‘n Internasionale perspektief op insolvensie-ondervragings : is daar tekortkominge in die Suid-Afrikaanse reg wat gevul moet word?
- Authors: Du Plessis, Anke
- Date: 2012-08-01
- Subjects: Insolvency law , Questioning , Bankruptcy , Corporation law
- Type: Thesis
- Identifier: uj:8907 , http://hdl.handle.net/10210/5379
- Description: LL.M. , The main objective of the South African interrogation procedures during corporate insolvency is to trace and recover all corporate assets. The focus of such procedures is therefore on gathering information rather than investigating any probable causes of the insolvency and failure of the company, as English legislation prescribes. At present in South Africa no reasons have to be supplied to creditors, contributors or the public to explain the failure of companies. This situation contributes to the hesitant and sceptical attitude of the public towards companies and their reluctance to invest in companies. This aspect of our insolvency law can also have a negative impact on the level of foreign investment. The question therefore arises on how the insolvency industry should deal with the various challenges that such a situation presents, which entails at the same time challenging the general effectiveness of the South African insolvency system in its entirety.
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Teachers’ use of questioning in supporting learners doing science investigations
- Authors: Ramnarain, Umesh
- Date: 2011
- Subjects: Learner autonomy , Questioning , Science investigation
- Type: Article
- Identifier: uj:5736 , ISSN 2076-3433 , http://hdl.handle.net/10210/6533
- Description: I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.
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