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. 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.
Questioning. Effective questioning can be used to reinforce learning and includes a combination of low-level and high-order questions for deeper learning and can be used to keep learners at work and to check their understanding (Redfield and Xxxxxxxx, 1981). Examples of questioning drawn from the fieldwork visits include: Use at the beginning of a session and throughout to ascertain prior knowledge and links to advance organisers Use to check understanding and identify who is not fully engaged with the task Use to encourage evaluation by learners of their work and their learning, through the use of appropriate questions applied in a variety of forms; mainly open – and not just superficial but going beyond the initial response to probe deeper Use to check understanding by returning to a learner who may not have fully understood previously in response to questions asked: the teacher does not supply the answer, but challenges the learner to work it out – involving other learners to supply the answer if appropriate. For questioning, it is helpful to involve all learners, not just the assertive and self-confident who want to answer the questions all the time. Sometimes learners will wants not to offer an answer when they may be uncertain. One teacher solved this issue by using learners to nominate someone to answer the next question. Questioning can be used in an elimination strategy so that learners move towards the right answer. Assisting learners to become more effective learners, to ‘learn how to learn’, enables them to learn knowledge and skills more efficiently – a valuable skill in itself for life. Active control over the thinking processes involved in learning is referred to as metacognition. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important for both learners and teachers. Metacognition is often referred to as ‘thinking about thinking’ and can be used to help learners to ‘learn how to learn’. In some interviews, teachers explicitly described their intention to develop higher-order thinking skills. If the culture of the organisation in which learning takes place systematically cultivates habits and attitudes that help learners to be confident of their own learning ability and to be creative, then learners are likely to learn faster, concentrate more, ...
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. 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) study. Xxxxxxx...
Questioning we expect everyone to ask questions in a professional manner, if they don’t understand why we are doing what we are doing;
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. The Parties shall provide for the following measures, which fall within the scope of cooperation, to be carried out by their aircraft to intervene against suspicious aircraft as defined in article 2 (d):
