Tax is a concept
By which you measure governance and each cent from each pocket
Tax is a concept
By which you measure a homeless man’s pain and the hard rain
Tax is a concept
That only adds up but sometimes doesn’t
Tax is a concept
A technique to intercept the poor man’s invasion
Tax is a concept
That funds a government servant’s evasion
Tax is a concept
That requires frequent revision for the privileged 1% division
Tax is a concept
For the rich to market their wealth as a sales pitch
Tax is a concept
That is open ended that helps lawyers find a niche and sometimes a gaping ditch
Tax is a concept
That helped the Untouchables put away that whiny *****
Tax is a concept
That takes the interest out of the spooks
I don’t believe in being rich
If I have to pay more I think that’s a glitch
I don’t believe leaving it all to the middle class
If I criticize it the government shows a lot more sass
Tax is a concept
If it wasn’t it wouldn’t be in books and in the salaries of prison cooks
Tax was a concept
That kept out of it the clergy mooks
Tax was a concept
That kept a nobleman’s coffers’ ostentatious good looks
Tax was a concept
That kept death at bay
Tax was a concept
That contributed to the dead everyday
Tax was still a concept
If it wasn’t then in Germany there wouldn’t have been any bread for each day
Tax is still a concept
It still pays the rich and takes from the rich *****
Who has the lawyer who is smarter than Tom Sawyer
I don’t believe in law and order
I just believe in world order and peace

When i tell people about how i saw beyond reason, they tell me i'm not making any sense. Ironically, that's exactly the point. Something beyond reason can't make sense, logically, but it doesn't mean there isn't anything beyond logic.
We as people often act defying logic, although, arguably, the logic we live by is relative, and that leads to certain logical conclusions. What i am more interested in is, if all the relative points of logic can be seen as parts of objective, or even universal logic, then can i map it's boundaries? The answer is no. For the reason that if you can't see beyond a certain point you can't tell what's behind it. Say i stumble upon the logical end of my thought - it seemingly ends at a certain point, but what is beyond - i cannot know, that's why i can not tell if it's the logical end of it is relative to me or objective. But that is a logical mistake on my part. It's the relatively logical way to think, but objectively it's doomed for failure. For the same reason why we can't find the edge of our universe - not just because we don't see beyond the visible space region, but because it is impossible to reach such an edge in three dimensional space.
Allow me to logically explain why, on example of a two-dimensional space. Imagine yourself in a jar with water, you are swimming on the surface. The boundaries of the jar is your observable, or for better word - reachable universe. But the jar is not the entire universe, beyond the jar there is enormous amount of water. Whether it exists on a three-dimensional sphere or simply goes forever is irrelevant - you will never swim to the edge regardless. But if you were to be able to jump up from the surface of water then you would have understood that the true edge of this universe was actually vertical and you've just escaped through it into a new 3-dimensional one that is an extension of the two-dimensional one you previously were floating in. Now how do you then escape this 3-dimensional one you found yourself in? You know the answer, you jump into the 4th dimension - the logically only true edge of it.
Whether you can do it or not is irrelevant, what matters is what it tells us about logic - the exactly same thing - you can't reach the end of logic by simply looking around for it's borders, you have to fundamentally defy logic and go beyond it from the start.
Before we attempt that i have to lay down some things i kept secret from you until now. Why do i even chase the logical end? The answer is - i don't, i chase the fundamental understanding of the universe. "Whoah - hold up there" you might say, "what a perverse charlatan you are with your irrational methods, leave the universe to scientists!" And i will tell you - you are completely right. I don't understand anything a physicist or astronomer does when they examine what they can about the universe, but i believe, even though objectivity is not a matter of belief, to have a full understanding one can't study things from one aspect. Logic is the counterpart to fact, it is due to logic that facts exist the way they do, and it is due to facts available to us that we have the relative understanding of logic that we have today. Logic is the interpretation of the universe. And to reach a logical limit, in a sense, would be similar to reaching the limit of the universe. I can't jump into the fourth dimension of space, but i still i want to gain the fundamental understanding. I am desperate. That's why i will not stop until i have found it.
I have to derail from logic, and to do so i first need to deconstruct it. Construct is the foundation logic. By tying things into constructs, logic allows for interpretation of facts. Take for example the three dimensional space. It's construct is simple - it is existing in a three-axis fashion. There is left-right, forward-backward, up-down. Very simple, yet if need be it allows for great complexity, which can always be traced down to it's construct - three axis. To go beyond logic's very basic construct would be reaching my goal, but it is too early for that, as i can't yet pin-point what that is; i can do it for the relative space that i operate in, since with logic i interpret it, but to break down the very thing i interpret the world with is a completely different task.
Let's return to constructs. As i have realized, they are the foundation of logic. But further than that, they allow for existence of concepts. Now, beyond being a pretty word, a concept is something that we can logically interpret - understand, deconstruct or construct. Now not to play this game of terms any further, for the sake of logical simplicity i have decided that there are two types of concepts (and nothing further) - relative and objective. Relative concepts are understood in connection to other ones, while objective ones don't need the presence of others to still be ready for interpretation. The truth is, no one operates in objective constructs, because for that you would have to be outside of logic and universe, know it completely and wholly, only then would you truly be able to tell what constructs are objective. Even though relative to us, some concepts seem objective, for example - evolution, we describe it as the process of continuous adaptation. Seems very objective, right? But to proclaim such a thing is a fallacy - as even though it may be connected to our entire relative field of logic, we cannot tell whether is a fundamental property of all layers of the universe beyond our own. Another example - the concept of process. Well, time flows and with it something changes. Very objective. But time is relative to our perception of reality, there may not even be "time" at all and all there is is the way we experience the universe. What if we experienced time backwards? What if we experienced all time available to us at once? What if we did not experience time at all and stayed in a single "time-frame"? Is the concept of process still valid then? As such, all concepts available to us lie in the relative region of logic, and as far as we can understand, they don't stretch beyond it at least objectively.
Now that i have decided upon the features of logic, i need to derail. I don't know where to start so i will attempt to deconstruct a concept, and hopefully i will reach a logical failure - that will indicate to me that i have reached the limit to which i can deconstruct the concept, unless of course i have failed to stay true to logic, which seems contradictory, but really it isn't, as duality is the nature of the universe - even in logic.
If i have to "derail" then i will go with the concept of "a train". The one that travels on rails. What is a train? Is it a machine powered by fuel that goes on rails to transport someone or something, and usually consists of many connected wagons? Yes, but a lot of that is formalities, as how exactly a train works isn't a fundamental part of it's concept. The human idea of train can easily be seen in how we use the word alternatively - "train of thought". Fundamentally, it's something that travels to (hopefully)_a destination (but this train is doomed to fail). As such, i have discovered that "train" is only one of the faces for the fundamental concept of "transportation". Transportation is so fundamental to not just our existence but all life on Earth; because of this the invention of train by humankind was inevitable.
Let us transport somewhere. Conceptually, transportation means continuous movement of object by another. I want to go from point A to point B and i transport myself: i put myself in a cart and the cart takes me there. I want to transport a can of soda from the store to my fridge: i transport it there by carrying it in my hand.
I have realized that transport is a bad word for all of this, since it is not yet the most fundamental concept. What an oversight by me! Let's quickly fix this by proclaiming that more fundamental than transportation is movement. That truly is a great concept, as it is very fundamental, so please replace the word "transportation" for the word "movement" in the previous examples i'd described.
Movement is the primordial concept. I have arrived to such conclusion by thinking for an entire minute. If the construct of our perceivable reality is the three-axis, then by adding the concept of time and cause-effect into the mix, movement inevitably appears. Actually i have messed up with the terminology, so i will clean up the mess: construct of perceivable space is three-axis, but the fundamental construct of our relative reality also consists of time and cause-effect. In such a formation, movement is the primordial construct of this relative reality, as it is the most fundamental act. If you didn't know, non-movement is impossible in our reality due to the principle of relativity: even if you stay in place - from many perspectives you are in fact moving.
How does movement occur?.. What does it describe?.. A process of me moving from one point to another in a certain period of time? But what if it can also be reversed and describe me as moving in time in a certain length of space? Yes, it should, absolutely. Because from a detached perspective, it's the same thing. For me to move a certain distance, a certain amount of time has to pass; when a certain amount of time passes, i inevitably move a certain distance. I can't move to a certain distance without passing through a certain amount of time. I can't pass through a certain amount of time without moving some distance. In fact, i have an idea, i will move through time just because i decided to, and for that to happen i only need to go over a certain distance, or i may not even need to go, as i move through space all the time anyway. I still can only experience the time in one direction which is dictated by the cause-effect first being cause then effect in my relative perception of reality, but all it takes for me to go backwards is to turn around the cause-effect axis the same way i would turn around in the spacial three-dimensional axis'es. Everything would be exactly the same, just going backwards, and would make perfect sense once you apply a different logical interpretation strategy (with the effect being prior to cause).
Now i turn on the cause-effect axis in such a way that to my right is the cause and to my left is the effect. Time is at a standstill. I can't tell for sure but either i experience just one time-frame or all of them at once, but time no longer plays a part in my perception of reality, in fact now i see that to my right is the past and to my left is the future - it's frames like the one in which i currently am but slightly alternated, only if connected in a sequence they combine into time, but standalone they are like three-dimensional pictures.
I have experienced the world in a way i never had yet, but it still makes complete sense. I need to start removing parts of the logical construct. As i still witness past to the right and future to the left i decide that i can also see the alternative pasts and futures - all of those that intersect the one frame i currently inhabit. Why did i even decide i can do that? Because quantum mechanics told me i can, since according to their principles, universe is both deterministic and random - all effects occur from all possible causes and thus form infinite amount of timeline forks - all of which happen but a single observer feels like he only experiences one.
So i am an observer who turned perpendicularly around the cause-effect axis and decided that he can see what other observers he interconnected with experienced and will experience - them being technically other versions of me that cross paths in this frame. Now, when i say i've decided, you must understand, that even though factually none of this is possible, logically it is, just as much as you don't need to actually perform an action to sort of experience it - when you play a video-game or imagine things. Now, back to my experience of this ultra-reality, it is not very comprehensible, as it is similar to having not just one vision but 3 powered by infinity. I can't take it all in, but all my counterpart versions did come to this time-frame too, after-all. Which means that right here and now there's infinite amount of me, and all-together we can comprehend this mess of infinite pictures, one by one. This is definitely some sort of super-consciousness, made possible by all of us observers realizing that we interconnected from divergent paths in this one frame, which in turn was made possible from us rotating on the cause-effect axis. This is as close as it comes for me experiencing something truly divine. Not factually possible, yet logically experienceable.
Now i have seen it all - the entirety of my personal observable universe - or to be more factually correct - the entirety of my relatively available logic. Being only one of those infinite converging observers, i can't really tell you exactly what it consists of, but if you follow me in my previous steps you will understand it without me having to explain it.
Now only just one thing remains to finally derail - as i see everywhere i could ever see, and still wish to see what i could never see. Just like from that two-dimensional water i jumped into the three-dimensional air above it, i have to jump from whatever this thing i currently am experiencing to somewhere beyond it.
And i actually do so. In a way. I can't see **** here. Or at least, i can't figure out what i see, it makes no sense, it is beyond logic, beyond comprehension. Not even the infinite amount of my brethren can figure it out, it is on a completely different plane of existence, or maybe it even is unexistance, i can't know. It's completely quiet, even though maybe it is actually loud, just that the sound doesn't make any sense to me, so it's the same as if i don't hear anything. I just stare into it which is both nothing and so much everything to me that i almost drown in it. It pretty much ***** my thoughtful entirety into it much like a black-hole, it can't really do it but all my thoughts are attracted to it. It is to me like a great void that probably has lots of stuff inside but i can't possibly ever reach it, so to me it's a void. A void beyond logic, the delirious nonsense itself. I cannot reach it.
I get back from it to my plane of existence and turn around into the normal position on cause-effect axis of my relative reality. I really did it, i found that edge, that border. It's such a strange insight unlike anything else i have ever experienced in my head. I both know and don't know so much more about the universe - i experienced that black hole in my head, the end of the line for the train of logic, that drowns out into the vast void of complete irrationality relative to me. Now i know where and how to find it, and while it's not of any use to me, it brings me both despair and solace.
And did You find your end of the line?

In this chapter, the researcher reviewed the opinion of some past and recent writers on the subject and also added their own ideal under the following sub-headings:
- Conceptual frame work
- Theoretical frame work
- Empirical frame work
- Summary

2.1. CONCEPTUAL FRAME WORK
CONCEPT OF ZOOLOGICAL GARDEN

The concept zoological garden is a form of ex – situ conservation, which primarily involves keeping of animals alive outside their natural environment for aesthetic educational researches and recreational purpose (Varadharajan and Pythol 2000). Nigeria is blessed with abundant wildlife species which needs to be properly managed in a sustainable basis to prevent depletion (Opara et –al 2010). Hence the need to adapt strict management of resources, repopulation of endangered species and conservation of wildlife park and zoological garden and management strategies (Ajebede et – al 2010).
Throughout history, human have given value to other species of animals as means of entertainment, education and spirituality in addition to being source of food and clothing (front 2011, 69) collecting and exhibiting and exhibiting animals originated from Ancient Egypt where private collection were reserved for the higher class population as a symbol of wealth and power (wearing and jobberns 2011, 19 – 50). In the 1900’s, zoo’s based themselves as conservation movement, with focus on scientific study of endangered species. In the beginning of the 20th century, zoo became an attraction of mass audiences (Beardworth and Bryan 2001, 88). By the late 1900’s there was a shift in the natural of zoo with public attitude and interest changing nature and conservation, with concern for ecosystem and awareness as they protect endangered species (Wearing and Jobbern 2011, 50.

ROLES OF ZOOLOGICAL GARDEN
(Mason 2011, 189) reveal that the roles of zoo are:
a. Educating people about animals.
b. Conservation of endangered species
c. Safeguarding the welfare visitors
d. To generate revenue
e. Providing visitors facilities such as catering and merchandising
f. Re – introducing captive breeding into the wild and carrying out zoological and veterinary research to improve animal welfare in the wild and in captivity.
On the other hand, zoos served as scientific research, for example, zoologist learn more about animals habit and diseases by studying them in zoos studies of animals living kin zoo, together with examination of those that have died have provide zoologist with information about the structure and function of animal bodies (Usher M.B 2000). Keeping wildlife animals in captivity bring visitors from different parts of the world for different purposes such as to provide sources of recreation in the city, to provide biological specimen to constitutes, a learning resource for secondary school, colleges, and universities. It also provide employment and game reserve, provides sources of protein revenue, esthetics recreation, education and scientific values (Presley 2001). The captive animal propagation is one way of encouraging growth of depleted wildlife species population and so properly planned program of zoo establishment and development is considered as one of effective method for conservation of wildlife (Okpiri 2005). Educational environment study and conservation of the  environment have become a subject of major importance all over the world, not only from the point of view of preventing population, but also from the point of conserving water supplies by protecting water shed, conserving soil, vegetarian and Fauna. (Comphell 2007). Comphell also stated that conservation zoos can provide an important facility for research at both pure and applied levels in both the field and laboratory in colleges and universities. Bigot (2000) emphasized that the primary function of zoo curators is to make visit a leaving experience. The attention and effort given to wildlife conservation and tourism in both state and federal levels have been noted.

CONCEPT OF TOURISM
According to UNWTO 2020 defined as the study of man away from his usual habitat. Activities of a person traveling to and staying in places outside their usual environment for not more than one consecutive year for leisure, business and other purposes, tourism contributes to specie conservation, communities project in developing countries like: Nigeria, environmental education, awareness and economies development (Klutzy, 2000). Filton et al (2000) reported that 20 – 40 percent of international tourism is related to wildlife. In Nigeria, tourism contributed 3.3 percent of total GDP in 2011 with forecast of a 10.8 percent increase for 2012 (WTTC 2012). Smith et al (2012) recognized the role of wildlife tourism as building breeding species management and influencing visitor’s behavior for the benefit of wild animals. Fibs (2007) underscored the value of zoo visitors and their feedbacks for the planning and designing of zoo and more importantly to decision making in zoo management by showing on – going treads. He therefore stands to reason that visitors’ preferences should be seriously considered by policy makers and management of zoo and other similar institutions. An area in which visitors’ preference is highly important for a zoo in particular is choice of animals desired. Woods (2000) observed that humans have definite preference for different species of animals. Knowledge of visitors desires in terms of animals and the features that make the animals appealing will assist zoo management in animal acquisition and also in development of education and interpretation programs listening physical features, behavioral characteristics as factors influencing animals preference (Wood 2000, Wentworth 2012). Wild tourism can be described as tourism undertaken to view and or encounter non – domesticated animals in captive, semi – captive or in their natural environment (CRC 2001, Newsome et al 2005). According to Durbary (2004), it could be non consumptive such as viewing, photographing and fishing.

CONCEPT OF ZOO AND EDUCATION
In zoo and education, a study by Patricia et al 2007 states that conservation and education are key elements in the mission statement of zoos. A survey conducted by the Association of zoo and aquarium (AZA) reveals that the general public rate conservation and education as the most important role of zoo (Frasers and Stickler 2008). Zoo primarily deals with three aspects of conservation practice i.e practice, advocacy and research. Conservation practice entails captive breeding, species rein-introduction programs, species survival plans and the use of zoo revenue for conservation programs in wild. Conservation advocacy include: public engagement, promoting awareness, advocacy, stewarding and fund raising events and schemes, a good example of which is like “Adopt animal scheme at most modern zoos”. Moreover, conservation research is conducted on wildlife biology, population dynamics, animal behavior, health and welfare and there are also publications generated by zoos animals care captivity. The preservation of animals in zoos makes it easier for more people to see them.
As well, zoos have been used to preserve various endangered species. However, zoos have become powerful educational tool for many scholars, biologists and researchers (Falk and Dierking 2000).  Individual who visit a zoo get the rare opportunity to examine the relationship between man and animal (Wagoner and Jenson 2010). Students can learn a lot about certain animals that might not be locally available. Many specimen and animals (Wagner and Jensen 2010) argue that zoo makes it possible for researchers to conduct their studies, for instance, researchers can use caged animals to make various observation about wildlife or animals. The acquired knowledge can be used to support the survival of the wild animals in their natural habitats. It is therefore agreeable that zoos have an important educational role in every society. This because, learning is ever – changing process (Falk and Dierking 2000). In the 1970’s the primary educational target for most American zoo was elementary level children. The idea was that building understanding would lead to appreciation which would eventually produce a generation that was concerned about wildlife and the environment (Wheatly 2000). Wheatly emphasized that although children are still a primary audience, zoos are extending themselves to reach many others audience that can make difference in action today. This initiative includes the membership, governance and employee of zoo.

CONCEPT OF ZOO AND CONSERVATION
In zoo and conservation, according to Max – Planck Gesell Chaft (2011), Zoology garden breeds animal from threatened populations and and thus makes greater contributions towards biodiversity conservation. According to UN (2020) on global biodiversity warned that 1 million species are at risk of extinction with decades, putting the world’s natural life support system in jeopardy. Unfortunately, loss of plants and animals habitat leads to from species extinctions and loss of diversity from ecosystem. Fortunately, not all of the extinctions occur at once. Conservation action may still be able to save threatened species (John M et al 2016). At October 2010, meeting of the Convention on Biological Diversity (CBD) in Nagoya, Japan, delegates discussed a plan to reduce pressure in the planet’s biodiversity. Key targets include expanding coverage of protected areas, halving the rate of loss of natural habitats, and preventing extinction of threatened species. Species whose habitat is severely threatened, however, the outlook is so bleak that the International Union for Conservation of Nature (IUCN), the US Endangered Species Act and the CBD (Article a) recognize that In-Situ conservation action (ie, in the species natural habitat) will need to be combined with Ex-Situ approaches, such as captive breeding in zoos, aquariums and so on (Conde et al 2011).

THE THEORETICAL FRAME WORK
The animal welfare and management (Dakin 2001) is a state of being that can be measured, recognized that its ranges from very poor to very good, introduces the concept of coping, allow measurement separate from moral consideration and refer to feeling as well as physical and psychological health. The definition of welfare that we use also emphasizes that it relates to an individual and thus welfare can differ between different members of the same species, even when exposed to the same condition (Horsey et al 2009). In the case of zoo animals, which have often come from very heterogeneous background, individuals may vary greatly in this previous life experiences and this can influence their ability to cope with certain challenges, by using each animal as its environment and thus an individual’s welfare can be measured.
There are also some species – specific characteristics that have evolved to enable animals cope with different, environment and thus we should also consider welfare at the species level; such species level adaptation could relate to dietary needs, hearing sensitivity, thermo-regulatory needs and so on. The theory of evolution by natural selection, first formulated in Darwin’s book “On the origin of species” in 1859, this theory states Organisms change over time as result of changes in heritable physical or behavioral traits. Changes that allow an organism to better adapt to its environment will help it to survive and have more offspring. The physical and behavioral changes that make natural selection possible happen at the level of DNA and gene, such changes are called Mutation. “Mutations are basically the raw materials on which evolution act. Pobiner said, mutation can be caused by random error in DNA replication or repair, or by chemical of radiation damage. According to Chinaka (2019) in the book concept of evolution, Charles Darwin proposed the concept of natural selection as the mechanism of evolution. The main postulates of Darwinism are:
1. Geometric increase: According to Darwinism, the populations tends to multiply geometrically and the reproductive powers of living organism (biotic potential) are much more than required to maintain their numbers.
2. Limited food and space
3. Struggle for existence
4. Variation etc
Both natural animal populations and those in captivity are subject to evolutionary forces. Evolutionary changes to captive populations may be an important, but poorly understood, factor that can affect the sustainability of these populations. The importance of maintaining the evolutionary integrity of zoo populations especially those that are used for conservation efforts including rein-introductions is critical for the conservation of biodiversity.
Greater appreciation for an evolutionary perspective may offer important insights that can enhance the reproductive success and health examples and associated strategies that highlight this approach, including minimizing domestication (ie genetic adaptation to captivity), integrating natural mating systems into captive breeding protocols, minimizing the effects of translocation on variation in photoperiods and understanding the interplay of parasites and pathogens and inflammation. Captive populations can adapt rapidly to captive environments through demonstration, in which human impose artificial selection in order to increase the prevalence of desired traits in the domesticated population.
For domestic animals, human breeders choose to breed only those individuals that thrive in the captive environments, leading to trans-generational changes that result in a population that is adapted to breed and survive in the conditions imposed by the breeders. Among captive population of animals, zoo populations are unique in that they are maintained to educate the public regarding wildlife and their habitat or to preserve critically endangered species through captive breeding and reinforcement program. Although assessment and preservation of genetic diversity is a top priority for most conservation breeding programs, fundamental to these goals is the maintenance of the genetic variation of these captive populations (Lacy 2009). Whether used to further educational or conservation goals, it is critically that these captive population are representative of the natural populations from which they are desired (Ashley et al 2003). However, maintaining captive population, such that they are reflective of the wild phenotype of the animals, can be challenging in zoos because of the mismatch the environments that the zoo population is originally from and the captive content in which they are been housed. Hendry et al 2015 carol et al 2014, for example, solitary animals with large territories that only encounter sexually mature counterparts during estrus may be housed in proximity of their mate year round, potentially leading to the behavioral issues, including ****** aggregation or ****** incompatibility. Other stressor can exist in captive environments for which animals are not adapted, including the acoustic environments, physical substrate and even availability of food (Morgan and Tromborg 2007). Minimizing the mismatch between the natural environment and the captive environment and they should limit the decline and poor performance of captive populations (Hendry et al 2011; Carrol et al 2014). Captive environments are very different from the wild and can impose different selection pressures that can lead to genetic adaptation in the captivity that affects behaviors (eg: temperaments; MC Douglas et al 2006), morphology (eg; size, skeletal morph metric O’ Regan and Kitchener 2005); and reproductive output (eg; age at ****** maturity, letter size). In particular populations of species with short generation times will adapt more rapidly to captivity than those with long generation time (Frankham 2008).
Social learning theory is the idea that children from observing. According to the learning theory, learning is based on social interaction with the environments (Nwamuo et al 2006). As children walk around the zoo, they are exposed to words and concepts. It also encourages dialogue between parents, siblings, friends and zoo guards (Jessica 2014)  visiting the zoo help the children and other visitors to understand the importance of taking care of the environments as it has a significant impact on lives and welfare of animals and importance of conservation and animal care which will never be forgotten. According to (Nwamuo et al 2006) social learning theory plays a big role in how people and especially learn. There are four elements to social learning theory including:
• Attention: Children can’t learn if they aren’t focused on the task. Students who see something unique or different are more likely to focus on it, helping to learn just as in zoo.
• Retention: people learn by internalizing information later when we can recall that information later when we respond to a situation in the same way which we saw.
• Reproduction: in the way we are able to reproduce our previously learn behavior or knowledge when it’s required. Practicing our response in our head or in action can improve the way we response.
• Motivation

Operant conditioning of behaviors theory of B.F Skinner, enclosure design and environmental enrichment strategies have all been suggested to improve the welfare of zoo animals by reducing stereotypical behavior and rein-introduction success of wildlife species. (WAZA 2015). Thus, the use of these strategies has important consequences for zoological collections. Despite the recognition and wild-scale implementation of such strategies, however, concerns around global zoo animal welfare remain and behavioral pathologies are common in many species. (Luhrs 2010) using operant conditioning, some of the barriers to delivering positive welfare experiences through holistic behavioral management strategies to zoo animals and make recommendations for institutional approaches towards improving zoo animal welfare using examples of Abnormal Repetitive Behaviors (ARBs) through targeted behavioral management.

EMPIRICAL FRAMEWORK
According to P.A Anadu (2000) on his study wildlife conservation in Nigeria: problems and strategy a case study of wildlife reserve of University of Benin, the major treats to nature conservation in Nigeria and he reviewed critically the measures adopted for the protection of wildlife. According the study, the major problem includes habitat degradation (through uncontrolled logging, agricultural projects, industrial plantations, highway and urban development’s and exploitation for fuel wood) over hunting and poaching.
He suggested that to protect wildlife include the creation of more game reserve, enactment of wildlife laws, signing of international treaties and manpower development. According to his research through interview with about 10 workers or staff of the wildlife reserve, the major treats to the area include poaching and hunting, indiscriminate feeling of forest trees, low funding, inadequate game laws and weak enforcement of the existing legal provisions.
It is suggested that the Federal Government should intervene more positively in favor of conservation by creating more national parks and assuming joint responsibility with the states for formulating wildlife laws. Furthermore, the role of nongovernmental organizations in influencing conservation policies and mobilizing public opinion will be cruial in different years ahead.
In the journal “A synopsis of wildlife conservation in Nigeria by Timothy A Afolaya  2009, this article emphasized the recent developments in the overall conservation program in Nigeria as it describes the important role which wildlife is playing in helping to feed the nation, in creating employment opportunities, in education in research, in recreation and in local medicine. Inadequately of Nigerian wildlife legislation and of the trained manpower to protect and manage the wildlife resources are among the crucial wildlife management problems identified. It is also stressed that the basic information for effective management is often lacking where Nigerian wildlife reserved are concerned. It also stressed that the main problems facing wildlife conservation in Nigeria include poaching, over exploitation, lack accurate data, bush burning that destroys wildlife habitat. There is adequate reliable database to facilitate forestry planning and development. Weak forest policy and implementation, forest policies lacks legal backing and hence its enforcement is difficult. The Nigeria forestry policy Act, 1937 is subsumed in the National Agricultural Policy of 1988. Forest tariffs are relatively low and are not revised frequently penalties under most laws are low and seldom enforced. It suggested that Nigeria forestry policy act should be reviewed or renew and encourage the government to implement the policies adequately and enforce penalties on the offenders.
Jonathan (2009) in his own study animal wildlife conservation under multiple land use system in Nigeria reveals that out of 6 selected zoological garden and game reserves in six geopolitical zones in Nigeria. The situation of wildlife in Nigeria is nevertheless different. Except in the Yankari, upper Ogun and Kwiabaha, Game Reserves and the Kainji lake National park, little efforts have been made to protect the Nigerian animal wildlife resources from human pressure and wide spread extinction. To many, what remains of the wildlife animals are best seen in the few state owned zoological gardens in Nigeria?
However, because most indigenous large animal species including Elephant, Buffalo, Chimpanzee, Gorilla, Rhinoceros, Leopard and Ostrich have not been able to reproduce in the various zoological garden so far, the hope to conserve this animals are brittle.
According to his work, animal wildlife is a declining resource in Nigeria because of unplanned land use practices. For example, land uses in game reserves are often conflicting and contradictory for land uses, timber extraction, hunting; food crop production and settlement are simultaneously going on in game reserves with little or no control measures and with no management plans. The excessive demands for land these conflicting uses have greatly disturbed the ecosystems involved, thus making the survival of the wild animals uncertain. Specially, the problems of wildlife conservation in Nigeria are:
a. Poaching
b. Indiscriminate burning of the vegetations
c. Uncontrolled grazing activities in the reserves
d. Intensive logging for domestic and industrial uses
e. Users rights on the reserves enjoyed by the traditional owners of the land before reservation
f. Lack of adequate fund to manage the reserve
g. Ineffective legislation
h. Lack of trained manpower
i. Urban sprawl
j. Infrastructural development of roads, electric and telegram lines and irrigation schemes.
k. Lack of modern enclosure or caging
l. Inability of animals to breed within the captive environment.

He then emphasized that the picture for Nigerian animal wildlife depends on the nation’s ability to conserve what is left either in their natural habitat or at least, in zoological gardens. The game reserve should be reduced to manageable numbers while state governments should win public sympathy through adequate conservation publicity and the provision of sufficient vehicles and personnel to manage the game reserves. The policy of land use in game reserves should be conducted on:
a. The number and species of animals hunted per year
b. The population of animals species in the game reserves and their habitat sustainability
c. The endangered and extinct animals species and specific reasons for the decline in their population
d. Human problems peculiar to each reserve and ways of minimizing them.
e. Establishment of rein-introduction programs.

SUMMARY
The establishment of zoos in a society is premised partly on the idea of bringing man close to wild animal’s species (Yager et al 2015). This establishment has various roles to play in the ecosystem and all endeavors of life. The role of zoological garden as well as wildlife conservation is as follows:
1. Education: zoos are established for the preservation of animal to make it easier for more people to see them and learn their characteristics and habitat. Zoo animals are used for specimens both for secondary schools students and tertiary institution as well as teaching the public the benefit of wildlife. A survey conducted by the Association of Zoos and Aquarium (AZA) reveals that, the general public rate conservation and education as the most important role of zoo (Fraser and Stickler 2008).
2. Conservation: of endangered species to avoid extinction of such animal.
3. Tourism:  it serves as a centre of tourism as people from different parts of the country visit to learn about nature at their leisure.
4. Generating revenue for the government as well as provides employment opportunities individuals etc
Most problems encountered in Nigerian zoos include:
• Poaching
• In availability of breeding species
• Lack of trained personnel’s
• Lack of fund by the Government
• Lack of infrastructure and conservation facilities.