By Seilatolaide
Second semester started and tick so fast with an approach like a blink of an eye. The period has been embodied with several activities both academics and extracurricular activities. Second semester in the University of Ibadan is well known to be filled with several of these activities which is why a ring of call is essential to prevent students from losing the track to the targeted goal of coming out with flourishing grades.
The semester is relaying to an end as the

semester is left with just few weeks to examination, it is not oblivious that the extracurricular activities are taking their height at this period and so many students want to participate in what it has to offer but in doing this, it should be noted that examination is weeks close and therefore everyone should adjust to the 80 to 20 way of balancing academics with extracurricular activities.

These extracurricular activities include jaw war, sports, thug of words, political campaign and process. Note that the intent of the article is not to totally tell readers to drop extracurricular activities as they hold a high benefit and impact on one’s self esteem, confidence and academic motivation; also impact on excellence.
But the twist is that the measurement of academic performance can not be based on the achievements earned from engaging in these activities. These activities have also gone to the length of distorting students’ seriousness in terms of presence in the classroom, consequently leading to missed tests and class assessments.

Questions could be asked around how to manage oneself to prevent future crises in academic performance during these periods where extracurricular activities are at their peak and exams are fast approaching. This is a simple strategy which requires putting engagement in these activities at their lowest to cover up with the primary aim of being in the university.
Going back to the ways through which academic excellence can be achieved, all the strategies to academic excellence include good time management.

This is where balancing is highly emphasized, a to-do list can be generated for easy follow up, maintaining a good health habit through proper nutrition, fruits and exercise, attending classes more than before and getting prepared ahead of impromptu tests. Also, getting one’s note ready through taking notes in classes or having a copy of a missed one to stay updated, having a good reading and revision time by establishing reading habits and methods that enhance your easy assimilation, all these will help establish a great wave.

A call to this is an important reminder as earlier stated that the extracurricular activities won’t have a calculated bonus to what the academic results will look like. This implies that a proper preparation starts early and as early as it starts, it should be done with much focus. The fresh students should be very conscious of this as it will be their first session in the university, a good start in the first semester can be easily knocked down by the input and outcome of the second semester. To prevent this downfall. one needs to buckle up and grab the big grades ahead.

By: Scottie

Student organisations, tasked with representing the interests of their members, often find themselves at a crossroads when it comes to allocating resources. In recent years, there has been a growing trend towards diverting funds towards charitable endeavours external to the student body. However, this shift raises questions about the core mission of these organisations and whether their primary responsibility should lie in serving their own constituents.

Reflecting on past experiences, such as witnessing funds earmarked for charity projects seemingly unrelated to student welfare, prompts a critical examination of the purpose and priorities of student organisations. While altruism is commendable, it must not overshadow the fundamental obligation to address the needs and concerns of the student community. For instance, a scene from  yesteryears, a moment frozen in time. In the year 19gbogboro, on a sombre date etched in memory, I beheld a perplexing sight. Money, extracted from the coffers of a student association, flowed like water, purportedly for the noble cause of charity. But pause for a moment, dear reader, and ponder with me: What charity was this? Was it for the destitute students grappling with tuition fees? Was it to provide essential stationery for those facing exams without resources? Alas, it was neither.

As I stood amidst the spectacle of generosity, a gnawing realisation crept in – this charity was not for the welfare of the students it purported to represent. Instead, it was a hollow gesture, a mere token of benevolence with no tangible impact on those it purported to serve. The funds, extracted from the lean pockets of the students’ association already burdened with the weight of cultural night, movie night, publicity rigour, were squandered on ventures far removed from their concerns.

But let us not cast stones hastily, for therein lies no solution. Instead, let us reason together, dear Assesaites, and ponder the true essence of our noble endeavour. Should a student association, tasked with safeguarding the interests of its members, be burdened with the mantle of charity? Should the weight of altruism rest upon shoulders already laden with burdened expenses? You and I know that a lot of activities the association organises often need the contribution of donors hence, It is essential to engage in open dialogue and collaborative discourse to reevaluate the objectives of student organisations. Rather than merely following trends or external pressures, it is imperative to establish a clear vision and mandate that aligns with the core principles of student advocacy and welfare.

One must consider the broader implications of allocating resources towards external charitable endeavours. While such initiatives may garner praise and recognition, they may also detract from the primary mission of student organisations. By diverting funds away from programs and services directly benefiting students, there is a risk of neglecting pressing issues within the student community.

Moreover, the financial burden placed on students associations to support external charitable endeavours raises ethical concerns. As students already face financial constraints and academic pressures, imposing additional financial obligations for charitable causes unrelated to their welfare exacerbates their challenges. Let it be known far and wide, that the true measure of our compassion lies not in grand gestures of charity, but in the tangible impact we make on the lives of our peers. Let us be the architects of change, the guardians of student welfare, and the champions of a cause worth fighting for.

Furthermore, there is a need to explore alternative approaches to promoting social responsibility within the student community. Student organisations can leverage their collective voice and influence to advocate for systemic changes that address root causes of social issues. This may involve engaging in policy advocacy, community partnerships, and grassroots organising to effect meaningful change.

Ultimately, the success of student organisations hinges on their ability to strike a balance between internal advocacy and external engagement. While charitable endeavours have their place, they must not overshadow the core mission of student advocacy and welfare. By prioritising the needs of their constituents and fostering a culture of solidarity and empowerment, student organisations can fulfil their mandate as vehicles for positive change within the student community.

In conclusion, the debate surrounding the role of student organisations in charitable endeavours underscores the importance of reevaluating priorities and staying true to core principles. By prioritising student welfare, needs that are more peculiar to students of the association . Let us be the thread that binds us together, weaving a narrative of hope, resilience, and unwavering solidarity. For in the end, it is not the grandeur of our gestures that define us, but the sincerity of our intentions and the impact of our actions.It is through collective action and collaboration that student organisations can fulfil their mandate as catalysts for positive change within the student community.

Note: The picture used is not a direct replica of this article. It is simply a masked image

By: Seilatolaide

In the macro sense of politics, we are exposed to various processes that lead to choosing a leader, they move around with their slogan and manifestoes which includes declaration of motives and intention laid down to be achieved. We see these aspiring leaders in their political party creating links to expose people to what they possess and are capable of doing; providing a line of history in time past.

Choosing a leader implies putting in place someone who represents and serves our affairs, political leaders are not a figure of fame but a figure of servitude, transparency and accountability. The majority then come up with a representative who will manage their affairs and welfare. Hence, the process of selection should be of a top priority as a fault in selection will terminate the whole essence of picking a representative.

Driving down to the micro level of politics which brings down politics to our immediate environment, this can take place in the family where the father who is the leader of the house makes decisions and seeks the opinion of the entire household upon the execution. In this process there is invariably an influx of politics.
Moving to a more political micro scene, the school is an example of an institution with several activities which require a level of political leader to manage the affairs of the students. In this process, students get to have records of leadership positions and learn how to manage the affairs of others for future opportunities.

In the university we see the display of leadership, cutting across the whole student union leader to the units where we have the facilities down to the subunits where we have the departments. In the area of selecting leaders, students need to be observant and smart in selecting various identities in order to choose the right leader who will take care of their affairs as a student.

It is no longer new that some students opt in for being a leader mainly for fame and the honour that lies in the position lacking the skill to manage the affairs or even with the intention to mismanage the appointed funds. Now it’s a new session to have new leaders who we might have huge expectations of for fair management. The intention of the leaders should be well cleared of any error around attaining a leadership position as these are students and people who look up to them with trust. And this trust is the reason behind voting for them.

There has been preparation going on around electing new candidates who will take up the mantle in the faculty of education come next session. The independent body that oversees NUESA electioneering process – ESEC – is being appointed to enhance free and fair election in the faculty.
As preparation is going on it should be noted that a free and fair election will turn unfair if the elected leader happens to serve his interest and not his people. This brings us to the angle that lies on the leaders’ awareness of their role, sincere intention and the people who are not to be biased in selecting who will truly represent their interest.

A good leader hovers around the centre of making decisions which will enhance the betterment of the people. The leader is aware of the needs, wants and cravings of the people. Being elected with trust implies that he must be able to work around enhancing the achievement of this aim through the power of decision making, he should be inherited with skills and mental capabilities to cope with stress and be versatile in handling a series of demands coming from the populace.

A good leader exhibits a high level of integrity which earns him a great respect alongside courage and humanness. To say, active listening is an upright skill all leaders should uphold and various ways of getting people’s opinions can be promoted to ensure that the people’s demands are well known and acted upon. Most importantly, transparency and accountability should be a matter of importance to a leader. A leader who claims sincerity will never switch away from transparency and accountability.
From the angle of the people, it’s not new to know people vote for a candidate based on criteria which could stretch to their charisma, but we shouldn’t be blinded by any sort of material things and charisma in order to elect the right leader.

Many people choose a leader on the platter of identity (religion, tribe) in the school setting. This occurs where some people vote for a leader based on their religion, tribe, faculty, department and this affects the ability to elect the potential leader.

When it comes to picking the right leader for a position, one should totally deviate from any personal attachment in order to be fair and just. Sentiments and personal relation has been the greatest weapon affecting the selection of right leader. Therefore, a leader should be elected based on their leadership ability and not sentiment.

By: Scottie

Sometimes I wonder how much ‘’rubbish’’ humans can take, at other times I wonder how much ‘rubbish’ a place can accommodate. Either way we take so much ‘rubbish’ that we almost can not distinguish the norm from the abnormal. In today’s society, the acceptance of ‘rubbish’ has become so ingrained that distinguishing between what is normal and what is unacceptable has become a challenge. From neglected facilities to littered environments, the tolerance for ‘rubbish’ in school settings has reached alarming levels. At other times you imagine a hike in prices and you see people move on like it is nothing. Just like corruption has become a norm, likewise mediocrity, cheating and others so as the common ‘rubbish’ become a norm too. This article delves into the pervasive acceptance of ‘rubbish’ within educational institutions, examining its detrimental effects and advocating for change.
Consider the scenario of Dupe*, who voiced concerns about the neglected state of a facility used by students daily. Despite her complaints, both Dupe and the facility have tacitly accepted the accumulation of ‘rubbish’ as normalcy. This acceptance extends to unused equipment, like printers gathering dust, emitting odours, and impeding functionality. The normalisation of such conditions raises questions about the standards upheld within educational environments.
Furthermore, the indifference of administrations towards ‘rubbish’ exacerbates the issue. Despite being responsible for maintaining conducive learning spaces, administrations often overlook the impact of ‘rubbish’ on the student experience. The prevalence of overcrowded classrooms and neglected facilities highlights a systemic failure to prioritise cleanliness and hygiene, contributing to an environment where ‘rubbish’ is tolerated rather than challenged.
Jacinth* lamentation over her faculty’s indifference to ‘rubbish’ reflects a broader sentiment among students. Despite the commissioning of new buildings, the persistent presence of litter underscores a disconnect between infrastructure development and maintenance. Students rightfully question why ‘rubbish’ should be deemed acceptable within educational settings, especially when it directly impacts their learning environment.
The normalisation of ‘rubbish’ within educational settings has far-reaching consequences on student well-being and academic performance. Cluttered environments not only foster physical discomfort but also hinder concentration and productivity. Moreover, the acceptance of substandard conditions sends a message that students’ comfort and safety are not prioritised, undermining the educational experience as a whole.
Beyond the immediate implications for student welfare, the acceptance of ‘rubbish’ in educational settings contributes to broader environmental degradation. Littered campuses not only detract from aesthetic appeal but also pose risks to local ecosystems and wildlife. Educational institutions have a responsibility to instil values of environmental stewardship, yet the tolerance for ‘rubbish’ perpetuates a culture of apathy towards sustainability.
Aside from the state of the classroom environment, sometimes one has to look at the state of the markerboards too. On several occasions, lecturers are forced to dictate calculations, just imagine calculations because the markerboards are stuck with permanent inks. One may say these are resultant of students’ mismanagement but last time we checked this same student pay association fees, maintenance fee among others but yet no remedies were made. Can we talk about the interactive boards not being used, but again it is something we have accepted as a normal decoration to our environment rather than something that should be in use.
It is evident that the acceptance of ‘rubbish’ within educational settings is detrimental on multiple fronts. To effect meaningful change, stakeholders at all levels must take proactive measures to address this issue. Administrations must prioritise cleanliness and invest in maintenance protocols to ensure facilities are kept in optimal condition, and also facilities that aid Students learning should be optimally used. As educators we are occasionally taught to use aids and learning aids but only rarely do we see this in use.
Students, meanwhile, can advocate for their right to a clean and safe learning environment, holding administrations accountable for their responsibilities. You may wonder how students are to do this. The simple answer is through Honourable Versace*, and maybe Incoming Dolce*. If this already representatives or incoming representatives will take their campaigns beyond Vinculo and other activities that are already a part and parcel of all administration but take cognisance of things more related to our academic wellbeing we may right be on track.
In conclusion, the normalisation of ‘rubbish’ within educational settings represents a failure to uphold basic standards of cleanliness and hygiene. By challenging this norm and advocating for change, we can create learning environments that prioritise student well-being, academic success, and environmental sustainability. It is time to acknowledge that ‘rubbish’ acceptance is not normal, but rather a symptom of systemic neglect that must be addressed for the betterment of all stakeholders within educational institutions.

Editor’s Note: All names used in this article are not to refer to anyone specifically, even though the scenario attached to them is of reality. The names, however, are not the real names of the victims or the recipient at the other end.