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1

„Badania koniunktury - zwierciadło gospodarki” Relacja z konferencji naukowej, SGH, 6–7 grudnia 2012 r.

100%
Walczyk K.
Barometr Regionalny. Analizy i prognozy
|
2013
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issue 1(31)
115-117
2

VYBRANÉ ASPEKTY TRESTNÉHO ČINU AGRESIE DEFINOVANÉHO POČAS HODNOTIACEJ KONFERENCIE K RÍMSKEMU ŠTATÚTU MEDZINÁRODNÉHO TRESTNÉHO SÚDU

75%
Galdunová K.
Právny obzor. Teoretický časopis pre otázky štátu a práva (Juridical Review. Theoretical journal for the questions of state and law)
|
2011
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vol. 94
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issue 5
441 – 453
EN
The article focuses on the development and current state of international norms covering the crime of aggression. It aims to analyse last updates relating to the adoption of a definition of the crime of aggression and conditions of exercise of jurisdiction of the International Criminal Court over it. The amendments of the Rome Statute, the establishing document of the International Criminal Court, were adopted by consensus during the Review Conference that took place in Kampala, Uganda, from 31 May to 11 June 2010. The article also provides comments on amendments to the Elements of Crimes and on Understandings regardings the amendments to the Rome Statute of the International Criminal Court on the Crime of Aggression.
3

TEACHER’S CONCEPTIONS OF QUALITY IN DANCE EDUCATION EXPRESSED THROUGH GRADE CONFERENCES

75%
Andersson N.
Pedagogický časopis (Journal of Pedagogy)
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2016
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vol. 7
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issue 2
11 – 32
EN
The aim of the study is to illuminate a teacher’s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher’s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.
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