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- Clemence Blair
- 7 years ago
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19 '& #&&1 (-(&"#'& #'&*(-+ && Behaviour Change can refer to any transformation or modification of human. 19
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28 0!<#&=/ ((&&& The culture of the people in the geographical entity called Nigeria varies from one nationality to the other and their way of life has contributed tremendously to affect their environment. In a densely populated cities in Nigeria as well as small villages the habit of dumping solid wastes which are mainly domestic medical and industrial in strategic and commercial centers or near their houses is a common environmental phenomenon. This happening tends to qualify the environment and perhaps this informed the then Federal Military Government to promulgate Decree No 58 of The Decree created Federal Environmental Protection Agency (FEPA) and charged it with the responsibility of maintaining decent environment in Nigerian cities and towns. The Decree made provisions for the post of a chairman who has the knowledge of environmental matters four distinguished scientists and one representative from Federal Ministries of Health Science and Technology Works and Housing Agriculture Water Resources and Rural Development Industries Mines Power and Steel Employment Labour and Productivity Petroleum Resources Transport and Aviation. 8 A )0 F 28
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35 "#+ -�!#&/ ( $ ) (1) Container Dustbins (2) Bags (3) Refuse House (1) Trucks (2) Plant (3) Machines (4) Spare Parts Capital cost (1) Landfill (2) Inceneration (3) Compoting (4) Recycling (5) Machinery 6 7 #87 0? ( ' F 1) Formulation and enforcements of policies statutory rules and regulations on waste collection and disposal general environmental protection control and regulation of the ecological system and all related activities. 2) Advise the Government on the environmental policies and priorities and on scientific and technological activities affecting the environment. 35
36 9+ $ : 3 A+ ( / <+6 / =+6. K+! 2+? 9) Conduct public enlightenment campaign and disseminate vital information on 10) Conduct public enlightenment campaign and disseminate vital information on environmental and ecological matters. Section 5 of the Law empowers the Ministry to: (a) Collect and make available through publications and other appropriate means the basic scientific data and other information pertaining to eradication of pollution and environmental protection matters. *+ 36
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49 45 $ 8) J &" J!11 45 ( 8 $ J & N On the other hand humans are constantly and gradually polluting themselves to death through their way of life and activities and this has continued to assume an alarming or devastating proportion. It is on this note that the Nigerian Environment Study Team (NEST 1991) described the Nigerian environment as threatened. This (Faniran and Adeboyejo 1999) revealed was not the first time that attention has been called to the dangers being faced by Nigerian s natural heritage. The question is has anything seriously been done by the governments( local State and Federal levels) to reduce the impact of this problems on the citizenry and the natural environment? The model below described human s relationship with their environment. 49
50 Table 2.6 Humans-Environment Interaction Model HUMANS Preservation & conservation of environment. Sustainable Healthy Environment Environment uncontrolled activities of humans on the environment Destruction of the environment The model portrays a system of dependency of humans on its environment and the impact of its attitude and activities on the same environment. From the Model humans can either chose to protect or destroy their own environment through his/her actions. The result of this action is either total destruction or sustainability of the environment. The model also revealed the fact that either humans choose to destroy or protect their environment; the repercussion of their choice goes back to humans. The ; # *22+ I 1 K11! 50
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58 3(!#((-(&"#'& #'& (-*7 E 1>7 2KD11<+>*+ *+ *+ 7 *2K+ "#@0 #!(-(&"#'& #'& Action skills Knowledge of action strategies Situational Factors Attitudes Knowledge of issues Intention to act REB Locus of control Personal responsibility Personality factors 0 #!(-(&"#'& #'&<1&(#A8@.= % 58
59 0 F *+ *+ *+ *+ ) ) (- D "#8 &&0 # Waste Management Problem Need to solve the problem Definition REB Translation REB Implementation REB Actions (communicating) awareness REB 59
60 #(& 0! / 8 ' ) / 0 '
61 ! '? / 8 %3 ( / G 61
62 CHAPTER THREE 0 4 6B 6 7 F 6 8/! E? 6 $ ((& ) 0!?*K *+ 8 62
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64 / : 8 0*80+ 0*0+)*)+ 8 )*8)+ 4*4+ 9< 2#&&!( E % % *11+E *511+! 5115 *=+! 5 *=+ F*+. *+/ *+ / - / / 0! 64
65 9= #&"&#&!&( *% % / 1 ; / *9=+ / 9=* 9<9<+ / 9=*A=9=+% 2 / "6 ; &/ 0 1K2 *2 9=+ / 9= / 65
66 $. #& /! 0 7 1K/ K 0111/ 299B / / $@ 0!#(&( %/ 6 *P+ *8)+ / /. 5 *+# *11A+ Since the items were rated on a 5-point scale the means of each item is 2.5. However the mean of 3.0 was used as cut off point for accepting or rejecting each of the items by the researcher. Furthermore the item with the mean of 4.0 or above is regarded as a highly accepted statement. This idea was based on the assertion of Nwankwo (1999) when he states that researcher should fix a mean cut-off point higher than the scale mean for accepting the items. He explains that any mean score higher than the scale mean (X) indicated that the respondents rated it high because to them it is very true or correct. 66
67 3 34B / (/ 9= / 6 / "#)1&(&"&! -&&(&! (-( -&&(&( 6 0 &#(( -&? % 8? - 1 A< A==< D A1A A1A <= <= = = AK1 AK 92A 92A A= A= < < A2A A2A # = = &#'# 6@78 A A 67
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69 "#)'& #-"# ((-&'"(-( '& #-"# ( D 6 2K 2KB 0 KK KKB K2 K2B 5 6 <9 <9B 6 =<A =<AB 6 A9 A9B 6 )' << <<B ) B $ A< A<B % A1= A1=B ( 9 9B ' =9 =9B ' 6 #*11=+ *P+ *8)+ / / F) 6 7 H "#)$1!!(!#&/ (&'&! ) 8) P 8) 8 A=1 A= = 2 = A21= A2 1<<? 9A<1 1A 9= A1 A<K A= 12 69
70 6 1 K= 2 =1 9A= A991 A9 1K 8 =1 AA 22 1 A9AA A9 1 C ; 8 5 <11 AA A<1 9=21 9K < *P+ A2 1<< C8 P A2Q 91 A= 12 0 A9 1K / 6 A9 1 ' 9K < / "#))1 3( &#&& &( 4'#!!!&&! 0 &&-#&#& (!/ (&(-(# 3( 3C D! 2K1 2KB!/ =9 =9B 5 9K 9KB : A9A A9AB 6 / K KB 70
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72 "#)+16' ;(!!(&&5((!"5(0! ) 8) P 8) 6 1=1 KAA <= 9< 6 7 / <= <22 9= K 9< 6 7 /! 9= K 3 / *(-+ / A "#)E&(A'&#&A(#&"#( &#&/ (0! 80 0 ) 8) 4 #0: P A1 = 9= 9=A K2A 9= 92 AKA 9K9 9K 1K! <21 K A=A = <K< =2 A=A 9= 2A< 2 A9 72
73 ! 191 K=1 = < K 1K 0 % A9! 6 0 9< K! 9< K 73
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90 0 % > 8 / +) &( +) 6' 3 / 11? 9 A? "'0!& < 8 = 90
91 K Make environmental education part of education curriculum at all school level 8@ 9 3 A 6 * + < 3 *+ = 3 / K( '?- 91
92 5 19 Government should therefore oblige to be more concerned and committed to the sustainability of the physical environment and not only the sustainability and survival of the economy 20 Ensure full compliance with legislation and regulations and standards of the federal environmental protection agency (FEPA) ! A% > <3 F *+6 92
93 *+$! 6 7 +) &'&#( ( 9% A! <6 6. There should be a cultural revolution where awareness is created among the illiterate inhabitants to desist from dumping refuse indiscriminately and enculturate at least a modest degree of decency and neatness in their ways of life. 7. Personal efforts should be made by adults to attend literacy classes where simple rules of hygiene will be taught to enable them to influence their children 8. While there is need to intensify the teaching of heath education in primary and secondary schools hoping that the children would be able to influence their 93
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99 ' -' )$ -8* F$ ( - 09<*9+FKA1 - $? 7 0?? 0*A+- 0F A -8*111+"8 7 & * ' )$% -$-*11<+0 ; 5 11AF $ :D*K+! (F) - F!4 $ ( *2A+ (/ $ B12A %11 $ T*11A+$ ' & E A5 A06<A<A= $ 830*K+$ % ( - '( (0123-" 3405 $ 6 7*$67+*11<+: ( 8?$ 6. 5 < 99
100 $'6 -'*-( " 5 R F?3 7 ) ( % 0*)(%0+* O :F 6 8) : ) ( *)#(+*A+8) F4 7?8#: ( D*K+6 ( 0 F 6( '( (0123-" Faniran A. and Adeboyejo A. T (1999) Environment Education and Awareness for Effective Environmental Protection and Management in Nigeria Journal of the NITP October % 0*K+)%*. ( -6! % 5*2+$(: F5()$ % 5*11A+$ : F %( 0 %00 T*11+/ &)89)/%) F0# 7 5 R F 3 7- D*2+!)( 0 '( (3720-"* (*2+??;(!F0 - F1K 100
101 7-*K2+ 7- E $ $? T7 *=+36( $ 0 0 $ : ' % T($ 88 )*1+ ( 6 : 7 E *11+ C4 ) $ ; ' - # K5 862G 7T?7 7 05*2K+08 ( - F?0 ' ( (3520-"345 7 )*111+"''F8 '?0&; (?6=<K1 7 :E *1+$:- ( ( '( (0326-"5403!8?-'*K2+&! ( $ F( D0E*111+4'(66 6?' %<1-! D 6* +' UKU11<U :T *1+ + ) K D0*11<+4( - $ 101
102 $ F ( (! T ( 8) A*+F9<A= : T33*K+! $? F: 8+ %7<27-"614=1? (T*11+8 F 6 ## -- 0*(+%!F 805?33:!8$E!*+( 0$ 68(!? #0# 67*K+ $ %& '*S+9A< 5 6 $ *56$+*+% 8 NEST (1991) The Nigerian Threatened Environment; A National Profile of the Nigerian Environmental Study/Action Team Ibadan Intee Ltd. 5)) $ *5))$+*119+( 7 8 F=19= 5 08*+( 0 : 8$ ( #!. 5 05#T0*119+( & $ / " & (% / 6 7 F$($)6 5 #$*+ > * (F%()!5$# 5!8*11+&! " #FT$- 5!8*11+) :
103 # 70#T0* ? :(' ( % *+<<9 # 6*11+F#( 0#$ ( /? % 0#$ ( : # 6#*11+ 6! 6## --0*+%!F805 #58*<+( F!!#580(0!(( 4 30*+( & : F? 5 6 #58*<+(!#580(0! ((4 30*+( & : F?56 #58*<+ ( 7!#580 (0!(( 4 30*+( & : F? 56 # 03*11A+$ # 8F0 '( % A*+2K # 60*11+"0# 48 '?5&0 ' ') ( 6 $ 7! 4!9= T 103
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105 # (-* F 5 7 6'07)-*<+4 *A +?? 6*11A+ 6 6'0 87*29+( F # F$( 0*K9+C (&A(E 95 T 0##-*11=+ ( - F $ B AS<S 8( 8 0 *8(80+*11<+( R )$*11A+"8 '3 ) @9K@ 8;?D*11+CD 7? ( ; 5 $ 7 ( 7 8 # 58 7? )*+ : 00:045)65 R 8 '( 6.*'8'(6+*11A+"6 &"99! 9 9/ 485*11+ F0 0 4# ( A*+A=2A2A 105
106 45 *11+F$ ? 11K<2 45 $ 7( *45$7(+*K $ ( ) *45$()+*+ 0F0 6 5$45 T 48( 6 0*1+"$?8 ' -* + F 106
107 I 4$)5?5 / 0 )! "/(&(-(#0 &0-#&(!& #&&&&! /! / 0 R -AJ&"& 107
108 &(# 6VW ;1?VWVW 0 &#((F8VW?VW 1-1VWA<VWA==<VW== VW VW &#'#F5 VW6@8 VW)@)VW 6 VW #&&1$VW?VW VW#VW & *+# '& #-"# ( D 6 2K 2KB 0 KK KKB 108
109 K2 K2B 5 6 <9 <9B 6 =<A =<AB 6 A9 A9B 6 )' << <<B ) B $ A< A<B % A1= A1=B ( 9 9B ' =9 =9B *+# 6 7 3( 3C D! 2K1 2KB!/ =9 =9B 5 : 9K A9A 9KB A9AB 6 / K KB 5 A< A<B 109
110 ! == ==B : / <9 <9B : 92< 92<B 6 $! A<1 K A29 A<B KB A29B &1 VW DF80X 00X04X4)X)8)X )! ) 8) P 8) 8 A=1 A= K 2 < A21= A2 1<< 110
111 ? 9A<1 1A 9< A1 9 A<K A= K= K =1 9AK A991 A9 1K 8 =1 AA 22 1 A9AA A9 1 C ; 8 5 <11 AA A<1 9=21 9K < 6 1=1 KAA <= 9< 6 7 / <= <22 9= A1 = 9< 9=< K2A 9= 92 AKA 9K9 9K 1K 111
112 ! <21 K A=A = <K< =2 A=A 9= 2A< 2 A9! 191 K=1 =2 1 --&; 91 9<92 9< K ##&!#&"&#&9!!&&!&( I< = B<'= I B IB =A << A1= 91< 9<1 <2 = 99=A 92AA 9<= 9 K = <2A AK= A=2 A = =9 92AA 9= 91= < =9 = 9= AK= A9AK = 2 K< =<= <=< =1K< K K< K <=< =A << 2 = =< 9K A< 9=< 21 K< =A11 <=< =111 1 =2 =< A=A A< AA1 =2A =KK AK922 A=91 A= 112
113 5YPG*PY+ G*PY+*YR+ ZZZZZZZZZZZZZZZZZZ *5YP G*Y(P+ *5YR*YR+ 1A=KG=2A=KK 1AK922G=2A +1A=91G=KK =K1GA=91=2 *AK9221GA=K2<=+*A=911GA<29+ < *=1A+*A=2+ < A< 229AAX<91 X1K2 8- X L X1K2 X <= L1K2 K2 X122 F X */ + X 113
114 --&;$ -#!##-(!& & / > *3@ +11 ;&( 2K11 X2KB 111 ;&( (&( KK11 XKKB 111 -#!## (<I=('&&<=!& (& ;&( (&( P % %P PP *PP+ %*PP+ < 2< A=1 1 11A 9A12 A A A= 12 1=A K9= 9 = 2 2 9A AA A 2 2 K2A 1K= A A 92 AAA <KK= # 111 A21= 911A 114
115 ?*P+XY Y 'YXA21= YX111 PXA21= 111 PXA2 8)X Y*PP+ f 8)X911A = 1000 SD = 1911A 8) X1<< ;&( P % %P PP *PP+ %*PP+ < =1 9A<1 1A 1= 1A A <= 1A 1= 19= = 9 9= = <= 91K 1 A1 = =K= 9< 9= = 2< # 111 A<K =<9=?*P+XY Y 115
116 YXA<K YX111 PXA= 8)X Y*PP+ f 8)X=<9= = 1000 SD = 1=< 8) X12 116
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