Abstract
Maritime piracy is a global problem affecting the entire world, particularly, world maritime, which contributes a huge percentage of the logistics in world economy. Being a worldwide problem, it is necessary to develop a counter piracy law for Nigeria, gearing towards both domestic and regional jurisdictions for effective application and enforcement. Sea navigation through ships is the major means of movement of finished goods and raw materials globally. The sea being the heritage of mankind, any activity that negatively affects sea transportation affects the world economy, nay, Nigerian economy. Maritime pirates over the ages have been considered as enemies of humanity. Piracy has been a major problem in all major sea routes worldwide, including the gulf of Guinea. Notwithstanding all the criminal activities of maritime pirates in and around the gulf of Guinea including Nigerian coastal waters, there is no legal framework formulated to accost and punish pirates to curtail their activities. It is quite unfortunate that the international Convention developed by the UNCLOS, 1982, to fight piracy and armed robbery at sea is yet to be domesticated as part of Nigerian municipal law. The various agreements and guidelines churned out by the International Maritime Organization (IMO), on this subject are yet to become part of Nigerian policy as recommended to member states of IMO. This article recommends that Section 12 of the Nigerian 1999 Constitution should domesticate these conventions and guidelines as counter piracy law for the country to make the fight against maritime piracy and armed robbery successful.
Highlights
The use of tests in educational or behavioural disciplines is to assess the academic performance or learning outcomes of individuals and to assess curriculum and educational needs of an academic programme (Çokluk et al, 2016)
What is the mean performance of prospective university students in the use of English examination arranged in three different orders (ED, DE, R)?
There is no significant difference in the performance scores of prospective university students' in the use of English examination arranged in three different orders (ED, DE, R). ii
Summary
The use of tests in educational or behavioural disciplines is to assess the academic performance or learning outcomes of individuals and to assess curriculum and educational needs of an academic programme (Çokluk et al, 2016). Decisions can be made from the results of tests for educational advancement or improvement. Test results form a critical decision base to judge the capabilities of different individuals in terms of their knowledge, understanding and skills. To Çokluk et al (2016), test results aid in understanding individuals, employing, placing, selecting, guiding and assessing them. Some scholars warned that individual/organizational test developers, practitioners, and interpreters must develop and implement eligible methods to examine test development and psychometric qualifications (Camilli and Shepard, 1994; Holland and Wainer, 1993)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
