Questioning. An employee who is being questioned concerning an incident or action which will subject him/her to disciplinary action shall be notified of his/her right to have a union xxxxxxx or other representative present upon request, provided however, this provision shall not unreasonably delay completion of the questioning before, during or after the filing of a charge against an employee or notification to the employee of disciplinary action.
Questioning. The Employer shall adhere to the Federal Constitution requirements, in that if an employee is to be questioned as a suspect in a criminal investigation, he/she shall be advised of his constitutional rights before any questioning starts.
Questioning. The questioning shall not be overly long and the employee shall be entitled to such reasonable intermissions as the employee shall request for personal necessities, meals, telephone calls and rest periods and conferences with counsel.
Questioning this process, in the broadest sense, can be described as any statement or nonverbal act that invites an answer. Efficient and effective coaches ask more questions than they make statements. Questioning methods include openE and closeEended questions, as well as clarifying and information gathering questions.
Questioning. We will focus on this active learning method but we will first discuss the different types of questions and the requirements that need to be met in order for it to be effective. This will be followed by two different questioning techniques that can be used in a classroom environment. The last thing that will be discussed are the conditions that are ideal in the classroom environment.
Questioning. The Hearing Officer shall allow the advisor to each party the opportunity to ask the parties and other witnesses all relevant questions and follow up questions, including those that challenge credibility. Only relevant cross-examination and other questions may be asked of a party or witness. The Hearing Officer may request the advisor explain the relevancy of any questions. The Hearing Officer shall explain any decision to exclude a question as irrelevant. Parties may not personally ask questions of the other party. Questions that have been previously asked and answered by the witness should ordinarily not be asked again, and the Hearing Officer shall have the authority to exclude questions as duplicative or redundant: these questions shall be considered irrelevant. Questions about the Complainant’s sexual predisposition or prior sexual behavior are not relevant, unless such questions and evidence about the Complainant’s prior sexual behavior are offered to prove that someone other than the Respondent committed the conduct alleged by the Complainant, or if the questions and evidence concern specific incidents of Complainant’s prior sexual behavior with respect to the Respondent and are offered to prove consent. The Hearing Officers will not require, allow or rely on any evidence or questions that are protected under a legally recognized privilege, unless the person holding the privilege has waived the privilege. Questions, including those asked during cross-examination, should be conducted and posed to witnesses in a respectful, non-abusive manner. The parties and their advisors are not permitted to belittle or personally attack the witnesses, and the Hearing Officers maintain the discretion to enforce this requirement during a live hearing, provided that they do so equally for all parties.
Questioning. Should law enforcement officials find it necessary to question students during the school day or during periods of extra curricular activities, the teacher or designee will be present when possible. An effort will be made to notify the parent/guardian of the situation. Parent(s)/guardian(s) are advised that in suspected child abuse cases law enforcement officials or the Oregon Department of Humans Services, Community Human Services when accompanied by law enforcement officials may exclude district personnel from the investigation procedure and may prohibit district personnel from contacting parent(s)/guardian(s).
Questioning. Because they are simpler to create, lower level questions do not inspire pupils to use a higher level or higher order thinking (Xxxxxxx et al., 2010). Xxxxxxx et al. (2009) concentrated on the methods of questioning and they noted a discrepancy between the cognitive processes engaged when a recall or lower-level questions were asked vs higher- level questions that needed students to synthesize, analyze, and evaluate. CT is frequently developed via the questioning method (Almulla, 2018; Xxxxxxx, 1993). To xxxxxx students' critical thinking, the questions should be "open-ended" (Xxxxxx and Xxxxxxx, 2000, as referenced in Almulla, 2018, p. 21), "suitable" (Xxxxxxx et al., 2002, p. 16), and "exciting" (Xxxxxx & Xxxxxx, 2003, as cited in Xxxxxx & Xxxxxx (2008, p. 95). Xxxxxxx et al. (2002) state that educators generally concentrate on low-level thinking questions to gauge students' comprehension, which is also evident in the Kazakhstani educational setting (Xxxxxxxxxx, 2017). According to Xxxxxx and Xxxxxxx (2000, cited in Almulla, 2018), frequently posing open-ended questions helps students stay motivated and improves their ability to use a variety of resources to identify those that are reliable and use their CT abilities (p. 18). These theories were supported by Almulla's (2018) study, which found that by asking open-ended questions frequently, students greatly improved their CT skills. Several types of discussion and dialogic methods could use questioning strategies (Xxxxx & Xxxxxx, 1986; Hajhosseiny, 2012; Xxxxxxx, 2000, as cited in Almulla, 2018). To spark conversation, Xxxxx (1986, as cited in Moon, 2008) also advises asking "controversial and difficult" questions (p. 150). Hence, one method for fostering CT and one that can be used in a variety of activities is the questioning technique. Group work According to Xxxx'x (2014) study, which was done in two Hong Kong schools, encouraging CT with group work activities had a considerable beneficial effect on pupils' CT skills. There is considerable evidence to support the claim that group work helps pupils develop critical thinking (Xxxxxxxx & Xxxxxxx, 1992; Xxxxxxxxxx et al., 2006). Xxxxxx et al. (2009) asserted strongly that group work holds a favored position in maintaining higher cognitive level interactions compared to whole-class conversations based on their findings in the classroom. Positive significant associations between motivation scores and group work were identified in the Pell et al. (2007) stu...
Questioning. If the Chief of Police determines that the officer shall be question about the allegation, such questioning shall be done as soon as practicable. Unless an emergency is thought by the Chief of Police to exist, such questioning shall be conducted when the employee is on duty, if possible.
Questioning we expect everyone to ask questions in a professional manner, if they don’t understand why we are doing what we are doing;
