North Carolina Bar Association Young Lawyers Division Civic Education Outreach Committee. (2015).
Life & Laws 101: Citizenship Rights and Responsibilities Over 18. http://web.archive.org/web/20150923012636/http://www.ncbar.org/media/95451/Life-and-Laws-101.pdf Ward, L. (2015). Practical life lessons [PowerPoint slides].
SlideShare. https://www.slideshare.net/practicallifelessons Green, T. (2014, February 28). Who Is Dana Snay? College Student's Facebook Bragging Costs Father $80,000
Lawsuit Settlement. International Business Times. https://archive.ph/6Q0ga Phipps, C. (2015, April 28). Who were the eight people executed by Indonesia? The Guardian. https://perma.cc/9PPQ-E5M6 Ward, L. (2015, October 24). A Sea of Information: Navigating the Waters of Digital Citizenship, Rights, and Responsibilities [Conference Session].
North Carolina School Library Media Association Conference, Winston-Salem, NC, United States. Green, T. (2014, February 28). Who Is Dana Snay? College Student's Facebook Bragging Costs Father $80,000
Lawsuit Settlement. International Business Times. https://archive.ph/6Q0ga Phipps, C. (2015, April 28). Who were the eight people executed by Indonesia? The Guardian. https://perma.cc/9PPQ-E5M6 Ward, L. (2015, October 24). A Sea of Information: Navigating the Waters of Digital Citizenship, Rights, and Responsibilities [Conference Session].
North Carolina School Library Media Association Conference, Winston-Salem, NC, United States. Ward, L. (2016). Five Key Points for Developing an Informative "Know Your Rights" Seminar. American Bar Association Young Lawyers Division Public Education Committee Newsletter, 2(1). https://perma.cc/9STS-2VTU National Street Law Institute & District of Columbia Project on Community Legal Assistance, supra note 9. Phipps, C. (2015, April 28). Who were the eight people executed by Indonesia? The Guardian. https://perma.cc/9PPQ-E5M6 Ward, L. (2015, October 24). A Sea of Information: Navigating the Waters of Digital Citizenship, Rights, and Responsibilities [Conference Session].
North Carolina School Library Media Association Conference, Winston-Salem, NC, United States. Ward, L. (2016). Five Key Points for Developing an Informative "Know Your Rights" Seminar. American Bar Association Young Lawyers Division Public Education Committee Newsletter, 2(1). https://perma.cc/9STS-2VTU National Street Law Institute & District of Columbia Project on Community Legal Assistance, supra note 9. Stamper, N. (2006). Breaking rank: a top cop's exposé of the dark side of American policing. Nation Books. Ward, L. (2015). Practical life lessons [PowerPoint slides].
SlideShare. https://www.slideshare.net/practicallifelessons Cassidy, W. & Yates, R. (2005). Once upon a crime: using stories, simulations, and mock trials to explore justice and citizenship in elementary school. Detselig Enterprises. Johnson, G. & Hunter, R. (1985). Law-Related Education as a Delinquency Prevention Strategy: A Three-Year Evaluation of the Impact of LRE on Students (adapted from Law-Related Education Project Final Report, Phase II, year 3) (Publication Number 99991). National Criminal Justice Reference Service. https://perma.cc/9ZYA-EZQA
Feinstein & Wood, supra note 3. Law-Related Education Act of 1978, Pub. L. No. 95-561, 92 Stat. 2216 (1978) repealed by 20 U.S.C. § 3863(a)(1) (1982). https://perma.cc/G75R-AFKD and https://perma.cc/8TAQ-M8R6 Johnson, G. & Hunter, R. (1985). Law-Related Education as a Delinquency Prevention Strategy: A Three-Year Evaluation of the Impact of LRE on Students (adapted from Law-Related Education Project Final Report, Phase II, year 3) (Publication Number 99991). National Criminal Justice Reference Service. https://perma.cc/9ZYA-EZQA
Feinstein & Wood, supra note 3. Law-Related Education Act of 1978, Pub. L. No. 95-561, 92 Stat. 2216 (1978) repealed by 20 U.S.C. § 3863(a)(1) (1982). https://perma.cc/G75R-AFKD and https://perma.cc/8TAQ-M8R6 Id. Id. Id. Id. United States Bureau of Labor Statistics. (n.d.). CPI Inflation Calculator. https://www.bls.gov/data/inflation_calculator.htm Law-Related Education Act of 1978, Pub. L. No. 95-561, 92 Stat. 2216 (1978) repealed by 20 U.S.C. § 3863(a)(1) (1982). https://perma.cc/G75R-AFKD and https://perma.cc/8TAQ-M8R6 ALA. CODE 1975 § 16-1-24.2(a)(2). http://alisondb.legislature.state.al.us/alison/CodeOfAlabama/1975/Coatoc.htm N.C. Gen. Stat. § 115C-81.45(d)(Applicable to students entering the ninth grade in the 2021-2022 school year)(1). https://perma.cc/A3XG-EZJM H.R. 588, Sess. 2011 Gen. Assemb., N.C. SESS. LAWS. https://perma.cc/X8MH-QYWS Ladner, D. & Myslinski, D.J. (2014). Report Card on American Education: Ranking State K-12 Performance, Progress and Reform at 113. American Legislative Exchange Council. https://perma.cc/SQ5H-3JW6 and American Legislative Exchange Council. (2013). Founding Principles Act. https://web.archive.org/web/20130501114024/http://www.alec.org/model-legislation/founding-principles-act/
American Legislative Exchange Council. (n.d.). ABOUT ALEC. https://perma.cc/NT7T-67VD H.R. 588, Sess. 2011 Gen. Assemb., N.C. SESS. LAWS. https://perma.cc/X8MH-QYWS Ladner, D. & Myslinski, D.J. (2014). Report Card on American Education: Ranking State K-12 Performance, Progress and Reform at 113. American Legislative Exchange Council. https://perma.cc/SQ5H-3JW6 and American Legislative Exchange Council. (2013). Founding Principles Act. https://web.archive.org/web/20130501114024/http://www.alec.org/model-legislation/founding-principles-act/
American Legislative Exchange Council. (n.d.). ABOUT ALEC. https://perma.cc/NT7T-67VD H.R. 588, Sess. 2011 Gen. Assemb., N.C. SESS. LAWS. https://perma.cc/X8MH-QYWS H.R. 588, Sess. 2011 Gen. Assemb., N.C. SESS. LAWS. https://perma.cc/X8MH-QYWS The Center for Media and Democracy's PRWatch. (n.d.). What we do. https://perma.cc/6ZBL-KQ7N "This model legislation would require the teaching of a semester-long course on the "philosophical understandings" of America's founders, as incorporated in the Declaration of Independence, the United States Constitution, and the Federalist Papers. There are, in fact, many scholarly differences of opinion about what weight to accord writings of individuals involved in the drafting and ratification of the Constitution. For example, a controversial Bush Administration attorney embraced what he called a "Hamiltonian" view of virtually unlimited presidential power as a rationale for presidential violation of laws barring torture and warrantless wiretapping. However, Hamilton's views of king-like presidential power were not shared by other leading founding fathers or by the citizens in the states that ratified the Constitution and who insisted upon the addition of an explicit Bill of Rights to guard against claims of virtually unlimited governmental power to search and seize people and compel them to be witnesses against themselves." The Center for Media and Democracy. ALEC EXPOSED. (2017). Founding Principles Act Exposed. https://perma.cc/6ZQD-2PTZ The Center for Media and Democracy. SOURCEWATCH. (2021). Bill of Rights Institute. https://perma.cc/2LZW-V9EE American Legislative Exchange Council. (2013). Founding Principles Act. https://web.archive.org/web/20130501114024/http://www.alec.org/model-legislation/founding-principles-act/ The Center for Media and Democracy's PRWatch. (n.d.). What we do. https://perma.cc/6ZBL-KQ7N "This model legislation would require the teaching of a semester-long course on the "philosophical understandings" of America's founders, as incorporated in the Declaration of Independence, the United States Constitution, and the Federalist Papers. There are, in fact, many scholarly differences of opinion about what weight to accord writings of individuals involved in the drafting and ratification of the Constitution. For example, a controversial Bush Administration attorney embraced what he called a "Hamiltonian" view of virtually unlimited presidential power as a rationale for presidential violation of laws barring torture and warrantless wiretapping. However, Hamilton's views of king-like presidential power were not shared by other leading founding fathers or by the citizens in the states that ratified the Constitution and who insisted upon the addition of an explicit Bill of Rights to guard against claims of virtually unlimited governmental power to search and seize people and compel them to be witnesses against themselves." The Center for Media and Democracy. ALEC EXPOSED. (2017). Founding Principles Act Exposed. https://perma.cc/6ZQD-2PTZ The Center for Media and Democracy. SOURCEWATCH. (2021). Bill of Rights Institute. https://perma.cc/2LZW-V9EE American Legislative Exchange Council. (2013). Founding Principles Act. https://web.archive.org/web/20130501114024/http://www.alec.org/model-legislation/founding-principles-act/
American Legislative Exchange Council. (n.d.). Civic Literacy Act. https://perma.cc/F56U-VESA "This model legislation would require the teaching of a semester-long course on the "philosophical understandings" of America's founders, as incorporated in the Declaration of Independence, the United States Constitution, and the Federalist Papers. There are, in fact, many scholarly differences of opinion about what weight to accord writings of individuals involved in the drafting and ratification of the Constitution. For example, a controversial Bush Administration attorney embraced what he called a "Hamiltonian" view of virtually unlimited presidential power as a rationale for presidential violation of laws barring torture and warrantless wiretapping. However, Hamilton's views of king-like presidential power were not shared by other leading founding fathers or by the citizens in the states that ratified the Constitution and who insisted upon the addition of an explicit Bill of Rights to guard against claims of virtually unlimited governmental power to search and seize people and compel them to be witnesses against themselves." The Center for Media and Democracy. ALEC EXPOSED. (2017). Founding Principles Act Exposed. https://perma.cc/6ZQD-2PTZ The Center for Media and Democracy. SOURCEWATCH. (2021). Bill of Rights Institute. https://perma.cc/2LZW-V9EE American Legislative Exchange Council. (2013). Founding Principles Act. https://web.archive.org/web/20130501114024/http://www.alec.org/model-legislation/founding-principles-act/
American Legislative Exchange Council. (n.d.). Civic Literacy Act. https://perma.cc/F56U-VESA GA. CODE ANN. § 20-2-142.1 (2022). (Lexis Advance). Boston Public Library. (2020). Know Your Rights Workshop for Teens. https://perma.cc/ZKR8-4N6N City of Glendale. (2019). Teen Workshop (Ages 13-17): Know Your Rights. https://perma.cc/P8M2-FRFQ The write-around activity allows students time to think about answers to a question and make connections between concepts before engaging in a large group discussion. There are many variations of write-arounds (which are discussed in the book entitled The Best-Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning, and Grow Fluent Writers, K-12. Daniels, H. & Daniels, E. (2013). The best-kept teaching secret: how written conversations engage kids, activate learning, and grow fluent writers, K-12. Corwin. "When two or more circuits in the United States court of appeals reach opposite interpretations of federal law. This is sometimes a reason for the Supreme Court to grant certiorari." Wex. (n.d.). Circuit Split. https://perma.cc/693C-WC7Q The write-around activity allows students time to think about answers to a question and make connections between concepts before engaging in a large group discussion. There are many variations of write-arounds (which are discussed in the book entitled The Best-Kept Teaching Secret: How Written Conversations Engage Kids, Activate Learning, and Grow Fluent Writers, K-12. Daniels, H. & Daniels, E. (2013). The best-kept teaching secret: how written conversations engage kids, activate learning, and grow fluent writers, K-12. Corwin. "When two or more circuits in the United States court of appeals reach opposite interpretations of federal law. This is sometimes a reason for the Supreme Court to grant certiorari." Wex. (n.d.). Circuit Split. https://perma.cc/693C-WC7Q Ward, L. (2018, June 28). Where There's Smoke…A Write-Around Activity Regarding the Circuit Split Over Marijuana-Based Car Searches [Conference Session]. 2018 Cornell Law Institute for High School Students, Ithaca, NY, United States. Id. The best-kept teaching secret: how written conversations engage kids, activate learning, and grow fluent writers, K-12. Corwin. "When two or more circuits in the United States court of appeals reach opposite interpretations of federal law. This is sometimes a reason for the Supreme Court to grant certiorari." Wex. (n.d.). Circuit Split. https://perma.cc/693C-WC7Q Ward, L. (2018, June 28). Where There's Smoke…A Write-Around Activity Regarding the Circuit Split Over Marijuana-Based Car Searches [Conference Session]. 2018 Cornell Law Institute for High School Students, Ithaca, NY, United States. Id. Mike Hough and Elizabeth A. Stanko 'Designing Degree-Level Courses for Police Recruits in England and Wales: Some Issues and Challenges' [2005] Policing, 14(1): 31-42.For history see M Mahruf C Shohel and others, 'Police Education in the United Kingdom: Challenges and Future Directions.' In: Nugmanova, M., Mikkola, H., Rozanov, A., and Komleva, V. (eds) Education, Human Rights and Peace in Sustainable Development. Intech Open, 2020. Peter Neyroud, Review of Police Leadership and Training (2011). London: Home Office, at 129. Ibid. Peter Neyroud, Review of Police Leadership and Training (2011). London: Home Office, at 129. Ibid. See Pauline Ramshaw and Sarah Soppitt, 'Educating the recruited and recruiting the educated: Can the new Police Education Qualifications Framework in England and Wales succeed where others have faltered.' [2018] Police Science & Management, 20(4): 243-250; Jyoti Belur and others, 'A Systematic Review of Police Recruit Training Programmes' [2019] Policing 14(1): 76-90. Katie Strudwick 'Learning through practice: Collaborative policing partnerships in teaching in higher education' [2021] The Police Journal: Theory, Practice and Principles, 94(1) 58-74; Ibid. See Pauline Ramshaw and Sarah Soppitt, 'Educating the recruited and recruiting the educated: Can the new Police Education Qualifications Framework in England and Wales succeed where others have faltered.' [2018] Police Science & Management, 20(4): 243-250; Jyoti Belur and others, 'A Systematic Review of Police Recruit Training Programmes' [2019] Policing 14(1): 76-90. Katie Strudwick 'Learning through practice: Collaborative policing partnerships in teaching in higher education' [2021] The Police Journal: Theory, Practice and Principles, 94(1) 58-74;Colin Rogers and James Gravelle, 'Implementing a police foundation degree -insights from South Wales'[2019] Policing: A Journal of Policy and Practice, 1-13 College of Policing. Policing Education Qualifications Framework, Initial Entry Routes into Policing: Police Constable. A Strategic Overview [2018] at 13 cited in Belur and others (n. 4) at 77. Cheryl Simmill-Binning and Jude Towers, Education, training and learning in policing in England and Wales' [2017] N8 Policing Research Partnership. Lancaster: Lancaster University. John McCanney, Julie Taylor and Elizabeth Bates, Elizabeth 'Is there 'discretionary space' in rank-based police constabularies for graduate constables to think critically and make autonomous decisions?' [2021] The Police Journal: Theory, Practice and Principles 1-18, at 2. Ibid. Almuth McDowall and Jennifer Brown, 'Do Good Cops Need a Degree? Introduction to the Special Issue on Developing and Evaluating Graduate Policing Training' [2020] Policing: A Journal of Policy and Practice 14(1): 1-8; John McCanney, Julie Taylor and Elizabeth Bates, Elizabeth 'Is there 'discretionary space' in rank-based police constabularies for graduate constables to think critically and make autonomous decisions?' [2021] The Police Journal: Theory, Practice and Principles 1-18, at 2. Ibid. Almuth McDowall and Jennifer Brown, 'Do Good Cops Need a Degree? Introduction to the Special Issue on Developing and Evaluating Graduate Policing Training' [2020] Policing: A Journal of Policy and Practice 14(1): 1-8; Jennifer Brown, 'Do graduate police officers make a difference to policing? Results of an integrative literature review. [2018] Policing 14(1):9-30.It should be noted that whether university degrees do in fact harness critical thinking skills is contested. See, for example, Brett A. Brosseit ,'Charting the Course: An Empirically Based Theory of the Development of Critical Thinking in Law Students' [2016] Albany Law Journal of Science & Technology 26(2): 143-171 Ibid. Almuth McDowall and Jennifer Brown, 'Do Good Cops Need a Degree? Introduction to the Special Issue on Developing and Evaluating Graduate Policing Training' [2020] Policing: A Journal of Policy and Practice 14(1): 1-8; Jennifer Brown, 'Do graduate police officers make a difference to policing? Results of an integrative literature review. [2018] Policing 14(1):9-30.It should be noted that whether university degrees do in fact harness critical thinking skills is contested. See, for example, Brett A. Brosseit ,'Charting the Course: An Empirically Based Theory of the Development of Critical Thinking in Law Students' [2016] Albany Law Journal of Science & Technology 26(2): 143-171 See McCanney and others (n. 8) The Police National Legal Database (PNLD -Document Portal -Home) See Jessica Brown, 'Police powers: an introduction' [17 June 2020], House of Commons Library Briefing Paper, Number 8637. College of Policing. Code of Ethics A Code of Practice for the Principles and Standards of Professional Behaviour for the Policing Profession of England and Wales (2014), code_of_ethics.pdf (paas-s3-broker-prod-lon-6453d964-1d1a-432a-9260-5e0ba7d2fc51.s3.eu-west-2.amazonaws.com) College of Policing, APP content, College of Policing APP College of Policing, Stop and search, Stop and search (college.police.uk) Ibid., 81. Ibid., chapter 3. The items referred to reflect the scope of material which is covered under Part 1 PACE, 1984. Other pieces of legislation are concerned with different items. As examples, Section 23 Misuse of Drugs Act, 1971-search for controlled drugs; Section 47 Firearms Act, 1968-possession of a firearm; and Section 36 Psychoactive Substances Act, 2016-Legal Highs. Mike Rowe, Policing, Race and Racism (Cullompton: Willan, 2004), at 95-96. See Home Office. Police and Criminal Evidence Act 1984 (PACE) Codes of Practice, Police and Criminal Evidence Act 1984 (PACE) codes of practice -GOV.UK (www.gov.uk), PACE Code A, 2015: para. 1.4 Although research suggests that the impact on deterrence is weak (see Matteo Tiratelli, Paul Quinton, Ben Bradford. Does stop and search deter crime? Evidence from ten years of londonwide data' [2018] British journal of criminology, 58(5): 1212-1231 Ibid., Tiratelli and others William Macpherson, The Stephen Lawrence inquiry [1999]. London: The Stationary Office, Cm 4262. Although research suggests that the impact on deterrence is weak (see Matteo Tiratelli, Paul Quinton, Ben Bradford. Does stop and search deter crime? Evidence from ten years of londonwide data' [2018] British journal of criminology, 58(5): 1212-1231 Ibid., Tiratelli and others William Macpherson, The Stephen Lawrence inquiry [1999]. London: The Stationary Office, Cm 4262. Equality and Human Rights Commission, Stop and think: A critical review of the use of stop and search powers in England and Wales [2010]. HMIC, Stop and Search Powers: Are the police using them effectively and fairly? [2013], https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/522804/hmic-report-stop-and-search-powers-jan16.pdf; Ibid., Tiratelli and others William Macpherson, The Stephen Lawrence inquiry [1999]. London: The Stationary Office, Cm 4262. Equality and Human Rights Commission, Stop and think: A critical review of the use of stop and search powers in England and Wales [2010]. HMIC, Stop and Search Powers: Are the police using them effectively and fairly? [2013], https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/522804/hmic-report-stop-and-search-powers-jan16.pdf; HMIC (2016), Stop and search powers 2: are the police using them effectively and fairly?, stop-and-search-powers-2.pdf (justiceinspectorates.gov.uk) International Labour Organization (ILO), Declaration of Philadelphia (1944). Viele Institutionen des mehrfach segmen-tierten Arbeitsmarktes bekräftigen dies, zB, indem sie Aus-, Weiter-und Fortbildungen sowie angemessene Beschäfti-gungs-und Arbeitsbedingungen fördern, Berufsberatung bieten und Arbeit vermitteln, den Bestand von Arbeitsverhält-nissen wahren, bei Erwerbslosigkeit mit Lohnersatzleistungen unterstützen oder bei der beruflichen Rehabilitation be-hilflich sind. Vgl die (revidierte) Europäische Sozialcharta (ESC) des Europarates, SEV Nr 163. Langzeiterwerbslosigkeit, die bei alldem zu verhindern gesucht wird, geht nicht nur mit finanziellen Sorgen einher, sondern beeinträchtigt auch die zeitliche Strukturierung des Alltags sowie die gesellschaftliche Einbindung und schürt uU Selbstzweifel, die durch soziale Stigmatisierung verstärkt werden. Vgl Wacker, Arbeitslosigkeit, Soziale und psychische Folgen (1983); Büssing, Arbeitslosigkeit, Differenzielle Folgen aus psychologischer Sicht, Arbeit 2/1993/1, 5-19. Mit der marktgeregelten Geldwirtschaft ist einsichtig geworden, dass Arbeit als Gut knapp ist, weil dafür bezahlt wer-den muss. Vgl Luhmann, Die Wirtschaft der Gesellschaft 9 (2019), 217.Büssing, Arbeitslosigkeit, Differenzielle Folgen aus psychologischer Sicht, Arbeit 2/1993/1, 5-19. Mit der marktgeregelten Geldwirtschaft ist einsichtig geworden, dass Arbeit als Gut knapp ist, weil dafür bezahlt wer-den muss. Vgl Luhmann, Die Wirtschaft der Gesellschaft 9 (2019), 217. Polanyi, The Great Transformation (2001), 71 ff, hat Boden, Arbeit und Geld als fiktive Waren bezeichnet, weil es sich dabei nicht um Güter handelt, die eigens für den Handel (Markt) produziert worden sind. Vgl Art 1 der Charta der Grundrechte der Europäischen Union (GRC) und Art 1 Abs 1 des Grundgesetzes für die Bun-desrepublik Deutschland (GG). Eine Norm ist dann rechtsverbindlich, dh sie gilt dann als Rechtsnorm, wenn sie ein Verhalten, das durch einen Rechtsakt für gewollt erklärt worden ist, als gesollt setzt. Ein Rechtsakt ist eine Satzung oder Gewohnheit, die nach der Verfassung als rechtsetzender Willensakt zu deuten ist. Die Frage nach der Effektivität und der Legitimität der Verfas-sung ist für die Rechtsdogmatik eine Vorfrage, weshalb sie die Maßgeblichkeit der Verfassung, auf deren Grundlage Ge-richte urteilen, voraussetzt. Diese Voraussetzung heißt ‚Grundnorm', weil sie die Rechtsgeltung der maßgebenden Norm begründet. Mit der Grundnorm markiert die Rechtsdogmatik lediglich den Ort des Abbruchs ihres Verfahrens der Begründung von Verbindlichkeit und hält derart das als Rechtsordnung normativ geschlossen operierende Rechtssys-tem kognitiv offen. Im Wort ‚Sollen' drängt sich unentwegt eine Nachfrage nach der Fairness des Verfahrens zur Recht-setzung und der Verantwortbarkeit von Sanktionen bei Zuwiderhandeln
auf. Vgl Pačić, Bereinigte Rechtslogik (2022), 58, 61-64. Polanyi, The Great Transformation (2001), 71 ff, hat Boden, Arbeit und Geld als fiktive Waren bezeichnet, weil es sich dabei nicht um Güter handelt, die eigens für den Handel (Markt) produziert worden sind. Vgl Art 1 der Charta der Grundrechte der Europäischen Union (GRC) und Art 1 Abs 1 des Grundgesetzes für die Bun-desrepublik Deutschland (GG). Eine Norm ist dann rechtsverbindlich, dh sie gilt dann als Rechtsnorm, wenn sie ein Verhalten, das durch einen Rechtsakt für gewollt erklärt worden ist, als gesollt setzt. Ein Rechtsakt ist eine Satzung oder Gewohnheit, die nach der Verfassung als rechtsetzender Willensakt zu deuten ist. Die Frage nach der Effektivität und der Legitimität der Verfas-sung ist für die Rechtsdogmatik eine Vorfrage, weshalb sie die Maßgeblichkeit der Verfassung, auf deren Grundlage Ge-richte urteilen, voraussetzt. Diese Voraussetzung heißt ‚Grundnorm', weil sie die Rechtsgeltung der maßgebenden Norm begründet. Mit der Grundnorm markiert die Rechtsdogmatik lediglich den Ort des Abbruchs ihres Verfahrens der Begründung von Verbindlichkeit und hält derart das als Rechtsordnung normativ geschlossen operierende Rechtssys-tem kognitiv offen. Im Wort ‚Sollen' drängt sich unentwegt eine Nachfrage nach der Fairness des Verfahrens zur Recht-setzung und der Verantwortbarkeit von Sanktionen bei Zuwiderhandeln
auf. Vgl Pačić, Bereinigte Rechtslogik (2022), 58, 61-64. Vgl Pačić, Das Recht der Arbeit in Europa (2020), 87;Gruber-Risak, Where do weg o from here? Trends in der Arbeits-welt und ihre Auswirkungen auf das Arbeitsrecht, DRdA 2022, 105 (106).Nieto, Spanisches Arbeitsrecht in den Jahren 2010 bis 2012, EuZA 2012, 570; Temming, Griechisches und deutsches Arbeits-und Sozialrecht im Vergleich, EuZA 2014, 51 (57). Nach
§ 6 ArbVG gibt es insofern einen Vorrang der freiwilligen Berufsvereinigung, als bei Abschluss eines Kollektivver-trages vonseiten einer solchen Vereinigung die gesetzliche Interessenvertretung hinsichtlich der Mitglieder der Berufs-vereinigung für die Dauer der Geltung und für den Geltungsbereich des von der Berufsvereinigung abgeschlossenen Kollektivvertrages die Kollektivvertragsfähigkeit verliert. Vgl Winkler, Relations between Employees and Employers at a National Level, in Tomandl/Winkler, A Brief Outline of Austrian Labor Law (1990), 14 ff; Obwaller, Kollektivvertrag und Betriebsvereinbarung, JAP 2022/2023, 121. Vgl Rebhahn, Die Zukunft der Kollektivautonomie in Europa, EuZA 2010, 62 (70). Vgl Brameshuber, Das Recht auf Streik nach Art. 28 Grundrechtecharta, Ein Beitrag zur inhaltlichen Verortung, EuZA 2016, 46. Die Verbreitung von Tarifverträgen wird von der Möglichkeit zum Arbeitskampf beeinflusst: Die mittel-und osteuropäischen Staaten zeigen zwar, dass die weitreichende Zulässigkeit von Streiks nicht unbedingt zu hoher Tarifbin-dung führt, doch kann die Ausgestaltung des Arbeitskampfes die Verhandlungsebene beeinflussen; so stützt die Offen-heit für Boykottmaßnahmen in Schweden und Dänemark die Verbandstarife. Vgl Rebhahn, NZA-Beilage 2011, 65. In der Lit wird zT befunden, dass die Konfrontation innerhalb der Arbeitsbeziehungen im Rückgang begriffen sei, ohne, dass die Kooperation ansteige, was auf schwindenden Einfluss der Gewerkschaften oder auf vermehrte gesetzgeberische Aktivität hinweisen könnte. Vgl Rebhahn, EuZA 2010, 80; Le Friant, Kollektivautonomie als Aufgabe und Herausforde-rung, EuZA 2010, 23. Das Recht zu streiken wird in romanischen Ländern -im Gegensatz insb zu Schweden, aber zB auch zur Schweiz -mehr als Recht der einzelnen Arbeitnehmenden, weniger als Gewerkschaftsrecht betrachtet; die Rechtmäßigkeit des Streiks hängt dort weniger als in Deutschland von der Ausrichtung auf den Tarifvertrag ab und es darf auch während der Laufzeit des Tarifvertrags gestreikt werden, dagegen besteht in Deutschland, so wie zB in Schweden, eine Friedens-pflicht. Vgl Rebhahn, ZEuP 2002, 438;