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Various revisions of the extended techniques were issued. [citation needed] Rumsfeld intended the extended techniques to be used only on the captives the United States classified as "illegal combatants". However, extended interrogation techniques were adopted in Iraq, even though captives there were entitled to protection under the Geneva ...
Between 1984 and 1985, after congressional committees began questioning training techniques being used by the CIA in Latin America, the 1983 manual went through substantial revision. In 1985 a page advising against using coercive techniques was inserted at the front of Human Resource Exploitation Training Manual. Handwritten changes were also ...
The manual permits nineteen interrogation techniques, [16] Described in Chapter 8 of the manual as "approach techniques" to help establish a rapport, these are: [17] Direct approach. Pertinent questions are asked directly "as long as the source is answering the questions in a truthful manner".
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Interrogation (also called questioning) is interviewing as commonly employed by law enforcement officers, military personnel, intelligence agencies, organized crime syndicates, and terrorist organizations with the goal of eliciting useful information, particularly information related to suspected crime.
For the third edition in 1953, Inbau invited John Reid as co-author, for a new section on so-called lie detector techniques, such as the "control question". [6] Fred E. Inbau, a Northwestern University lawyer and criminologist, and John E. Reid, a law graduate who had worked in the Chicago Police Department, would publish other manuals together.
Socratic questioning is used to help students apply the activity to their learning. The pedagogy of Socratic questions is open-ended, focusing on broad, general ideas rather than specific, factual information. [12] The questioning technique emphasizes a level of questioning and thinking where there is no single right answer.
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]