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Criminology and Forensic Studies

Permanent URI for this communityhttps://hdl.handle.net/10413/7765

This discipline area provides expert knowledge to deal effectively with crime, victimisation and conflict and to promote a democratic and just society with a human rights ethos as set out in the South African Constitution and Bill of Rights and other relevant international legal frameworks and treaties. It introduces students to biological, psychological and social dimensions of criminal behaviour and explores the application of these approaches to an understanding of the diversity of criminal behaviour. The critical evaluation and application of theories to different categories of crime and criminal behaviour provide students with the opportunity to explore and analyse individual and social influences on criminal behaviour. Not only is the multidimensional nature of conflict studied but analyses refer also to the functioning of the major tiers and role-players of criminal justice recognising the importance of judicial pluralism together with emerging forms of justice such as restorative justice. Current scholarly debates surrounding the workings and outcomes of the system and its component parts are analysed and evaluated and theories and perspectives of punishment, justice and crime reduction are appraised providing a critical understanding and specialised knowledge of the evolution, elements, aims and applications of punishment within a local and international human rights framework, focusing also on the gendering of crime and victimisation and minimum standards for child justice reform as well as structural interdicts to ensure state delivery. The importance of the crime case study method is furthermore highlighted with the presentation of material to the criminal justice system informed by scientific rigour. Analyses refer inter alia to the credibility of behavioural evidence, pre-sentence evaluations and victim impact statements.

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Browsing Criminology and Forensic Studies by Subject "Authentic materials."

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    Exploring the authenticity and adaptation of instructional materials in English as a Foreign Language (EFL) classrooms.
    (Journal of African Languages and Literary Studies (JoALLS), 2024-04) Adeyiga, Abisoye Adedoyin.; Akpan, Udoh James.; Mkhize, Sazelo Michael.; Daramola, Iyanunioluwa Oluwatobi.
    This paper explored the concepts of authenticity and adaptation of instructional materials in English as a Foreign Language (EFL) classrooms. The authenticity of instructional materials is a major and often overlooked factor in foreign language teaching. However, the adaptation of instructional materials is the process of adapting existing materials to a particular language learning context. The aim of this paper was to examine the benefits and limitations of both approaches. From an analysis of various theoretical approaches, it was found that there is an advantage to using both approaches when teaching English as a Foreign Language (EFL). Materials should be authentic to the language and culture of the language in question, while at the same time taking into account certain considerations such as the students’ language proficiency level and the specific context of the class. The adaptation of materials should not lead to over-simplification, and both approaches should be used to ensure that the materials are appropriate for the learning context. In conclusion, the paper argued that both authentic and adapted materials have their advantages and disadvantages, and that an optimal solution is to strike a balance between the two approaches. It is important for language teachers to be mindful of the need to use materials that are both authentic to the language and culture, while at the same time taking into account the specific needs of the class. This paper has provided a brief overview of how authenticity and adaptation of instructional materials in EFL classrooms can be effectively managed.