Technology as a Key Tool for the Prosecution of International Crimes: Lessons from Uganda

This article uses the context of Uganda to examine the role of technology in the prosecution of international crimes. It uses the International Criminal Court (icc)complementarity framework to analyse two cases — Dominic Ongwen and Thomas Kwoyelo, exploring a question — whether the use of technology enhances the icc’s positive complementarity approach? The article draws substantially from the review of empirical literature, qualitative interviews and the author’s work experiences at the two sites of justice - Uganda and The Hague. The article reveals a practical overlap between the two sites of justice in the use of digital evidence and witness protection. It is argued that use of technology enhances the criminal trial procedures, victims’ rights and the legitimacy of the courts. It is equally argued that the use of technology has the potential to enhance the icc’s complementarity approach. The article contributes to current debates about the role of technology in international criminal justice.

Prácticas evaluativas en la clase de Educación Física: un asunto de desconocimiento (Evaluation practices in the Physical Education Class: An issue of lack of knowledge)

Objetivo: el artículo se enfoca en la evaluación que se desarrolla en la clase de educación física teniendo en cuenta las técnicas e instrumentos que en dicho escenario se llevan a cabo. El proyecto se tituló: “Prácticas evaluativas en la clase de Educación Física en la ciudad de Manizales y Villamaría, Colombia” y tuvo como propósito develar las tendencias que se dan en los procesos formativos, a partir de la identificación e interpretación de estas. Metodología desarrollada: la investigación se asumió desde el paradigma cualitativo con enfoque complementario, en el cual se realizaron observaciones de clase, entrevistas a estudiantes y docentes de básica primaria, secundaria y media, las cuales fueron categorizadas mediante una codificación abierta, axial y selectiva. Resultados: se encontró que la evaluación en la clase de Educación Física tiende a ser comprendida de forma polisémica, es decir, dicho acto origina prácticas en las cuales se privilegie el desempeño físico o los aspectos actitudinales, que finalmente terminan opacando los contenidos conceptuales. Conclusiones y discusiones: es por esto, por lo que la evaluación se reduce meramente a una simple herramienta, la cual se enfoca a la verificación del aprendizaje y cumplimiento de tareas, desconociendo entonces la importancia que tienen la autoevaluación y los procesos metacognitivos. Abstract. Objective: the article focuses on the evaluation that take place in the physical education class, considering the techniques and instruments that are carried out in this scenario. The project was titled: "Evaluative practices in the Physical Education class in the city of Manizales and Villamaría, Colombia" and its purpose was to unveil the tendencies that occur in the formative processes, based on the identification and interpretation of these. Methodology developed: the research was undertaken from the qualitative paradigm with a complementarity approach, in which class observations, interviews with students and teachers of elementary school, high school and middle school were conducted, which were categorized by means of an open, axial and selective coding. Results: it was found that the evaluation in the Physical Education class tends to be understood in a polysemic way, that is, this act originates practices in which physical performance and/or attitudinal aspects are privileged, which finally end up obscuring the conceptual contents. Conclusions and discussions: this is why evaluation is merely a simple tool, which focuses on the verification of learning and task accomplishment, thus ignoring the importance of self-evaluation and metacognitive processes.

Public Attitudes Towards Multiculturalism and Interculturalism in Australia

The growing intellectual and policy debate around optimal approaches to diversity governance, particularly in relation to criticism of multiculturalism, is now entering a new phase characterised by advocating alternative conceptual and policy paradigms most notably interculturalism. Proposing a conceptual complementarity approach, rather than dogmatically oppositional stances, this paper approaches interculturalism as offering heuristic additive values to multiculturalism. As the paper shows, the Australian context indeed offers an optimal case study for conceptualising and engaging with interculturalism within an otherwise resilient multicultural framework. Australia’s unique and strong multicultural ethos has combined with successful intercultural strategies at different levels of diversity governance, policy and practice across various sectoral terrains. This paper uses an online national survey to examine the public understanding of and attitudes towards multiculturalism and interculturalism as supposedly distinct yet interconnected policy tools relating to the ever-changing diversity governance agenda.