Relevant bibliographies by topics / Collegiality

Academic literature on the topic 'Collegiality'

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Published: 4 June 2021
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Journal articles on the topic "Collegiality"

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Doorgakant, Yesha Mahadeo, and Radha Rani Baichoo. "Collegiality as a Fundamental Professional Value in an Academic Setting: A Case Study in a Teacher Education Institution in a Small Island Developing State." Kwartalnik Pedagogiczny, no. 66/4 (June 15, 2022): 52–70. http://dx.doi.org/10.31338/2657-6007.kp.2021-4.3.

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Collegiality is believed to entail “always acting in good faith, [...], in concert with one’shonest judgment as to the best interests of one’s institution” (Siegel, 2004, p. 411). Thisunderstanding of collegiality is deemed to be output-oriented and missing out on importantunderlying concepts and values related to the construct. While research shows thatcollegiality as a concept and a practice is well anchored in corporate jargon and settingswhere collaborative efforts among employees are capitalised upon for the optimisation ofoutput, there seems to be a dearth of literature on the importance of collegiality in relationto personal well-being in the professional set-up. Moreover, in academic settings, collegialityas a concept has been extensively researched in relation to teacher collegiality, but there isvery little mention of how collegiality influences well-being in work life among academics inhigher education institutions. This paper seeks to explore the understanding that academicsin a teacher education institution have of the concept of collegiality and its impact on theirprofessional stance and job-related personal well-being. It addresses the question of whethercollegiality should be incorporated as a fundamental professional value within a teachereducation institution as this is deemed to have implications for human capital development.The study shows that though the corporate logic of the use of collegiality for enhanced performance is the most prevalent practice even in an academic set up, academics have alsoappropriated the concept to include a strong element of social and emotional intelligence.
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Menard, Katherine. "Collegiality." Western Journal of Nursing Research 35, no. 9 (May 2013): 1233. http://dx.doi.org/10.1177/0193945913487168.

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Rieger, Paula Trahan. "Collegiality." Oncologist 6, no. 1 (February 2001): 3. http://dx.doi.org/10.1634/theoncologist.6-1-3.

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Rieger, P. T. "Collegiality." Oncologist 7, no. 90002 (June 1, 2002): 7. http://dx.doi.org/10.1634/theoncologist.7-2004-7.

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Rieger, Paula Trahan. "Collegiality." Oncologist 7, S2 (June 2002): 7. http://dx.doi.org/10.1634/theoncologist.7-suppl_2-7.

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Dyduch, Jan. "Konferencja Biskupów w świetle motu proprio "Apostolos suos"." Prawo Kanoniczne 41, no. 3-4 (December 20, 1998): 59–74. http://dx.doi.org/10.21697/pk.1998.41.3-4.03.

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The Motu proprio: Apostolos Sttos of pope John Paul II,dated 21 May 1998, is a continuation and intensification of the Second Vatican Council's teaching on the Bishops Conferences. Bishops Conferences express the collegiality inthe Church, collegiality in the broader meaning; defined as „the spirit of collegiality” – affectus collegialis. This collegiality expresses bishops’ concern for the universal Church, but especially for the local Church, that is, the Church existing on the territory of one country and remaining under the Bishops Conference of that country. The sphere of activity of the Bishops Conference is regulated by the universal law and by its own statutes which must be approved by the Apostolic See. The Motu proprio: „Apostolos Suos” determines that the offices of a chairman and vice-chairman of the Bishops Conference are filled by an election. They are alected by all members from among the diocesan bishops. Besides its legislative and coordinative power, the Plenary Assembly of the Bishops Conference has the right to issue doctrinal declarations. Such declaration, made unanimously by the Conference, belongs to the authentic teaching of the Church and can be promulgated by its authority. If the declaration was supported by two thirds of the Conference's members (with the deliberative vote), then it requires the recognition of the Apostolic See.
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Fischer, Michael. "Defending Collegiality." Change: The Magazine of Higher Learning 41, no. 3 (May 2009): 20–25. http://dx.doi.org/10.3200/chng.41.3.20-25.

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Hutcheon, Linda. "Saving Collegiality." Profession 2006, no. 1 (January 2006): 60–64. http://dx.doi.org/10.1632/prof.2006.2006.1.60.

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Frank, Polly, Lee-Allison Levene, and Kathy Piehl. "Reference Collegiality:." Reference Librarian 15, no. 33 (September 1991): 35–50. http://dx.doi.org/10.1300/j120v15n33_04.

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Eisenlohr, Laurence C., and Lisa K. Denzin. "Cretaceous collegiality." Molecular Immunology 68, no. 2 (December 2015): 67. http://dx.doi.org/10.1016/j.molimm.2015.08.013.

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Dissertations / Theses on the topic "Collegiality"

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Cavanagh, John Bartholomew. "Managing collegiality : the discourse of collegiality in Scottish school leadership." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2254/.

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Abstract: In recent years there has been an increasing emphasis on the promotion of collegiality as an impetus for management in Scottish schools. Collegiality is promoted as having the potential to transform teachers and hence education. This study confronts this ambitious claim arguing that the concept of collegiality has suffered from a lack of theoretical and intellectual scrutiny. Collegiality lacks proper understanding as a concept and as a discourse. Terms associated with it are frequently used in perfunctory ways which are inattentive to its conceptual sophistication. This study attends to complications which emerge when we reflect rigorously on what collegiality means, and how it impacts on various organisations, but in particular school management. Current attempts at developing a collegiate culture in schools are underexploiting its potential as a transformative management model. We are not managing to be collegiate in the most normative of understandings because we are not Managing collegiality in ways which take account of its conceptual and discursive complexity. The key research questions are: From where has the discourse of collegiality come and how has it been promoted? Whose interest might the discourse of collegiality serve? The study takes two main approaches in addressing these. It considers collegiality as a concept, focussing on meaning and implications arising from the application of limited understandings of the idea in a variety of organisational contexts. It then draws on continental philosophy to uncover arguments which position collegiality, currently promoted, as a discourse. The dissertation locates key sources of the discourse of collegiality and the politics and practices of its promotion. It explores the interests claimed to be served by collegiality, contrasts these with the interest more likely to be served, before going on to make normative claims about a rehabilitated understanding of collegiality. It identifies current approaches to collegiality more as being technologies for organisational expediency rather than as conduits of the more attractive and normative understandings which could contribute creatively to a more democratic and ‘dialogic’ school organisational culture. In seeking a more creative and potentially transformative conception and practice of collegiality, the study looks at one particular example of a radical reappraisal and critiques this, finding it attractive in some senses but at odds with the parameters within which school managers work. A discussion develops which explores more attractive and normative understandings and casts these before a backdrop of common approaches to the professional practice of school management. The dissertation contributes to a discussion by which popular understandings of collegiality may be rescued to become more befitting the democratic and socially oriented facets of a school, rather than as a managerialist technology, impacting on learners, teachers and the wider constituency of interest in schooling in rather more limited ways. The study defends normative understandings of collegiality as an organisational impetus tailored for professional arenas, but in so doing it defends management as a necessity in organisational contexts characterised by complexity. Collegiality cannot be an alternative to Management. It is an attractive approach for schools which can be managed if Managed appropriately.
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DeShaw, Michèle. "Trust, collegiality, and community /." dissertation online, 2009. http://pqdtopen.proquest.com/#abstract?dispub=3379005.

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McAleese, Mary, and Richard 1958 Gaillardetz. "Collegiality in Church leadership:." The Church in the 21st Century Center at Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104059.

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Brunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.

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Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the three schools, and staff perceptions of the factors that impacted those collegial experiences yielded important data. Three basic questions guided this research: (1) How do teachers demonstrate their own collegial behaviors in schools?; (2) What conditions do teachers identify that enhance teacher collegiality?; and (3) What are the leadership behaviors that foster and support collegiality? A summary of the findings suggested that teachers talking about practice and teachers teaching one another were the two most often discussed and practiced indicators of collegiality. The findings of this study strengthen the connection between well-established transformational leadership practices and teacher collegiality. Both aspiring and practicing leaders need to understand the theory and research behind the practice of transformational leadership and its link to collegiality in schools.This study has added to the body of research, supporting the link between leadership behavior of principals and the collegiality of teachers. Transformational leadership practices contribute to school effectiveness and continuing teacher growth and development. This has implications for the day-to-day practice of leaders, for the professional development of teachers, and for leadership development. A deep understanding of collegiality and the leadership practices that support and sustain it is necessary in an era of continuous school improvement.
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Barrett, Jenny. "The impact of the NCEA on teacher collegiality." The University of Waikato, 2008. http://hdl.handle.net/10289/2270.

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This study looks at the impact that the National Certification of Educational Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an exploratory study using an in case and cross case method, located in four secondary schools with a range of demographics. I was interested in gathering the information from teachers in three key roles: Assistant teacher, Head of Department and Principal's Nominee, finding out what their views were on the change that the NCEA has bought to their professional lives and the impact made on their collegiality. The literature reviewed shows there is an international appreciation of the value of collegiality in schools but there is a fragile nature of collegiality that challenges its strength. The complexity of school culture and the symbiotic relationship between it and collegiality contributes to challenge of the management and development in secondary schools. The findings showed the teachers in this study considered there to have been a deepening in collegiality as a result of increased sharing of material, professional communication through moderation and professional development, and a heightened respect for professional practice and understanding of personalities. There are threats from reduced socialisation, workload, loss of autonomy and the fragility of collegiality. These elements have created a shift in school culture. How teacher collegiality can best be supported using this assessment policy has been explored with features involving school organisation and increasing deep collegial activities such as collegial observation, marking, moderating and review being identified as beneficial.
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Antoine, Nora. "Exploring Tribal College and University (TCU) Faculty Collegiality." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432.

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Soltani, Shahsanami Sara, and Emelie Vickers. "Collegiality and the interplay between modes of governance." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448334.

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As an under-researched form of coordination and control, little is known of how collegiality is practiced, especially in for-profit firms. Our thesis has sought to address this research gap by interviewing professionals from two fields which are recognized as collegial, namely lawyers and architects. Our aim was to depict how for-profit firms coordinate and control using collegiality in relation to the traditional modes of governance of bureaucracy and management. We do this by utilizing the concept of institutional logics which focuses on field-level meaning systems and how actors use these systems of values, beliefs and expectations to make sense of their institutional environment. We could observe a clear coexistence of all three modes of governance. Our respondents indicated an awareness of the different logics and demonstrated an understanding of which governance mode was called for in which situation. This interplay was highly contextual and contingent on each situation's institutional demands and expectations. Collegial values were keenly advocated, yet work tasks that were legalized were also bureaucratized. The coexistence of fundamentally contradictory governance modes did not however appear to meet much internal resistance and seemed to rather function peacefully with wide employee acceptance.
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Bas-Isaac, Eugenia. "Teacher mentoring: A micro-political study of collegiality." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186586.

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The primary objective of the study is to examine whether teachers view mentoring as an inherently contrived or collaborative enterprise. Drawing upon a micro-political framework, this study examines the relationships between contrived and collaborative collegial relationships (Hargreaves, 1991), utilizing data from a mentor teacher program in a large Southwestern district. Teacher collegiality has not been viewed within the context of shifting power relationships between teachers and administrators. Some researchers (Conley, Bas-Isaac, & Scull, in press; Hargreaves, 1991) have maintained that while some teacher collegiality mechanisms may be teacher-driven and reflect genuine teacher collaboration, others are contrived and aimed more toward promoting administrative efficiency and gaining greater control over teachers' work. The critical question is whether peer mentoring systems, such as a formalized mentoring component of a Career Ladder program, which are inherently contrived, are capable of generating teacher collaboration. The results suggest that collaborative and contrived collegiality may be complementary relationships, that is, teachers can meet their own needs and interests in what on the surface is a contrived setting.
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Cash, Penelope Anne, and mikewood@deakin edu au. "Women clinical nurses' constructions of collegiality: An ethnomethodological study." Deakin University. School of Nursing, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051123.122031.

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This research is about a shared journey of being together. It involved thirteen women nurses (including myself) in a process approach to working with data collected through audio transcriptions of conversations during group get-togethers, field notes and journalling over twelve months. The project was conducted in a large acute care metropolitan hospital where the ward staff interests lie in a practice history of the medical specialty of gynaecology and women's health. Prior to commencement ethical approval was gained from both the University and hospital ethics committees. Accessing the group was complicated by the political climate of the hospital, possibly exaggerated further by the health politics across the state of Victoria, at a time of major upheaval characterised by regionalism, rationalisation and debt servicing. In order to ascertain women clinical nurses' constructions of collegiality I adopted an ethnomethodological approach informed by a critical feminist lens to enable the participants to engage in a process of openly ideological inquiry, in critiquing and transforming practice. I felt the choice of methodology had to be consistent with my own ideological position to enable me to be myself (as much as I could) during the project. I wanted to work with women to illuminate the ways in which dominant ideologies had come to be apprehended, inscribed, embodied and/or resisted in the everyday intersubjective realities of participants. The research itself became a site of resistance as the group became aware of how and in what ways their lives had become distorted, while at the same time it collaboratively transformed their individual and collective practice understandings, enabling them to see the self and other anew. Set against the background of dominant discourses on collegiality, women's understandings of collegiality have remained a submerged discourse. Revealed in this work are complex inter-relationships that might be described by some as collegial!, but for others relations amongst these women depict alternative meanings in a rich picture of the fabric of ward life. The participants understand these relations through a connectedness that has empathy as its starting point. In keeping with my commitment to engage with these women I endeavoured to remain faithful to the dialogical approach to this inquiry. Moreover I have brought the voices of the women to the foreground, peeling away the rhizomatic interconnections in and between understandings. What this has meant in terms of the thesis is that the work has become artificially distanced for the purposes of academic requirements. Nevertheless it speaks to the understandings the participants have of their relationships; of the various locations of the visible and invisible voices; of the many landscapes and images, genealogies, subjectivities and multiple selves that inform the selves with(in) others and being-in-relation. Throughout the journey meanings are revealed, revisited and reconstructed. Many nuances comprise the subtexts illuminating the depths of various moral locations underpinning the ways these women engage with one another in practice. The process of the research weaves through multiple positions, conveying the centrality of shared goals, multiple identities, resistances and differences which contribute to a holding environment, a location in which women value one another in their being-in-relation and in which they stand separately yet together.
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Cooper, Lionel. "The relationship between ethos and collegiality in secondary schools." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251395.

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Books on the topic "Collegiality"

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Ogilvie, Douglas. Education for collegiality. Brisbane: University of Queensland, Division of External Studies, 1986.

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Catholic Church. National Conference of Catholic Bishops. Collegiality and service. Washington, D.C: United States Catholic Conference, 1990.

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Bieletzki, Nadja. The Power of Collegiality. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20489-1.

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Bourke, Roseanna, and Judith Loveridge, eds. Radical Collegiality through Student Voice. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1858-0.

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H, Provost James, and Walf Knut, eds. Collegiality put to the test. London: SCM Press, 1990.

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Sheard, Avril Denise. Collegiality and management styles: Some issues for consideration. Birmingham: University of Central England in Birmingham, 1999.

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Tannenbaum, Jerrold. Veterinary ethics: Animal welfare, client relations, competition, and collegiality. 2nd ed. St. Louis: Mosby, 1995.

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Hardy, Cynthia. The politics of collegiality: Retrenchment strategies in Canadian universities. Montreal: McGill-Queen's University Press, 1996.

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The politics of collegiality: Retrenchment strategies in Canadian universities. Montreal: McGill-Queen's University Press, 1996.

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Quo vadis?: Collegiality in the Code of canon law. Blackrock, Dublin, Ireland: Columba Press, 2012.

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Book chapters on the topic "Collegiality"

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Fisher, Thomas. "Collegiality." In The Architecture of Ethics, 23–26. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351065740-6.

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Tapper, Ted, and David Palfreyman. "Collegiality Debated." In Higher Education Dynamics, 19–40. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0047-5_2.

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Stensaker, Bjørn. "Rebuilding Collegiality?" In Faculty Peer Group Mentoring in Higher Education, 209–14. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37458-6_12.

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Tapper, Ted, and David Palfreyman. "Collegiality as Colleges." In The Collegial Tradition in the Age of Mass Higher Education, 59–74. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9154-3_4.

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Tapper, Ted, and David Palfreyman. "Collegiality: Setting the Agenda." In The Collegial Tradition in the Age of Mass Higher Education, 3–15. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9154-3_1.

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Tapper, Ted, and David Palfreyman. "Collegiality: The Contemporary Challenges." In The Collegial Tradition in the Age of Mass Higher Education, 39–55. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9154-3_3.

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Tapper, Ted. "Collegiality in Higher Education." In The International Encyclopedia of Higher Education Systems and Institutions, 190–95. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_526.

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Tapper, Ted. "Collegiality in Higher Education." In Encyclopedia of International Higher Education Systems and Institutions, 1–5. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_526-1.

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Afenah, Afia. "From Collegiality to Gatekeeping." In Inclusive Urban Development in the Global South, 121–32. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003041566-9.

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Sanfilippo, Fred, Claire Pomeroy, and David N. Bailey. "Building Collaborations and Collegiality." In Lead, Inspire, Thrive, 49–52. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-41177-9_8.

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Conference papers on the topic "Collegiality"

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Mitric, Damir, and Eddie Custovic. "Student Collegiality in Interdisciplinary Global Contexts." In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2018. http://dx.doi.org/10.1109/tale.2018.8615308.

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Freedman, Shin. "Collegiality Matters: How Do We Work With Others?" In Charleston Conference. Against the Grain Press, 2012. http://dx.doi.org/10.5703/1288284314771.

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Beabout, Brian. "Contrived Collegiality in a District/Charter Turnaround Model." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440086.

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Bracewell, David B., Marc Tomlinson, Ying Shi, Jeremy Bensley, and Mary Draper. "Who's Playing Well with Others: Determining Collegiality in Text." In 2011 IEEE Fifth International Conference on Semantic Computing (ICSC). IEEE, 2011. http://dx.doi.org/10.1109/icsc.2011.48.

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Egelström, Monica, and Maria Spante. "TRAPPED IN CONTRADICTIONS: WHEN COLLEGIALITY AND INDIVIDUALITY CHALLENGES PROFESSIONAL PRACTICE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1205.

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DeFelippo, Anne. "Collegiality at Mid-Career: Social Networks and Informal Structures in Academic Departments." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684082.

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Kahrs, Magnus, and Guri Korpås. "Teachers’ views on collaborating in multi-campus course cluster for engineering students." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1203.

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At a European multi-campus university, parallel study programmes offered at every campus (e.g. engineering studies) and appurtenant courses are coordinated, to ensure similar quality and systematic development. In this paper, we present a case from such a multi-campus course, consisting of a cluster of basic courses in physics and chemistry for first-year engineering students. These courses are coordinated through identical syllabus and assessment practice but are taught locally at each campus. The authors had noted some frustration among the teachers involved in these courses, and were interested to investigate the reasons for this frustration, and ultimately to inform the development of these multi-campus courses. This project emerged from a realisation that literature on multi-campus courses is often associated with distance learning, while in this case, the actual teaching is provided locally. Concepts associated with teacher collaboration, such as collaborative culture versus contrived collegiality, collective versus fragmented collaboration, and depth of collaboration seem like a viable way forward in understanding the dynamics between teachers in a context like this. In this paper, we present early results from this ongoing project, which include interviews of teachers involved in these physics/chemistry courses. Preliminary results from these interviews suggest that the expressed frustrations stem from contrived collegiality. Although the teachers experience sufficient freedom in terms of choosing their own teaching methods, several teachers raise concerns about the lack of common aims for this course cluster, which reduces collaboration to coordination of mere practical tasks.
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Rong, Jiani. "The Moderating Effect of Teacher Collegiality on Relationship of Instructional Leadership and Teacher Self-Efficacy." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684378.

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Bernāts, Jānis, Agnese Rusakova, and Elmīra Zariņa. "Clash of Giants – the Change of Internal Higher Education Governance in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.61.

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Globalization, the transfer to knowledge society exposes the environment of higher education institutions (HEIs) to increasingly complex operating conditions. The universities have to address additional demanding tasks with often-staggering public funding at their disposal. The paper aims to depict the interaction of government – managers – and higher education (HE) sector – employees – in the context of recent university governance reforms, which in its essence is another manifestation of managerialist policy followed by the government. The paper starts with contextual information on the HE system in Latvia and its antecedently limited public funding. It then touches the introduction of the performance-based funding model. The review of the funding model came as a reaction to dramatic public funding cuts within the higher education sector that were triggered by the economic crisis 2009-2012. The paper outlines the expectations of the higher education sector that additional public funding will be invested as soon as the new funding model is implemented. However, quite surprisingly for the higher education sector, the newly elected government decides to reform the internal governance of public higher education institutions instead. The depicted context is analyzed against the concept of managerialism and its influence on the higher education sector, specifically on the deterioration of collegiality as the traditional form of university governance. The paper explains, why the plans to reform the university governance in Latvia by introducing university boards with external stakeholders represented there have been met ambiguously by the higher education sector. The authors seek to answer the seemingly irrational series of actions taken by the Latvian government and do so referring to phenomena of managerial ideology, as well as cautions against the rule of uncompromising, forthright managerialism within the public sector. The article finds, however, that pure collegiality is no longer viable in the higher education sector in Latvia, and different manifestations of managerialism are there to stay in the higher education sector. Therefore, ways need to be found to adopt and draw benefits from the induced changes. Understanding the rational reasons behind seemingly irrational reforms introduced by the government is the first step in this direction. The next step, but this would be then the subject of further researches, would be to detect the conditions in which the incoming managerialism may undermine or reinforce the quality of higher education.
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Lisnichenko, A. S. "Theoretical and praxeological aspects of implementation the principle of collegiality in the activities of local councils (on example of the Ukraine)." In NEW APPROACHES AND CURRENT LEGAL RESEARCH. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-263-0-30.

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