... Friday 21st of July\n&#x1f3a4; Resumption for New Session..... tentatively Monday 11th of September\n\nHope this is still useful to someone.\n\n𝓣𝓱𝓪𝓷𝓴𝓼.&#x270d;&#xfe0f;®', 'https://teachers.com.ng/forums/topic/lagos-state-schools-holidays-left-in-3rd-term-school-calendar/', 13683, 13578, '2023-05-21 20:13:42', 0, 0, 0, 0, 'public'),
(112, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/100-questions-and-answers-on-public-service-rules/\">100 Questions and Answers on Public Service Rules</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/job-forum/\">Job Forum</a>', 'PUBLIC SERVICE RULES.\nQUESTIONS AND ANSWERS\n\n1.____ is the absence of an officer from duty for a period specified in PSR 100203\nA. Leave of absence\nB. Pre-retirement leave\nC. Study leave\nD. Annual leave\nAnswer: D\n\n2. In Rule 100102 ____ is a place where an officer could be reached during his/her leave period\nA. Annual leave\nB. Sick leave\nC. Leave year\nD. Leave address Answer: D\n\n3. ___ shall be paid to staff not occupying government quarters in lump sumat the beginning of the year?\nA. Utilities allowance\nB. Rent subsidy\nC. Hazard allowance\nD. Acting allowance\nAnswer: B\n\n4. PSR. 020209, all officers are ensures to sign ____ on security Form 1\nA. Appointment letter\nB. Letter of accommodation\nC. Oath of secrecy\nD. Internal memo\nAnswer: C\n\n5. ____is the permanent release of an officer from one scheduled service to another or from one class to another within the same service? (P.S.R. 020501)\nA. Transfer\nB. Re-arrangement\nC. Business trip\nD. Holiday\nAnswer: A\n\n6. According to P.S.R. 030301 ____ is defined as a specific at wrong-doing or improper behaviour which is inimical to the image of the service which can be investigated and proved, it can also lead to termination and retirement?\nA. Inefficiency\nB. Misconduct\nC. Offence\nD. Retirement\nAnswer: B\n\n7. All are types of misconduct except\nA. Unruly behaviour\nB. Foul language\nC. Murder\nD. Negligence\nAnswer: C\n\n8. ____ is predetermined amount added to the annual emolument of an officer every calendar year\nA. Annual salary\nB. Yearly emolument\nC. Increments\nD. Increments\nAnswer: C\n\n9. Based on P.S.R. 060205 time holding confirmation examination shall be\nA. Held once in a year in the last quarter of every year\nB. Twice in a year 2nd and 3rd quarter of every year\nC. Once in a year in the first quarter of every year\nD. Twice in a year, 1st and 2nd quarter of every year.\nAnswer: A\n\n10. The following are the prescribed examination for executive officers (P.S.R 060302)\nA. Public Service Rule and Financial Regulation B. Public Administration and Financial Regulation\nC. Financial Regulation and Civil Service Regulations\nD. Financial Regulations and Code of Conducts\nAnswer: A\n\n11. The following persons except, when travelling by air, and land or sea at government expenses will be eligible for free insurance cover to concerned (P.S.R. 080203)\nA. Staff\nB. Domestic Worker\nC. Wife and Child\nD. Child and Staff Answer: C\n\n12. Base on P.S.R. 10024, all except one are types of study leave\nA. In-service training\nB. Studying leave with pay\nC. Studying leave without pay\nD. Studying leave for retirement\nAnswer: D\n\n13. In P.S.R. 130121, the circumstances in which officers can work overtime are as follows except?\nA. Rain falls\nB. Snow covered the road\nC. Birthday ceremony’s days\nD. Holidays falls\nAnswer: D\n\n14. In P.S.R. 13021, the circumstance in which officers can work overtime are as follows except?\nA. Officers attached to top management /officials\nB. On special assignment, eg. Conference, Committee\nC. Period of closing annual account\nD. Period during annual leave\nAnswer: D\n\n15. In P.S.R. 160102, One of these is classified in to the categories of parastatals\nA. Security Agencies\nB. Medical Practitioners C. Ministry of justice\nD. Teaching and non teaching staffs\nAnswer: A\n\n16. According to P.S.R. 160102, A ____ is a government owned organization established by statue to render specified service(s) of the public?\nA. Ministries\nB. Financial institutions\nC. Parastatals\nD. Delegated legislature Answer: C\n\n17. ____ is a body or organ which enjoys continuity of existence, essentially covers ministries and extra- ministerial offices.\nA. Organization of African Unity (OAU)\nB. World Health Organization (WHO)\nC. Civil Service\nD. Military\nAnswer: C\n\n18. With the provision of P.S.R. 020106 seniority in any department shall be determined by the?\nA. Entry date/the assumption of duty certified by authority in appropriate register\nB. Date of re-instatement\nC. Date of re-engagement\nD. Date of promotion Answer: A\n\n19. In P.S.R 020202- Direct appointment to the Federal Public Service may be in the following categories except?\nA. As trainee or pupils\nB. On probation in a pensionable post\nC. On contract appointment\nD. Acting appointment Answer: C\n\n20. Under which provision of P.S.R. states that no fine shall be imposed on any officer as a punishment for an offence committed in the course of his/her duties\nA. 021210\nB. 030309\nC. 030314\nD. 020200\nAnswer: B\n\n21. According to P.S.R. 030421- part 1, paragraph A., officer can act as the editor or take part directly or indirectly in the management of or in anyway make financial contribution to the following except?\nA. Department or staff magazine\nB. National Newspaper C. Professional journal D. Publication of voluntary organization\nAnswer: B\n\n22. Under which provision of P.S.R. states that no officer shall undertake any private agency in any matter connected with the exercise of his/her duties\nA. 020100\nB. 010203\nC. 020101\nD. 030430\nAnswer: B\n\n23. P.S.R. 030434 states; in other to improve public service management, and enhance accountability and transparency, no officer shall received\nA. Leave allowance\nB. Any bribe or engaged in corrupt practices\nC. Gratification\nD. Mobilization fees\nAnswer: B\n\n24. According to P.S.R. 040203- the increment date of an officer appointed or promoted to post in the Federal Public Service shall be _____ following at least six months of service on promotion?\nA. Date of last promotion\nB. Date of entry into the service\nC. 31st December of the year\nD. 1st January of the year Answer: D\n\n25. In P.S.R. 050201- Progress report are to provide one of the following in respect of office on probation or initial contract ____ on which to judge his/her suitability for confirm.\nA.Conduct and Capabilities\nB. Date of retirement\nC. Administration of Oath of secrecy\nD. Declaration to the code of conduct bureau\nAnswer: A\n\n26. Under which provision of P.S.R. States that public officer is not prohibited form holding shares of public and private companies operating in Nigeria or abroad?\nA. PSR 030423\nB. PSR 030425\nC. PSR 030424\nD. PSR 030422\nAnswer: C\n\n27. What is the full meaning of A.P.E.R\nA. Annual Pay Emolument of Rent\nB. Annual Pay Emolument of Report\nC. Annual Performance of Examination Report\nD. Annual Performance evaluation Report Answer: D\n\n28. Which section according to P.S.R. States when an officer supposed to get an increment on salary?\nA. PSR 020407\nB. PSR 020408\nC. PSR 020409\nD. PSR 020410\nAnswer: D\n\n29. Section 020501 of P.S.R. defines\nA. Promotion\nB. Transfer\nC. Dismissal\nD. Leave\nAnswer: D\n\n30. What sort of promotion is given to an officer who has completed the probation period specified in P. S.R. 020301\nA. Senior promotion\nB. Normal promotion\nC. Notional promotion D. Abnormal promotion Answer: C\n\n31. Which rule of P.S.R. defined termination\nA. 020801\nB. 020802\nC. 020803\nD. 020804\nAnswer: C\n\n32. According to P.S.R. 020810- compulsory retirement age of all grades in the services are:\nA. 60 years or 35 years of pensionable services\nB. 35 years or 60 years of pensionable services\nC. 15 years of pensionable services\nD. 60 years or 10 years of pensionable services\nAnswer: A\n\n33. According to P.S.R. 020903, the main purpose of certificate of service is that it may be used as\nA. Reference when seeking other employment\nB. Record keeping\nC. For retirement purpose D. For insurance entitlement\nAnswer: A\n\n34. Which form can be used for certificate of service for level 07 and above according to P.S. R. 020904\nA. Gen 60\nB. Gen 58\nC. Gen 62\nD. Gen 50\nAnswer: B\n\n35. When travelling on duty away from duty post, the person engaged shall be entitle to\nA. Pension allowance\nB. Duty tour allowance\nC. Travelling allowance D. Welfare allowance\nAnswer: C\n\n36. Which P.S.R. define general efficiency\nA. 030101\nB. 030102\nC. 030201\nD. 030202\nAnswer: C\n\n37. No female public service shall be entitle to resign her appointment or retire by reason of pregnancy alone, under which section of P.S.R. this can be found\nA. P.S.R 030205\nB. P.S.R 030204\nC. P.S.R 030203\nD. P.S.R 030202\nAnswer: B\n\n38. Below are the scandals conduct that constitute misconduct P.S.R 030301 except\nA. Drunkenness\nB. Malingering\nC. Sick\nD. Dishonesty\nAnswer: C\n\n39. P.S.R. 030401 defines ____ as a specific act of very serious wrong-doing and improper behaviour which inimical to the image of the service and which can be investigated and if proven may lead to dismissal\nA. Misconduct\nB. Gross misconduct\nC. Serious misconduct D. Minor misconduct Answer: C\n\n40. Which P.S.R. mentioned an act of serious misconduct\nA. 030401\nB. 030404\nC. 030402\nD. 030403\nAnswer: B\n\n41. According to P.S.R. 030412, which punishment should be award to any officer who absence from duty without leave\nA. Reduction in rank\nB. Dismissal\nC. Deserter\nD. Major entry\nAnswer: B\n\n42. Any officer who want to seek elective public office shall resign his/her appointment forthwith, under which P.S.R...?\nA. 030424\nB. 030422\nC. 030423\nD. 030425\nAnswer: D\n\n43. A public officer cannot be directors in private companies, he/she can hold shares or be a director in under which P.S.R.\nA. 030421\nB. 030422\nC. 030423\nD. 030424\nAnswer: D\n\n44. Which P.S.R. emphasis on prohibition of bribery and corruption A. 030434\nB. 030435\nC. 030431\nD. 030433\nAnswer: B\n\n45. When is officer supposed to expect increment payment after promotion P.S.R. 040203\nA. After a year\nB. 1st January of the year C. Before the runs out\nD. Immediately after promotion\nAnswer: B\n\n46. Increment is a predetermined amount added to the annual emolument of an officer every calendar year which P.S.R. code?\nA. 040204\nB. 040203\nC. 040202\nD. 040201\nAnswer: D\n\n47. Failure to pass confirmation examination after three consecutive attempts is liable to ____ P.S.R. 060203\nA. Dismissal\nB. Retired\nC. Resign\nD. Reduction in rank\nAnswer: C\n\n48. All the below are under P.S.R. 070101 except\nA. Health care provider\nB. Hospital\nC. Medical officer\nD. Drugs\nAnswer: D\n\n49. Below are medical documents to be treated as confidential in P.S.R. 070103 except\nA. Medical certificate\nB. Dental treatment records\nC. Drug prescription\nD. Reports of medical boards\nAnswer: C\n\n50. Which section of P.S.R. describes NHIS\nA. 070202\nB. 070203\nC. 070201\nD. 070204\nAnswer: C\n\n51. Below are the documents to provide when any officer have been prolonged absence from duty on the ground of illness except:\nA. Excuse duty certificate B. Medical bills\nC. Light duty certificate\nD. Medical certificate\nAnswer: B\n\n52. The maximum aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve months as contain in P.S.R. 070316 is\nA. 21 calendar days\nB. 42 calendar days\nC. 60 calendar days\nD. 14 calendar days\nAnswer: B\n\n53. Which section of P.S.R. discuss the death while in service?\nA. 080101\nB. 080201\nC. 080202\nD. 080203\nAnswer: B\n\n54. ___ is a formal appeal to estimate authority, that is, to the head of government for special consideration of matter affecting an officer personally. It must be distinguished from a letter of representation addressed to an appropriate senior officer of government in the normal way\nA. Charge sheet\nB. Report\nC. Petition\nD. Amendment of law\nAnswer: C\n\n55. An officer’s increment is deferred when the decision as to whether or not if it shall be granted is postponed for a specific period called\nA. Deferred increment B. Public property\nC. Pay well job\nD. Sabotage\nAnswer: A\n\n56. An officer’s increment withheld when it is decided not to grant it and that held shall cease to be eligible thereof until next increment date is called\nA. Deferred increment\nB. Withheld increment C. Penalty imposes\nD. Accounting\nAnswer: B\n\n57. A staff that ranks as such for the purpose of pension in accordance with the pension reform Act 2004 is called\nA. Officer\nB. Staff\nC. Expatriate officer\nD. Account\nAnswer: C\n\n58. The ground for withholding or deferring increment can be found in P.S.R code?\nA. 040204\nB. 040420\nC. 020404\nD. 022004\nAnswer: C\n\n59. The series of omission or incompetence the cumulative effect of which shows that the officer is not capable of discharging efficiently can be found under which P.S.R. code?\nA. 020301\nB. 010203\nC. 030201\nD. 020301\nAnswer: C\n\n60. Before proceeding for the removal of an officer for general inefficiency maybe commenced he/she must have been three occasion committed under?\nA. P.S.R. 030203\nB. P.S.R. 010202\nC. P.S.R. 030302\nD. P.S.R. 020303\nAnswer: A\n\n61. This is to enable officers pay lodging and feeding expenses during official tours approved by the official authority is called\nA. Duty tour allowance\nB. Tour allowance duty\nC. Allowance duty tour\nD. Allowance duty expenses\nAnswer: A\n\n62. Twelve weeks maternity leave of a woman staff pregnant entitle to 16 weeks maternity leave and not less than weeks from expected date of delivery with full salary P.S.R. code?\nA. P.S.R. 200216\nB. P.S.R. 200316\nC. P.S.R. 100218\nD. P.S.R. 300216\nAnswer: C\n\n63. The aggregate sick leave which can be allowed an officer who is not hospitalized during any period of twelve month shall be given forty-two calendar days which of the P.S.R. code?A. 062231\nB. 100218\nC. 200218\nD. 100318\nAnswer: B\n\n64. This is the additional time spent outside the approved time of work called\nA. Under time allowance B. Under time gift\nC. Over time allowance\nD. Over time gift\nAnswer: C\n\n65. The hotel accommodation allowance for officer newly appointed shall be eligible for hotel accommodation for 28 days in lieu of hotel accommodation in which P.S.R. code?\nA. 501301\nB. 105130\nC. 130105\nD. 135010\nAnswer: A\n\n66. Officer permitted to attend a course of instruction will refund to government all expenses connected therewith, under which P.S.R. code?A. 120301\nB. 301120\nC. 120031\nD. 201301\nAnswer: A\n\n67. The officer required to give three (3) months notice to retire from service before the effective date if retirement is known as\nA. Casual leave\nB. Sick leave\nC. Terminal leave\nD. Sport leave\nAnswer: C\n\n68. The absence of an officer on grade level 15 or equivalent and above from duty for the purpose of research either within or outside Nigeria is called\nA. Sick leave\nB. Relieved leave\nC. Sabbatical leave\nD. Study leave\nAnswer: C\n\n69. Study leave is the leave granted to a confirmed serving officer to undertake an approved course of study within or outside the country under which P.S.R. code?\nA. 228100\nB. 232100\nC. 100223\nD. 310022\nAnswer: B\n\n70. The condition under approval of study without pay can be found under which P.S.R. code\nA. 228100\nB. 100228\nC. 202288\nD. 101022\nAnswer: B\n\n71. Study leave with pay shall be granted to an officer with normal emolument and allowance shall not exceed two year under which P.S.R. code?\nA. 100226\nB. 226100\nC. 100622\nD. 610021\nAnswer: A\n\n72. The authorized absence of an officer from duty specific period is known as\nA. Tax\nB. Transfer\nC. Leave\nD. Relocate\nAnswer: C\n\n73. Below are the definition of transfer except (P.S.R. 130133)\nA. Transfer from station to another during a tour of service\nB. Transfer from one station to another on return from leave\nC. Transfer or secondment from the services of another government in the federation\nD. Removed from one section to another Answer: D\n\n74. A place where an officer could be reached during his/her leave period is called\nA. Market address\nB. House address\nC. Leave address\nD. Hospital address\nAnswer: C\n\n75. Any leave due to an officer in a year for the service rendered to government is called\nA. Earned leave\nB. Account leave\nC. Tax leave\nD. Revenue leave\nAnswer: A\n\n76. The resumption expired date of duty can be found under which P.S.R. code?\nA. 105100\nB. 100105\nC. 501100\nD. 500100\nAnswer: B\n\n77. The authorized absence of the an officer from duty for specific period under which P.S.R. code?\nA. 101100\nB. 100101\nC. 002311\nD. 100201\nAnswer: B\n\n78. Below are circumstance in which officers can work overtime P.R.S 130121 except\nA. On special assignment\nB. Period of budgetary preparation\nC. Period of closing of annual account\nD. When your relieve is not around.\nAnswer: B\n\n79. Form Gen. 60 is a staff record form according to which P.S.R code?\nA. 020208\nB. 200208\nC. 208200\nD. 802001\nAnswer: A\n\n80. The ways of communication in civil service is\nA. By handing over note\nB. Movement\nC. Sender\nD. Non of the above\nAnswer: A\n\n81. The summary of important subject matters attention is called\nA. Account\nB. Briefs\nC. Data\nD. Subject\nAnswer: B\n\n82. A statement of facts which can be issued to send ideas, findings and recommendation after investigations of a specific assignment called\nA. Briefs\nB. Report\nC. Circular\nD. Letter\nAnswer: B\n\n83. The two critical areas used in APPEAR forms is called\nA. Excellent and good\nB. Excellent and fair\nC. Excellent and bad\nD. Good and bad\nAnswer: A\n\n84. A set of write up that serves as an instrument notes for an officer to comply with them performing his/her official duty is called?\nA. Notes for guidance\nB. Treasure\nC. Contract\nD. Register\nAnswer: A\n\n85. An officer who has passed the compulsory examination for confirmation in the service shall be eligible for promotion under which P.S.R. code?\nA. 020707\nB. 203001\nC. 34101\nD. 010700\nAnswer: A\n\n86. All officers appointed to the foreign service in whatever branch or grade are eligible for service abroad is stated under which P.R.S. code?\nA. 020707\nB. 203001\nC. 340101\nD. 020700\nAnswer: A\n\n87. Identity of petition includes the following except\nA. Full name\nB. Staff number\nC. Signature and address\nD. Pay slip\nAnswer: D\n\n88. Petition can be disqualified, if it contain the below quality according to rule 090208 except\nA. Is illegal or meaningless\nB. Does not comply with rule 090201\nC. Must be abusive\nD. Deals with a case in which legal action is pending in a court of law Answer: C\n\n89. The absence of an officer from duty for period specified in rule 100203 as may authorized by a superior officer according to rule 100202 is called\nA. Sick leave\nB. Maternity leave\nC. Annual leave\nD. Casual leave\nAnswer: C\n\n90. When will an officer qualified to take another annual leave after the previous one as contain in the PSR 100203\nA. Six months\nB. A year\nC. Three months\nD. None months\nAnswer: D\n\n91. _______ is a vacation granted to a new or retiring officer in proportion to the number of days he/she has put into the services PSR 100211\nA. Annual leave\nB. Study leave with pay\nC. Pre-retirement leave\nD. Proportionate leave Answer: D\n\n92. ____ is the absence of an officer from duty for a short period not exceeding an aggregate of seven (7) Calendar days within a leave year as may be authorized b y a superior officer PSR 100214\nA. Deferred leave\nB. Casual leave\nC. Maternity leave\nD. Sabbatical leave Answer: C\n\n93. Types of study leaves as contain in PSR 100224 are as follows except\nA. In-service training\nB. Study leave with pay\nC. Out-service training\nD. Study leave without pay\nAnswer: D\n\n94. Below are occasion when officer shall be eligible for appropriate estacode allowance at the prevailing rates PSR 120101\nA. To undertake special duty abroad\nB. To discharge official duties during vacation leave abroad\nC. To undertake annual leave abroad\nD. To undertake course of instruction abroad Answer: C\n\n95. Who give approval to the overseas duty tour by public servants and extacode allowance PSR 120102\nA. Accountant General of the Federation\nB. Auditor general of the Federation\nC. Head of the civil service\nD. Head of the chief of Army/Police\nAnswer: D\n\n96. ____ is a monetary benefits other than salary granted to an officer for a special purpose PSR 130101\nA. Allowance\nB. Promotion areas\nC. Duty tour allowance\nD. Welfare allowance Answer: A\n\n97. ____ is granted enable pay lodging and feeding expenses during official tours duly approved by the official authority PSR 130106\nA. Estacode allowance\nB. Duty tour allowance\nC. Kilometer allowance D. Hotel allowance Answer: B\n\n98. ____ is a course which an officer takes locally in Nigeria but outside his/her station PSR 130113\nA. Orientation course\nB. Human right course\nC. Local course\nD. Promotion course Answer: C\n\n99. Forms of award in PSR 150104 includes the following except\nA. Certificate\nB. Medals\nC. Shaking hands\nD. Cash/gift\nAnswer: C\n\n100. _____ is a government –owned organized establish by statute to render specified services (s) to the public PSR 160101\nA. Parastata\nB. Allowance\nC. Service\nD. Award\nAnswer: A\n\nTake note of question 92, the correct answer is casual leave as against the maternity leave picked\n: for those that will be sitting for combined exams soon', 'https://teachers.com.ng/forums/topic/100-questions-and-answers-on-public-service-rules/', 13686, 13380, '2023-05-23 10:45:36', 0, 0, 0, 0, 'public'),
(113, 19, 'bbpress', 'bbp_topic_create', '<a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> started the topic <a href=\"https://teachers.com.ng/forums/topic/muric-supports-minister-adamu-on-removing-sex-education-from-education-curriculu/\">MURIC SUPPORTS MINISTER ADAMU ON REMOVING SEX EDUCATION FROM EDUCATION CURRICULU</a> in the forum <a href=\"https://teachers.com.ng/forums/forum/general/news-forum/\">News Forum</a>', '&lt;h2 style=\"text-align: center;\"&gt;REMOVAL OF SEX EDUCATION FROM THE BASIC EDUCATION CURRICULUM (BEC)&lt;/h2&gt;\nThe Muslim Rights Concern (MURIC) has joined other well-meaning Nigerians in support of the Federal Government of Nigeria for the removal of Sex Education from the Basic Education Curriculum (BEC).\n\nThis was contained in a statement signed and released on Thursday, 25th May 2023, by the Chairman of, the Kano State chapter of the Muslim Rights advocacy group, Malam Hassan Sani Indabawa.\n\nMr Indabawa said:\n\n“We observe with dismay the orchestrated attack and media campaign against the Honourable Minister of Education, Malam Adamu Adamu, on the directive he issued to the Executive Secretary of the Nigerian Educational Research and Development Council (NERDC) to review and expunge all materials related to Sex Education from the nation’s Basic Education Curriculum (BEC).\n\n“Although the pronouncement was made in November 2022, yet the proponents of Comprehensive Sexuality Education (CES) are yet to down their tools of deliberate misinformation and smear campaign against the Minister.\n\n“It is very sad to observe that some Civil Society Organizations (CSOs), Non-governmental Organizations (NGOs), individuals and other professionals are being used to pressure Malam Adamu to rescind the directive he had earlier issued concerning the review and removal of all lewd and pernicious sexual contents from teaching materials of the country’s basic education curriculum.\n\n“Most surprising is that even some critics of the Minister’s position recognized the fact that the contents of sex education curriculum are perverse, such that observing them may cause greater danger and risks to pupils by exposing them to immorality at a tender age.\n\n“We, therefore, recall with pleasure, how the Minister, in his keynote address at the 66th National Council on Education (NCE) meeting held in Abuja, on Thursday, November 3rd, 2022, directed the Nigerian Educational Research and Development Council (NERDC) to “quickly” review the curriculum and expunge any sexual education content from the curriculum being used in schools in Nigeria.\n\n“However, in a swift reaction, some CSOs criticized the move by the Minister, rejecting and expressing disappointment over the directives by Malam Adamu, to the Nigerian Educational Research and Development Council (NERDC).\n\n“We, on our part, have similarly made it bold and clear that Nigerians of all faiths and cultures reject the teaching of Comprehensive Sexuality Education (CSE), developed by the United Nations Population Fund (UNFPA) and partners for worldwide use to promote promiscuity, fornication and homosexuality. All these contradict our faith, culture and values.\n\n“Our children don’t need sex education, what they need is chastity education. They need to learn how to say no and why it is in their best interest – physically, emotionally and spiritually.\n\n“What the proponents of CSE are pushing undermines the religious faith of many students. Muslims and Christian students, who have been taught by their parents that premarital sex, birth control, abortion and homosexuality are wrong, are instead taught strange knowledge that contradicts their beliefs.\n\n“We, therefore, salute the courage of the Honorable Minister and charge the Executive Secretary of the NERDC to expedite action by swiftly removing the entire sex education from the nation’s education system.\n\n“We also recognize the support and solidarity of some organizations for identifying with the Federal Government of Nigeria\'s position on removing sex education from the basic education curriculum. Some organizations like the Association of Christian Schools in Nigeria, (ACSN), the Concerned Mothers Association (CMA), Pen Publishers and the Muslim Students Society of Nigeria (MSSN) “B” Zone, all deserve special mention for their consistent opposition to CSE in our education system.\n\n“Lastly, we call on all other well-meaning Nigerians to support and encourage the Federal Ministry of Education on this and to ensure that NERDC does the needful by promptly removing the entire sex education curriculum as directed by the Minister from the country’s education system.\n\n“We believe that the global advocacy for sexual and reproductive health education is nothing but a grand design to destroy every fabric of our family value system, decency and modesty that is natural and appropriate in human beings.”\n\nMalam Hassan Sani Indabawa,\nChairman,\nMuslim Rights Concern (MURIC)\nKano State Chapter', 'https://teachers.com.ng/forums/topic/muric-supports-minister-adamu-on-removing-sex-education-from-education-curriculu/', 13687, 13578, '2023-05-26 09:09:13', 0, 0, 0, 0, 'public'),
(114, 18, 'friends', 'friendship_created', '<a href=\"https://teachers.com.ng/members/amao/\">amao</a> and <a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> are now friends', '', 'https://teachers.com.ng/members/ayinla/', 11, 19, '2023-05-26 10:43:42', 0, 0, 0, 0, 'public'),
(115, 16, 'friends', 'friendship_created', '<a href=\"https://teachers.com.ng/members/chinonye/\">Chinonye David</a> and <a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> are now friends', '', 'https://teachers.com.ng/members/ayinla/', 18, 19, '2023-05-26 10:43:53', 0, 0, 0, 0, 'public'),
(116, 21, 'friends', 'friendship_created', '<a href=\"https://teachers.com.ng/members/tijani/\">Tijani Salam</a> and <a href=\"https://teachers.com.ng/members/ayinla/\">Ayinla Ajeigbe</a> are now friends', '', 'https://teachers.com.ng/members/ayinla/', 6, 19, '2023-05-26 10:44:05', 0, 0, 0, 0, 'public');
