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In the university, the influence of Jacques Derrida's thought is immeasurable. Yet, his thoughts and 'Writings on the university remain somewhat unacknowledged. Derrida has 'Written and spoken extensively on the subject of the university with the hope of initiating a discussion that will, by questioning all aspects of the "university," create an opening toward its future. This thesis explores Derridean discourse on the university and suggests it as a useful and provocative means of(re)thinking the university. Chapter One ofthis thesis consists of a close reading of Derrida's essay "The Principle of Reason: The University in the Eyes of its Pupils." By following Derrida's historical, philosophical and political allusions, this chapter functions, in a certain sense, as a concordance to Derrida's essay. After exploring Derrida's discussion of how not to speak of the university, Chapter Two attempts to use Derridean discourse to understand the university as a "body." If the university were a body, what would it look like? In this chapter, I propose the existence of two quite different university bodies: the metaphysical university and the university incarnate. The metaphysical university body is infused with spirit and in fact rejects the body. By repressing its "body" (its historical, political and social determinants) the metaphysical university hallucinates its body as a unified, indestructible, inconsumable and uncontaminated whole. To preserve the university, the metaphysical university body suggests a return to "spirit." The university in-camate on the other hand, understands its body as wounded, parasitized, consumable, displaced and gaping. I suggest that this university body represents Derridean discourse on the university in its desire to think its body--its own constitution / Thesis / Master of Arts (MA)

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At this moment in history representatives of our government are focusing on what can be done to reduce crime, and some members of the judiciary have been asking for a consideration of research on categories of specific behavior that "criminals'' emit in an attempt to channel these persons emitting such behaviors into treatment centers. The relationship between criminality and specific criminal personality typing has thus far eluded any Procrustean approach of traditional models, and psychological and psychiatric contributions to the science of criminology are being amalgated with ideas from other disciplines. Socio-psychological models for analyzing the deviances of criminality provide an interdisciplinary approach. (Coffman, 1969). The plan of this study was guided by the relatively specific set of theories and studies which point to an analysis of verbal behavior as an extremely good indicator of the personality of the dividual and the variables which might influence his behavioral responses . The objective of this study was to examine the verbal behavior of criminal defendants in the courtroom under two types of interrogation procedures - that of his own attorney under direct examination and under cross examination by the prosecutor. Specifically, to investigate the behavior of the defendant indicative of the ability to cope with natural occurring stress factors. The subjects were 72 male criminal defendants brought to trial under criminal indictments for felonies. Twenty frour of the 72 defendant subjects were indicted for larceny (12 white, 12 black); twenty four were indicted for robbery (12 white, 12 black); and twenty four for murder (12 white and 12 black). The transcript of the testimony of the defendant during direct examination by the defense attorney and the testimony of the defendant during cross examination by the prosecutor following the sequential ordering of question-answer pairs across both types of testimony was used for the analysis. Within each transcript the line count method was utilized. This research involved three independent variables: race (black, white), seriousness of crime on a continuum of larceny, robbery and murder, and type of examination (direct versus cross). The results indicated the following: 1. The defendants manifested significant differences in their verbal behavior on cross examination. 2. Between blacks and whites, no significant differences were found in their courtroom verbal behavior. 3. An analysis of the significant interaction of seriousness of crime and type of examination revealed that the degree to which the effect of the seriouness of the crime had substantial effect depended on whether the defendant was being interrogated by his own attorney or the prosecutor and was significant for the more serious crimes of robbery and murder. 4. Differences in verbal behavior of the defense attorney and the prosecutor were significant on the race variable. Both attorneys exhibited longer interrogation utterances when examining white defendants. 5. Differences in the ratio of attorney/subject exchanges revealed a decrease on the ratio of cross examination versus direct examination. An analysis of the significant interaction between seriousness of crime and cross examination by the prosecutor was operative at the levels of robbery and murder but no significant difference in the ratio of exchanges between interrogation by the defendant’s own lawyer and the prosecutor at the level of the less serious crime of larceny. This study has provided experimental evidence that non content verbal behavior provides an indices of stress (assuming that cross examination of the defendant by the State prosecutor is stressful). It offers support to the studies presenting evidence that the individual’s coping response in terms of verbal behavior is a decrease in utterance length. It questions the motivational aspects of attorneys who interrogate black and white defendants differentially. It offers evidence that a defendant's verbal behavior is affected by the degree of the seriousness of the crime with which he is charged particularly when he is confronted with the potential danger and threat to this well being personified by the Prosecutor for the State under cross examination. It strongly suggests that the more immediate and the extent of the degree of potential harm or threat to the defendant, the more stress he experiences. / Ph. D.

published_or_final_version / Education / Master / Master of Education

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

The study evaluated the questions used in a polygraph test. It focused on criminal investigative tests (also referred to as “criminal specific tests”), those tests conducted when a criminal offence has been committed and the in-test phase questions (those test questions asked to address what is under investigation). To conduct a successful criminal investigative polygraph test, it is important that polygraphists be familiar with the types of questions used in a polygraph test and how they should be formulated for more effective outcomes. The recognition of these questions and how they are formulated is of utmost importance as it determines the success of the criminal investigative polygraph test. / Police Practice / M.Tech. (Forensic Investigation)