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CIVIC-EDUCATION-OBJ
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ANSWER FOUR(4) QUESTIONS IN ALL
SECTION C; ANSWER AT LEAST ONE(1) QUESTION FROM THIS SECTION
(1a)
(i) Tradition: Authority based on customs, traditions, and historical practices.
(ii) Rational-Legal: Authority based on laws, rules, and regulations.
(iii) Charisma: Authority based on an individual’s exceptional qualities, personality, or leadership abilities.
(1b)
(i) Cultural Preservation: Traditional leaders play a vital role in preserving and promoting cultural heritage, traditions, and values. They help maintain cultural identity and pass it down to future generations.
(ii) Conflict Resolution: Traditional leaders often serve as mediators and arbitrators, resolving conflicts within their communities. Their authority and wisdom help to settle disputes and maintain social harmony.
(iii) Representation: Traditional leaders represent their communities in various forums, such as local government, national assemblies, and international organizations. They voice the concerns and interests of their people.
(iv) Leadership: Traditional leaders provide guidance, direction, and inspiration to their followers. They offer vision, wisdom, and counsel, helping their communities navigate challenges and opportunities.
(v) Symbolic Role: Traditional leaders serve as symbols of unity, identity, and stability. They embody the history, values, and aspirations of their communities, providing a sense of continuity and belonging.
(vi) Community Development: Traditional leaders initiate and support development projects, promoting social and economic progress in their communities. They partner with governments, NGOs, and other stakeholders to improve healthcare, education, infrastructure, and economic opportunities.
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(2a)
Community service is voluntary work that benefits the community, without pay. It improves lives, addresses issues, and promotes the common good. Examples include volunteering, clean-up, mentoring, and disaster relief. It benefits individuals, fosters civic responsibility, and contributes to community development.
(2b)
(I) Personal Growth: Community service helps individuals develop new skills, build confidence, and gain a sense of purpose.
(II) Social Connections: Community service provides opportunities to meet new people, make friends, and strengthen community bonds.
(III) Improved Health and Well-being: Engaging in community service can reduce stress, improve mental health, and increase a sense of fulfillment.
(IV) Civic Engagement: Community service fosters civic responsibility, encourages active citizenship, and promotes participation in democratic processes.
(V) Skill Development: Community service can help individuals develop valuable skills, such as communication, leadership, and problem-solving.
(VI) Community Development: Community service contributes to the betterment of society, addresses social issues, and improves the quality of life for community members.
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(3a)
(i) Pedestrians
(ii) Motorists (car drivers)
(iii) Cyclists
(3b)
(i) Obey Traffic Laws and Regulations: Follow traffic rules, signs, and signals to avoid accidents and fines.
(ii) Wear Safety Gear: Use helmets, seatbelts, and other protective gear to reduce injury risk.
(iii) Maintain Vehicles: Regularly check and maintain vehicles to ensure they are roadworthy and safe.
(iv) Be Aware and Alert: Stay focused, avoid distractions, and anticipate hazards to react timely.
(v) Respect Other Road Users: Share the road, yield to others when necessary, and be courteous.
(vi) Avoid Reckless Behavior: Refrain from speeding, reckless overtaking, and other dangerous behaviors that put yourself and others at risk.
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SECTION B; ANSWER AT LEAST ONE(1) QUESTION FROM THIS SECTION
(4)
(i) Education and Awareness: Integrate substance abuse education into the curriculum, highlighting the dangers and consequences of drug use. Organize awareness campaigns, workshops, and seminars to educate students, teachers, and parents.
(ii) Counseling and Support: Provide access to school counselors, psychologists, or therapists who can offer guidance, support, and counseling to students struggling with substance abuse or addiction.
(iii) Peer Support Groups: Establish peer support groups, where students can share their experiences, receive support, and encourage each other to stay drug-free.
(iv) Strict Policies and Enforcement: Develop and enforce strict policies against substance abuse, including random drug testing, suspension, or expulsion for offenders.
(v) Alternative Activities and Programs: Offer alternative activities and programs that promote healthy lifestyles, such as sports, clubs, and extracurricular activities, to distract students from drug use and provide positive outlets for stress and emotions.
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(5a)
(i) Practice Safe Sex: Use condoms or other forms of barrier protection during sexual intercourse.
(ii) Avoid Sharing Needles: Do not share needles or syringes, especially among injection drug users.
(iii) Get Tested Regularly: Know your HIV status through regular testing.
(iv) Avoid Mother-to-Child Transmission: Take antiretroviral therapy (ART) during pregnancy, childbirth, and breastfeeding to prevent transmission to the baby.
(v) Avoid Accidental Needlestick: Handle sharp objects carefully, and wear protective gear in healthcare settings.
(5b)
(I) Fever: Persistent and recurring fever above 100.4°F (38°C).
(II) Fatigue: Extreme tiredness and weakness.
(III) Swollen Glands: Enlarged lymph nodes in the neck, armpits, or groin.
(IV) Rash: A persistent and widespread rash, often itchy and painful.
(V) Muscle aches and joint pain: Severe pain and stiffness in muscles and joints.
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(6a)
(i) National Agency for the Prohibition of Trafficking in Persons (NAPTIP)
(ii) Nigeria Police Force (NPF)
(iii) Ministry of Women Affairs and Social Development
(6b)
(I) Forced Labor: Victims are subjected to forced labor, exploitation, and abuse in various industries, including agriculture and construction.
(II) Sexual Exploitation: Women and children are forced into prostitution, pornography, and other forms of sexual exploitation.
(III) Organ Trafficking: Victims are subjected to forced organ harvesting, including kidneys, liver, and other organs.
(IV) Child Trafficking: Children are abducted, sold, or coerced into various forms of labor, sexual exploitation, and street begging.
(V) Domestic Servitude: Victims are forced into domestic servitude, subjected to physical and emotional abuse, and denied basic rights.
(VI) Lack of Awareness: Limited public awareness and understanding of human trafficking, making it difficult to identify and report cases.
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SECTION C; ANSWER AT LEAST ONE(1) QUESTION FROM THIS SECTION
(7a)
The rule of law refers to a political system where all individuals, institutions, and government officials are subject to the law, which is enforced by an impartial and independent judiciary. It ensures that everyone is treated equally before the law, without bias or discrimination.
(7b)
(i) Independent Judiciary: A judiciary that is free from political interference and has the power to interpret laws and ensure their enforcement.
(ii) Clear and Fair Laws: Laws that are clear, concise, and fair, providing equal protection and opportunities for all citizens.
(iii) Separation of Powers: A system of government where powers are separated among legislative, executive, and judicial branches, preventing abuse of power.
(iv) Respect for Human Rights: A commitment to protecting and promoting human rights, including freedom of speech, assembly, and association.
(v) Transparency and Accountability: Government transparency in decision-making and accountability for actions, ensuring responsible governance.
(vi) Civic Education and Awareness: Educating citizens about their rights and responsibilities, promoting awareness of the rule of law and its importance in a democratic society.
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(8)
(i) Political Instability: Frequent changes in government, coup d’etats, and political unrest disrupt democratic processes and institutions, creating uncertainty and undermining trust in government.
(ii) Corruption: Widespread bribery, embezzlement, and nepotism undermine democratic values, divert resources from essential public services, and perpetuate inequality and poverty.
(iii) Election Malpractices: Unfair electoral processes, voter suppression, and manipulation of results erode trust in democratic institutions, lead to contested outcomes, and often result in social unrest.
(iv) Terrorism and Insecurity: Growing terrorist attacks, banditry, and kidnapping for ransom create a climate of fear, displacement, and insecurity, making it difficult to conduct democratic processes and deliver public services.
(v) Weak Democratic Institutions: Underfunded, inefficient, and sometimes politicized institutions, such as parliaments, judiciaries, and electoral bodies, struggle to perform their constitutional roles, leading to democratic erosion and undermining accountability.
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(9)
(i) Protection of Rights: Guarantees individual freedoms and rights, such as freedom of speech, religion, and assembly, ensuring that individuals have protection from government overreach and abuse of power.
(ii) Organization of Government: Defines the structure and powers of government branches, including the legislative, executive, and judicial branches, to ensure separation of powers, checks and balances, and accountability.
(iii) Distribution of Powers: Divides powers between the federal government and states or regions, striking a balance between national unity and regional autonomy, and ensuring that power is not concentrated in one entity.
(iv) Directive Principles: Guides the government to promote social justice, economic development, environmental protection, and international cooperation, serving as a framework for policymaking and decision-making.
(v) Amendment and Revision: Provides a process for updating the constitution to reflect changing societal values, address new challenges, and improve governance, ensuring that the constitution remains a living document that adapts to the needs of the people.
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