iosr-JRME   Volume-2 ~ Issue-1

Abstract: Indiscipline constitutes one of the major impediments to academic excellence in Nigeria. This study examines the reasons and consequences of student violation of the Dress Code in Federal College of Education Zaria. Both primary and secondary data were utilized and these data were qualitatively and qualitatively analysed to answer the research questions. Finding shows that the students' perception of the Dress Code was due to their family background and the influence of the school environment. The study also reveals that despite the high level of students' awareness of the Dress Code, and the efforts of the Students' Affairs Unit, Security Unit, and the lecturers to enforce the Dress Code, there is still a high rate of students' violation of the Dress Code. The reasons adduced for the above includes; haphazard implementation of the Dress Code by those responsible for the implementation, and lack of political-will on the part of the College management to ensure the full implementation of the Dress Code. The study therefore recommends among others that the College management should not interfere unnecessary in the activities of those shouldered with the responsibility of enforcing the Dress Code in the College. A symbiotic relationship between the College management is required to ensure the effective implementation of the Dress Code and other rules and regulations guiding the conducts of the students in the College.

Keywords: Discipline, Dress Code, Education, Indiscipline, School Discipline, Students,

[1]. The Contemporary Longman Dictionary (9th Edition)
[2]. Akinmade et.al "Education in Jos Ecclesiastical Province of Northern Nigeria" (Kaduna: Catholic Resource Centre, 1999)
[3]. Federal College of Education (FCE) "Year 2005 Annual Report" Abifas Printing Press, Zaria.
[4]. Federal College of Education (FCE) "Students' Handbook" Federal College of Education, Zaria, Kaduna State
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Abstract: The study investigated the readability of science textbooks for senior high schools in Ghana. Survey research design was employed for the study. Using stratified sampling technique, a sample size of 300 SHS 1, 2 and 3 students were drawn from five senior high schools in the Cape Coast Metropolis, Ghana. Gunning Fog and Cloze Test readability indexes were used to examine the difficulty level of the Physics, Chemistry, Biology and Integrated Science textbooks for senior high schools, written by the Ghana Association of Science Teachers. Findings of the study revealed that, on the average, the books are difficult to read. The study further showed that the Integrated Science textbook is the most difficult among the textbooks, followed by the Physics textbook. The study concludes by proffering the following recommendations: long sentences and multi-syllable words in these books should be reformulated into smaller structures for easy understanding; and the Ghana association of Science Teachers should write more simplified text materials that can improve readership and understanding.

Keywords: text readability; readability index, Gunning Fog Scale; Cloze Test Index of Readability; Ghana Association of Science Teachers; approved science textbooks for senior high schools in Ghana.

[1]. Ang, A. and Gill, B. (2003). Book review of the work of Ministry of Education Elementary 8. interms of physical science course workbook topics the class a critical look. Kastamonu Education Journal, 11 (2), 387-394.
[2]. Ayodele, M. O. (2012). Readability levels of basic science and technology textbooks for primaryschools. Research Journal in Organizational Psychology & Educational Studies 1(1) (2012) 33-36
[3]. Burke, V., and Greenberg, D. (2010). Determining readability: How to select and apply easy-to-use readability formulas to assess the difficulty of adult literacy materials. Adult Basic Education and Literacy Journal, 4, 34-42.
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[8]. Ivan, A. (2010). Klariti.com. Fog Index and Readability Formulas. Available athttp://www.klariti.com/business-writing/Fog-Index-Readability-Formulas.shtm1#top.. Accessed on March 12, 2013.
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Abstract: This study was an experimental (pre-test, post-test) groups design, and analysed to determine the effects of cognitive and behavioural therapies on the psychological adjustment of prison inmates, using the Afokang prison in Calabar South local government area of Cross Rivere State as the study area. Three null hypotheses were formulated to guide the study, while a total of 120 inmates (109 males and 11 females) were randomly selected from the present stock of Afokang prisoners numbering 1017 (1006 males and 11 females) in the study area. Before treatment, the inmates were randomized into 3 groups (40 each for cognitive, behavioural and the control group – 36 males and 4 females for groups 1 and 2, 36 males and 4 females for the control group). After treatment which lasted for 8 weeks, all the 3 groups were again subjected to post-test and the result compiled for data analysis. Data was analysed using the independent t-test analysis procedures. The result revealed that: there is significant difference between prison inmates treated with cognitive therapy and others who are not treated at all in their psychological adjustment; there is significant difference between inmates treated with behavioural therapy and those not treated at all in their psychological adjustment; prison inmates treated with cognitive therapy do not differ significantly from their counterparts treated with behavioural therapy in their psychological adjustment. It was discovered that inmates subjected to any form of therapy differ significantly from those who did not pass through any form of therapy in their psychological adjustment. It was concluded that behavioural and cognitive therapies significantly influence prison inmates positively in their psychological adjustment (particularly after imprisonment). It was recommended among others that prison inmates should be subjected to cognitive and behavioural therapies in other for them to function well in the society after serving their jail term. . Key words: Adjustment, behavioural, cognitive, experimental, inmates, prison, psychological, therapy

[1]. Akinade, E. A. (2012). Modern behaviour modification: Principles and practice. Ibadan: Bright Ways Publishers.
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[6]. Bully, EQHome (2008). Beat crime, antisocial behaviour, bullying, abuse and mobbing with emotional intelligence. (EQ) (online) http://www.bully.com 16/08/08.
[7]. Chukwem, R. (2008). The hot house, life inside the prison. http://www.google.com
[8]. Chukwuelue, P. (2009). The nation's prison. Radio Nigeria Network News. June 20.
[9]. Crocker, J. (2002). The cost of seeking self-esteem. Journal of Social Issues (58), 591-615.
[10]. Hagell, A. (2002). The mental health of young offenders. Report commissioned by mental health foundation. Policy Research Bureau.

Abstract: This paper is an attempt to study the impact of Education, State and Gender on Adjustment among the adolescent tribal students of Rajasthan & Gujarat. A sample of 600, Tribal students of Rajasthan & Gujarat States are taken for this work. The tribal students are divided into higher educated group( class- IX to XII) and lower educated group ( class- VI to VIII).The Adjustment of school going students are analyzed by the administration of the Adjustment Inventory for School Students(AISS) by Sinha & Singh. In both states the tribally dominated schools are selected. The results are analyzed by Mean, S.D , t-test & ANNOVA

[1]. Bansal,I.P: A study of the adjustment difference among scheduled caste and high caste adolescents. Educational and Psychological Research Journal, 1(1),39-41
[2]. Verma, M.: Factors affecting academic achievement: A cross cultural study of tribal and non tribal students at junior high school level in Uttar Pradesh.
[3]. Ushasri.S : Social disadvantage, academic adjustment and scholastic achievement. Social change: Journal of the council for social development, 10,23-30.
[4]. Metha, Manju; A comparative study of SC,ST & non backward class higher secondary boys on adjustment pattern and academic achievement: Journal on Tribe, 144-151.

Abstract: The new innovation like team teaching, simulated teaching, program learning and interaction analysis, 'Micro Teaching' is a very important mean for(pupil-teacher) pre-service as well as in-service teacher to develop and improve their pedagogical skills with a small group of pupil within a very short time with very short content material. So far as the core-teaching skill is concerned, the pupil teacher (B.Ed. students) faced so many problems during micro teaching while acquiring the each and every skill. Hence researchers did study such a research on this problem with special reference to the Skill of Introducing a Lesson to find out the problems so as to give the remedial measures with analysis and interpretation of collected data with Simple Percentage Method through Questionnaire from selected sample with Purposive Sampling procedure out of total population of all the B.Ed. colleges delaminating to Raipur district only of Chhattisgarh state to complete the research work smoothly, successfully and innovatively to achieve the stated objectives correlating the aspect hypothesis so far as the Normative Survey Method of methodology of educational research is concerned.

Keywords : Core-teaching Skill, Logic behind Introduction, Micro Teaching, Pedagogical Skill, Pupil Teacher

[1] Sahoo, C., (2000). Educational Technology. Sambalpur : Menaka Prakashan.
[2] Walia, J.S., (2000). Educational Technology. Punjab : Paul Publisher Jalandhar city.
[3] Bloom, B. S., etal. (1956). Taxonomy of Educational Objectives : Cognitive Domai. New York : David Mc Kay Co. Inc.
[4] Agrawal, J.C., (2009). Educational Technology and Management. Agra : Agrawal Publication.
[5] Bhattacharya, S.K., (2006). Educational technology. New Delhi: Abhishek Publication.
[6] Sharma, R. A., (1993). Advanced Educational Technology. Meerut : Eagle Book International.
[7] Passi, B.K., (1976). Becoming Better Teacher : Micro teaching Approach. Ahmedabad : Sahi Muranalaya.
[8] Best, John & Prentice, W.,( 1978).Research in Education, New Delhi: Hall of India
[9] Allen, Dwight and Ryan, K. (1969). MicroTeaching. London : Addison Wesley Publishing Company.
[10] Sharma, A.R., (1989). Educational Technology. Agra : Binod Pustak Mandir.

Abstract: This case study aims to understand how writing self-efficacy level contributes to the development of learners' writing skills. The participants of this study consist of three form four learners and their English teacher. Here, teacher's assistance would act as the mechanism to develop the learners' writing self-efficacy. In order to gather information on teacher's assistance, learners' writing skills and writing self-efficacy, various types of data were collected: observation, questionnaire and interview. Though this research on self-efficacy and writing is not a new area in educational research, the findings still can be the added to the existing body of knowledge. Based on the finding derived from this study, two theoretical implications are discussed in this paper. The first part of theoretical implication centred on the reciprocal relationship of cognitive and behavioural engagement. Then the second part discussed the inclusion of teacher's assistance component to the self-efficacy framework. Both of these implications had become the additional components to the existing framework which was proposed by Linnenbrink and Pintrich (2003).

Keywords: Writing self-efficacy, writing skills, teacher's assistance

1] Linnenbrink, E.A. & Pintrich, P.R., The role of self-efficacy beliefs in learner engagement and learning in the classroom. Reading and Writing Quarterly, 19, 2003, 119-137.
[2] Pajares, F. & Johnson, M. J. (1995, April). The role of self-efficacy beliefs in the writing performance of entering high school learners: A path analysis. Paper presented at a symposium held during the meeting of the American Educational Research Association, San Francisco.
[3] Pajares, F., & Valiante, G., Influence of self-efficacy on elementary learners‟ writing. Journal of Educational Research, 90(6), 1997, 353-364.
[4] Bandura, A. (ed), Self efficacy in changing socities (New York: Cambridge University Press, 1995).
[5] Kim, U. & Park, Y.S., The development of Korean adolescents‟ psychological and behavioural make-up: The influence of family, school, friends and society. Korean Journal of Educational Psychology, 13, 1997, 99-142.
[6] Rahil Mahyuddin, Habibah Elias, Loh Sau Cheong, Muhd Fauzi Muhamad, Nooreen Noordin & Maria Chong Abdullah, The relationship between learners‟ self-efficacy and their English language achievement. Jurnal Pendidik dan Pendidikan, 21, 2006, 61-71.
[7] Schunk, D.H. & Zimmerman, B.J., Influencing children‟s self-efficacy and self-regulation of reading and writing through modelling. Reading and Writing Quarterly, 23, 2007, 2-25.
[8] Zimmerman, B.J & Kitsantas, A., Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational and Psychology, 94, 2002, 660-668.
[9] Jarvela, S., Shifting research on motivation and cognition to an integrated approach on learning and motivation in context, in Simone Volet & Sanna Jarvela (Eds.), Advances in learning and instruction series: Motivation in learning contexts: Theoretical advances and methodological implications (New York: Emerald Group Publishing, 2001) 3-16.
[10] Bandura, A., Self-efficacy: The exercise of control (New York: W.H. Freeman & Company, 1997)..

Abstract: The study sought information on teacher professional development in the use of Information Communication Technology in teaching Mathematics. The population comprised secondary school teachers and r students in the study area. The sample consisted eight (8) secondary schools (three private and five public schools) using random sampling technique. Ten (10) teachers were purposively sampled from each school, which made up 80 Mathematics teachers while 122 students were randomly selected. The data collected were analyzed using frequency count, percentage and t-test statistics. The results revealed amongst others, that there was awareness among teachers and students on the use of Information Communication Technology (ICT) in teaching Mathematics at the secondary schools. There was no significant difference between the students mathematics achievement in both private and public secondary schools. Based on the findings, it was recommended that mathematics laboratory should be provided in the secondary schools to enable teachers and students improvise instructional materials that may not be readily available.

Keywords: Profession, Teacher professional development, Ejigbo, Nigeria, Teacher Education, Information Communication Technology (ICT).

[1] Charalambous, K & Karagiorgi, D (2002). Information and Communication Technology in-service Training for Teachers. Journal of Information Technology for Teacher Education 11(2). 319-334

[2] Oxford Dictionary of English (Second Edition) - Free software. [3] Bloomsbury Microsoft 2009. Encarta world English dictionary (North American Edition). London: Bloomsbury publisher.

[4] Thorpe, M.(2010).The impact of ICT on lifelong Learning. Open learning, 2 (2) Education-

[5] Ogunlade O.O. (2008) ICT in Educational management and Development. Managing Education for sustainable development in Developing countries 291-294.

[6] Ale, S.O. & Adetula, L.O. (2009). The impact of information and communication technology on Mathematical Science Education. The Journal of the Mathematical Association of Nigeria. 34(1), 1-6
[7] Maduakolam, I., & Bell, E. (2003). A product-based faculty professional development model for infusing technology into teacher education. Contemporary Issues in Technology and Teacher Education [Online], 3(3). Retrieved October 11, 2005, from http://www.citejournal.org/vol3/iss3/currentpractice/article1.cfm

[8] Thijs, A. (2002). Learning through the web .Retrieved 15th January, 2011 from http://www.decidenet.n//publicatory/web Based Learning .Pdf

[9] Salman, M. F. (2010).Laboratory-based teaching in a Nigeria University. 1st International Conference of Education Faculties in West Africa (CEFWA) proceeding at university of Ilorin between 8th and 11th February 2010.

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Abstract: This study assessed the internet facilities among pre-service teachers in University of Ilorin, Ilorin, Nigeria. The use of internet facilities based on gender was also examined. The instrument used was Questionnaire on the assessment of the use of internet facilities among pre-service teachers in the University. All pre-service teachers in faculty of education, university of Ilorin were the population for the study. One hundred and fifty (150) students in 400 level were randomly sampled, 89 were males (59.3%) while 61 were females (40.7%). Frequency counts and percentage were used to answer the three research questions asked in the study. The results showed that; 80% of the respondents had a positive attitude towards the use of internet facilities and they believed that internet facilities could generally provide better learning experiences, 62% agreed that males were more internet literate while 38% disagreed with this submission. Based on the findings, the following recommendations were made, training should be emphasized for pre-service teachers so as to promote effective teaching and learning, female pre-service teachers should be encouraged to be part of change and pre-service teachers should learn to balance their time when it comes to surfing social sites and studying.

Key words: Assessment, pre-service teachers and internet facilities.

[1]. R.E. Kahn, &V.G Cerf, (1999): Internet as a New Medium (Second edition) New York:
[2]. S.A Onasanya,R.A Shehu, O.O Ogunalde, and A.L Adefuye, (2010). Teachers Awareness and Extent of Utilization of Information Technologies for Effective Science and Health Education in Nigeria.
[3]. M. Hites, (2005): Information and Communication Technologies. New Mexico State University. Retrieved May 14, 2008 from, http://unoproject.nmsu.edu,.
[4]. S.L Novick, (2003). The relationship between computer technology self efficacy and intentions to integrate computer technology in the classroom: factors of influence for women in a teacher preparation program. Dissertation Abstracts International, 116 (UMI No. 3110790).
[5]. Y.B Chiu, C.P Lin, & L.L Tang, (2005): Gender differs: assessing a model of online purchase intentions in e-tail service. Retrieved from http://www.emeraldinsinght.com/Insight/viewContentItem.do?contentType=Article&contentId=1523880. International Journal of Service Industry management, 16(5), pp 416—435.
[6]. E.M Trauth, & D. Howcroft, (2006). Critical empirical research in IS: an example of gender and the IT workforce. Information technology & people, 19(3), pp 272-292.
[7]. D.Gafen, & D.Straub, (1997): Gender Differences in the Perception and Use of E-mail An extension of the Technology Acceptance Model. MIS Quarterly, 21(4), pp 389-400.
[8]. D.K Anderson, and W.M Reed, (1998): The effects of Internet Instruction, Prior Computer Experience, and Learning.
[9]. S.S Liaw, (2002): An internet survey for perceptions of computers and the world wide web: relationship, prediction, and differences. Computers in human behaviour, 18(1), pp 17-35.
[10]. N.Li, G.Kirkup, &B. Hodgson, (2001). Cross-cultural comparison of women students' attitudes toward the Internet and usage: China and the United Kingdom. Cyberpsychology & behaviour, 4(3), pp 415 – 426.

Abstract: Mental imagery as a cognitive technique is one of the suitable treatment methods to improve athletic performance (Cumming & al., 2006; Eddy & al., 2003). It can be defined as using all sense to re-create or create a sport experience in the mind with the goal of enhancing sport performance during training and competition (Morris, Spittle & Watt., 2005; Taylor & Wilson., 2005; Weinberg & Gould., 2007). Our study aims to identify the effect of a learning program of mental imagery method in judo standing on the technical acquisitions. 48 students male divided into three groups of 16, (mean age 21.0 ± 1.85) voluntarily participated in this study. Group 1, has a judo mental imagery learning; group 2 has an observational judo learning and group 3 has an analytical judo learning. The revised movement imagery questionnaire (MIQ-R) developed by Hall & Martin (1997) was used in our study before and after the training programs in order to evaluate the ability of imagery overall the subjects. Also a technical test overall judo tested actions with a three levels scale from (0 = without acquisition), (0.5 = minimal acquisition) to (1= maximal acquisition). The results of the analytical chi-square calculated in different learning methods are not significant which show us that the three groups presented a similar acquisitions in declarative knowledge justified by the global chi-square, which is significant at P <.01.

Keywords: mental imagery; judo training; technical acquisition

[1]. Cumming, J., Nordin, S.M., Horton, R., Reynolds, S. (2006). Examining the direction of imagery and self-talk on dart-throwing performance and self efficacy. The Sport Psychologist, 20, 257-274.
[2]. Eddy, K., Mellalieu, S.D. (2003). Mental Imagery in Athletes with Visual Impairments. Adapted Physical Activity Quarterly, 20(4): 347 68.
[3]. Morris, T., Spittle, M., Watt, A.P. (2005). Technical Aids to Imagery. In Imagery in Sport. Champaign, IL: Human Kinetics. pp. 237-266.
[4]. Taylor, J. & Wilson, G. (2005). Applying Sport Psychology: Four Perspectives. 117-134. Champaign, IL: Human Kinetics.
[5]. Weinberg, R. & Gould, D. (2007). Foundations of Sport ad Exercise Psychology, (4th ed., 296-317). Champaign, IL: Human Kinetics.
[6]. Hall, C. R., & Martin, K. A. (1997). Measuring movement imagery abilities: A revision of the Movement Imagery Questionnaire. Journal of Mental Imagery, 21, 143 – 154.
[7]. Cumming, J., Hall, C., & Shambrook, C. (2004). The influence of an imagery workshop on athletes' use of imagery. Athletic Insight, 6.
[8]. Durand, M., Hall, C., & Haslam, I. R. (1997). The effects of combining mental practice and physical practice on motor skills acquisition: A review of the literature and some practical implications. The Hong Kong Journal of Sports Medicine and Sports Science, 4, 36-41.
[9]. Hall, C. (2001). Imagery in sport and exercise. In R. Singer, H. Hausenblas, & C. Janelle (Eds.),Handbook of Sport Psychology (pp. 529 – 549). New York, NY: John Wiley & Sons, Inc.
[10]. Li-Wei, A., Qi-Wei, M., Orlick, T., & Zitzelsberger, L. (1992). The effect of mental-imagery training on performance enhancement with 7 -10-year old children, Sport Psychologist, 6, 230-241..

Abstract: Students with Hearing Impairment (HI) are experiencing challenges in most learning institutions of Zimbabwe. Most schools that enroll them in the majority of cases do not cater for their special needs. Some of their challenges are not dictated until too late as a result the hearing losses in these pupils become a hindrance to their learning process. This research article attempts to highlight the challenges faced by pupils with hearing loss and to suggest how best teachers can handle this challenge. The research will use a descriptive case study method to extract information from students with HI and discuss through focus group discussions the challenges the teachers grapple with when teaching pupils with hearing loss. We will discuss ways and solutions on how to develop effective learning strategies that teachers at King George IX Memorial can use in order to empower these pupils. Focus group discussions and Interviews of students with HI, and teachers were used to collect data. There are a number of instructional aides teachers can use when teaching deaf or hard of hearing students. A teacher can use sign, finger spelling and speech reading. Equipment, including overhead projectors, bulletin boards, computers and televisions showing captions on the screen, can also be used in teaching.

[1]. Al Qaryouti I. A. (2010) Inclusion of the disabled students in education. International Journal of Cross- Disciplinary in Special education (IJCDSE) VOL 1 (4) 216-222
[2]. Andrew J. (2000) The inclusive classroom: Educating exceptional children.(2nd edit.) USA Canadian publisher
[3]. Forman P. (2001) Integration and inclusion in Action. Baltimore Paul H Brook.
[4]. Lindsay G. (2007) "Educational psychology and the effectiveness of inclusive education" in Educational psychology Vol 77 Issue 1 1-24
[5]. Moore D. (1996) Educating the deaf. Boston Houghton Mifflin
[6]. Oyewumi A. (2008) An investigation on inclusive instructional practices and learning of students with hearing impairments in post secondary schools.
[7]. Mahwish S., Mahr M.S.A., Ghulan Fatima, Misbah M.2012) "Problems faced by students with hearing impairment in inclusive education" Journal of research and reflection in Education 129-136

Abstract: The process of development is both subversive and addictive. It is subversive because it undermines the status quo and challenges some vested interests. It is also addictive because choice, freedom, knowledge and greater material gain once tasted raises expectations for more of the same expectations that are not easily managed politically. Globalization has become the necessary consequence of economic development which is in pursuit of the modern market economies. As a result there is the development of interconnectedness of the economies in the global village. Failure to link up with the global village is tantamount to economic suicide. It is against this backdrop that African economies cannot afford to be dormant since a nation with a closed economy with no linkages with the rest of the global village will collapse. This research paper is centered on the concept of globalization and economic development in Zimbabwe. Besides reflecting on the impact of globalization on development and democratization, this article explores the various contradictions that arise out of the relationship between these concepts. It also highlights the peculiar challenges that underlie and further complicate this relationship in the specific context of African countries. Any meaningful discussion of these relationships and the attendant contradictions and challenges however, first requires a clear understanding of the relevant concepts. In view of the central focus of this article, it is not only appropriate but also necessary to begin by defining the key concepts. This is not an easy task, considering the diversity of interpretations of the terms 'globalization', 'development' and 'democracy'. Nevertheless, it is to conceptual issues that we first turn our attention.

[[1]. Adejo A M (2001) 'The roots of globalization: A historical review' 1(1) Journal of and International Studies 4.

[2]. Ambrose B O (1995) Democratization and the protection of human rights in Africa

[3]. Assefa T, Rugumamu S M & Ahmed A G M (2001) Globalization, democracy and development in Africa: Challenges and prospects

[4]. Brysk A (2002 (Ed) Globalization and human rights)

[5]. Giddens A (1990) The consequences of modernity

[6]. Griffith P (2003) Unbinding Africa: Making globalization work for good governance ( Held D1987) Models of Democracy

[7]. Howard-Hassman R E 2005 'The second great transformation: Human rights leapfrogging in the era of globalization' (27) Human Rights Quarterly 16

[8]. K Irogbe (2005) 'Globalization and the development of underdevelopment in the third world' (22 (1) Journal of Third World Studies 42

[9]. Klitgaard R(1991) 'Political Corruption: Strategies for Reform' 2(4) Journal of Democracy 86

Abstract: A law referred to as Access to Information and Protection Act (AIPPA) and Broadcasting Services Act (BSA) have had a negative effect on the operations of media organizations and journalists. These acts were enacted immediately after 2002 presidential elections at a time when the private media had gathered momentum and was critical of government by exposing various ills and malpractices in both government and the private sector. Civic organizations and media personnel expressed frustration at the red tape they had to go through in order to access government information. BSA also made it difficult if not impossible to open more broadcasting stations in the country as this is evident on the ground by the fact that no private broadcaster has been registered since the law came into force.

[1]. Chiweshe F. G. (2003) Human Rights and the media Harare, SAHRIT
[2]. Feltoe G. (1993) A Guide to Press law in Zimbabwe. Harare, Legal Resources Foundations
[3]. The Access to Information and Protection of Privacy ACT No 5/2002 Harare, Government Printers
[4]. The International Convention on Civil and Political Rights Article 19 www.article19.org
[5]. Law and Order Maintenance Act www.parlzim.gov.zw