2019 Election: Buhari rode to power on widespread violence – Human Rights Watch


The Nigeria elections in 2019 that gave President Muhammadu Buhari a second term were marred by political violence, Human Rights Watch has said.

Source: 2019 Election: Buhari rode to power on widespread violence – Human Rights Watch –

Six lawmakers in Imo State, South East Nigeria defect to PDP


June 10, 2019 Agency Report

Imo House of Assembly

Six members of the Imo House of Assembly on Monday dumped their parties for the People’s Democratic Party (PDP).

The members made the disclosure during the valedictory session of the eighth Imo Assembly in Owerri, the state capital.

The decamped lawmakers include Chiji Collins of the All Progressives Grand Alliance (APGA) Isiala Mbano while Mike Iheanetu (Aboh Mbaise), Ukoha Broho (Ezinihitte Mbaise), Victor Onyewuchi (Owerri West), Ken Agbim (Ahaizu Mbaise) and Lloyd Chukwuemeka (Owerri North) were from Action Alliance (AA).

The members officially submitted a letter expressing their concerted desire to incumbent Speaker, Chinedu Offor, noting that they were decamping in the overall interest of the state.

“The movement is in good faith and in our efforts to move the state forward. We thank our numerous constituents for their continuous support,” the letter read.

In a related development, Mr Offor swore in Chinelo Emehara, a lawyer, as acting Clerk of the Imo assembly and charged her to discharge her duties in the overall interest of the state.

It will be recalled that erstwhile clerk of the House, Christian Duru was suspended on June 3 for allegations of misconduct.

Mr Offor however, seized the valedictory session to thank House members for their hard work and patriotism since the inauguration of the Assembly on June 11, 2015.

The speaker wished the incoming assembly success while mentioning the achievements of the outgoing assembly to include the presentation of 204 bills.

He further thanked the governor, Emeka Ihedioha, for his unbiased support since assuming office on May 29.

Is IQ more important than EQ?


In a person’s schooling years, a high IQ is certain to make them pass with flying colours. We all hear about Albert Einstein having the greatest IQ, we all hear that intelligence is something that takes us far in terms of educational achievement. While it is a vital skill set of life, there is something else that matters…

Emotional intelligence. This may sound as an oxymoron to some, as we often tend to take emotions and intelligence as two very different things. But really, these two things put together makes something that guarantees overall success in life. It has been defined as “the ability to monitor one’s own and other people’s emotions”. This includes the ability to manage emotions, accept flaws,having empathy for others, and having certain social skills.

People having high IQs normally tend to be born that way, naturally having the ability to…

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What Two Students Want You to Know About Inclusive Teaching


By: Tracie Addy, PhD, MPhil, Ayat Husseini, and Anna DeVault

Inclusive teaching fosters welcoming and diverse environment in the classroom

Inclusive teaching involves creating equitable and welcoming educational environments for the diverse learners in our classrooms. Such approaches may involve, but are not limited to: designing educational experiences informed by the pre-knowledge, skills, demographic backgrounds, and attitudes that learners bring to the classroom; creating an inviting course environment where students feel a sense of belonging; integrating diversity into course content; and being aware of and mitigating any harmful effects of biases (Tanner 2013).  Various inclusive teaching practices are associated with increased student learning (Finkelstein, Sharma and Furlonger 2019).

Students can be key informants for inclusive teaching efforts (Cook-Sather et al. 2014; Cook-Sather and Felten 2017). Below, two undergraduates who are co-authors on this article, and also peer educators focused on social justice and teaching center fellows, summarize what they would like you to know about being inclusive in the classroom.

Ayat Husseini ‘20

One of the most important aspects of inclusivity in the classroom is recognizing and acknowledging that students come from varying backgrounds. Of their social identities, socioeconomic status often plays a big role in students’ engagement and experience in the classroom.

A student’s socioeconomic status can greatly impact their understanding of college conventions, their prior experiences with course material, and their ability to afford taking a class. Instructors can play a major role in supporting students who come from lower-income backgrounds. While recognizing this fact is important and necessary, acknowledging students’ varying backgrounds through actions that help level the playing field and help support students is key to inclusivity.

With regards to differing understandings of college conventions, professors can help students by explaining ideas that may seem like common knowledge. For example, it is possible that matriculating first-generation students may not know what office hours are or when to use them. Setting the classroom experience up on the first day when going through the syllabus and explaining what office hours are is a great way to make students feel more included.

Another way to create a more inclusive classroom is to support students who may not have the same level of experience with course material as others who had more preparation during high school. One way to do this is to provide supplementary materials online that are available to the entire class, this way students do not feel uncomfortable when needing to ask for them.

Finally, recognizing the fact that students come from different socioeconomic backgrounds has much to do with the cost of course materials. Because class materials (textbooks, online codes, online programs, etc.) can be a financial burden to some students, instructors can limit the price of their course materials as much as possible. To do so, instructors can use free textbooks online, use older editions of textbooks, place copies of books and textbooks on reserve at school libraries, photocopy chapters and put them online for students and abide by copyright laws (e.g. Fair Use), ask whether the library is able to purchase electronic versions of the book so that students have access, and invite students to let them know if they are having trouble affording the materials.

These are just some ways to help students feel more included in the classroom by recognizing and acknowledging the impact that socioeconomic status can and often does have to a student’s academic experiences.

Anna DeVault ‘21

For me, transparency and vulnerability are two of the most promising factors for instructors in creating an inclusive classroom. Both can be applied to any class subject, size, or format, starting on the first day of class.

In terms of transparency, students may go into a class with the mentality that they don’t want to “disappoint” their instructor. When an instructor lets students know that they expect occasional failures, that they are there to help them learn, and they genuinely care about their success, instructors can create an open dialogue for the rest of the course and appease students’ concerns of being a disappointment. Therefore, students are not afraid to come to their instructor when they are struggling because they know their teacher wants to help, and they will not make them feel embarrassed or ashamed.

When I say vulnerability, I mean establishing a mutual understanding with students, and understanding that they are human beings and that their lives are just as complex as that of the instructor. This can manifest in multiple ways.

For example, through an understanding that many students can’t afford to spend hundreds of dollars in each class every semester on textbooks. On the other hand, it can simply mean that students will feel comfortable with their instructor and accepted in the classroom as a whole. To summarize, when students are treated as fellow human beings, inclusive and comfortable environments can follow.

Student voices, such as those included above, can provide lenses for viewing inclusive teaching beyond the sole perspective of the instructor, and greatly inform pedagogical efforts.