School of Law

LAWGEN 103Q. Depth Psychology. 3 Units.

Powerful unconscious forces impact human and social life. Depth psychology, founded by Sigmund Freud, Carl Jung, Wilhelm Reich, and others, studies these forces and how they shape inner life, personal relationships, religion, politics, art, and many other domains. The course draws from the founders, particularly Jung, and then goes on to include materials from modern theorists, primarily neo-Jungian. The starting point is how the unconscious and conscious mind interact in the individual person's life. We consider the implications of this interaction for psychotherapy and pathology as well as for ordinary life. On the social side, several sessions focus on religion and, to a lesser extent, mythology from a depth psychology perspective. The inquiry is open-ended throughout, encouraging personal reflection and engagement.

LAWGEN 105Q. Law and Popular Culture. 3 Units.

(Same as AMSTUD 105Q) This seminar focuses on the interface between two important subjects: law and popular culture. Before class, students will see a series of films or television shows relating to law, lawyers, and the legal system. There is also a weekly homework assignment based on materials in the assigned text and the assigned film or TV show. We will discuss the pop culture treatment of subjects such as the adversary system, good and bad lawyers, female and gay lawyers, the work life of lawyers, legal education, ethical issues, the jury system, and criminal and civil justice. The seminar discussions will draw on film theory and film-making technique to deepen understanding of the interrelationship between law and popular culture. The discussions will illuminate the ways in which pop culture products both reflect and change social views about law and lawyers. The assigned text is Michael Asimow & Shannon Mader, "Law and Popular Culture: A Course Book" (Peter Lang 2004).

LAWGEN 111Q. Introduction to International Human Rights. 3 Units.

This course will study the main international human rights declarations, treaties, covenants, committees, courts and tribunals. It will look at the effect of nation states, regional bodies, and key economic and military organizations upon human rights. Categories of rights -- civil, political, social, economic and cultural -- will be analyzed, with a particular focus on the rights of women and children, and the right to culture.

LAWGEN 112Q. Law and Inequality. 3 Units.

Most Americans know that discrimination on the basis of race, sex and religion is unlawful. Seems simple enough. But advertisements in the back of newspapers still announce: Single White Female Seeks Single White Male? Isn't that discrimination on the basis of race and sex? Most businesses don't consider men for women's locker room or bathroom attendant. And why aren't those men and women's bathrooms and locker rooms illegal segregation? After all we know what would happened if some business set up separate bathrooms for blacks and whites. Isn't it discrimination for an employer to insist that men wear a jacket and tie and women to wear nylons and a skirt? Why are some forms of discrimination unlawful and others not? Why is discrimination against short people, overweight people or people with annoying personalities not against the law? We'll answer these and many other questions by looking court cases, legal theory and philosophy. We may also have conversations with guest lecturers who work in civil rights enforcement and the seminar may include a field trip to visit the offices of civil rights lawyers (lawyers tend to be busy people so these opportunities will depend on their schedules.) No prerequisites other than an open mind and a willingness to delve into unfamiliar material. Evaluation will be based on class participation and a short final paper.

LAWGEN 206Q. Thinking Like a Lawyer. 3-4 Units.

(Same as GSBGEN 382). Open to all non-law graduate students at the University, this course provides students an analytical framework for understanding the core concepts of the law and familiarizes students with how lawyers analyze and structure their work. The course is taught by Vice Dean Mark Kelman and Law School faculty in their areas of expertise, with one to two classes devoted to each topic. It introduces students to some of the foundational principles of law and reviews topics such as contracts, litigation, intellectual property, securities and employment law.

LAWGEN 209Q. Community Police Academy. 1 Unitss.

The Stanford Department of Public Safety (SUDPS) has a long history of providing a wide variety of services to the Stanford community. The Community Police Academy is a combination of classroom instruction and "hands-on" activities that provides participants the opportunity to experience life as a police officer. This class is designed to expand the participant's knowledge of the duties, responsibilities, decisions and constraints that face law enforcement officers today. The goal of the Community Police Academy is to demystify public safety, build trust and develop partnerships between the Department of Public Safety and the Stanford community. While this course is open to all students throughout the University, the units will not accrue to Law Degree Candidates for credit toward a degree in Law (JD, JSM, JSD, or LLM) . Prerequisites: miminum 18 years of age; valid driver's license; pass basic background check.

LAW 201. Civil Procedure I. 4 Units.

This course is part of the required first-year JD curriculum. This course is a study of the process of civil litigation from the commencement of a lawsuit through final judgment under modern statutes and rules of court, with emphasis on the federal rules of civil procedure.

LAW 203. Constitutional Law. 3 Units.

This course is part of the required first-year JD curriculum. This course offers an introduction to American constitutional law. In addition to examining questions of interpretive method, the course focuses on the powers of the federal government and the allocation of decisionmaking authority among government institutions, including both federalism and separation of powers.

LAW 205. Contracts. 4 Units.

This course is part of the required first-year JD curriculum. It provides exposure to basic contract law. The course will identify the scope and purpose of the legal protection accorded to interests predicated on contract and will focus on problems of contract formation, interpretation, performance, and remedies for breach.

LAW 207. Criminal Law. 4 Units.

This course is part of the required first-year JD curriculum. It examines the traditional general issues in the substantive criminal law, including the purposes of punishment and the appropriate limits on the use of the criminal sanction. It focuses predominantly on how criminal statutes are organized around objective offense elements (conduct, causation, and attendant circumstances) and mental states, and to a lesser degree on inchoate crimes, complicity, justification and excuse.

LAW 217. Property. 4 Units.

This course is part of the required first-year JD curriculum. It deals with possession and ownership of land and with the incidents thereof, including private and public restrictions on its use and development, nuisance, trespass, concurrent interests, landlord and tenant, and eminent domain.

LAW 218. JSD Research Colloquium. 0 Unit.

Required for and limited to JSD candidates. The objective of the colloquium is to assist students in developing their dissertation research proposals. Weekly colloquium sessions will include a mix of lectures and discussions on selected methodological topics, relevant to the candidates' dissertation research; guest lectures by empirical legal research scholars; presentations by and discussions with more advanced doctoral candidates; and presentations by the first year JSD candidates.

LAW 219. Legal Research and Writing. 2 Units.

This course is part of the required first-year JD curriculum. Students work under the close supervision of a legal research and writing instructor, learning the techniques of legal library research, writing legal memoranda, drafting documents, preparing an appellate brief, and arguing orally before a moot court.

LAW 220. Regulatory Economics. 4 Units.

(Same as ECON 158). This course examines public policies for dealing with problems arising in markets in which competitive forces are weak. The focus is on monopolies, oligopolies, cartels, and other environments where market mechanisms are unlikely to produce outcomes that benefit consumers more than the alternatives involving costly government intervention. The two main areas examined are competition policy and economic regulation. Competition policy refers to policies that define certain market behavior as illegal because it is harmful to competition. Economic regulation refers to policies in which government controls prices and/or decides which firms can participate in a market. Other areas of regulation, such as product and workplace safety standards, are not included in this course.

LAW 221. Intellectual Property: Commercial Law. 3 Units.

This seminar, co-taught by eBay's first In-House Counsel and former Director of Law & Public Policy, Brad Handler, examines the ways in which intellectual property rights are asserted, exchanged, protected, and respected, both in theory and in practice. Special attention is devoted to the regulatory and strategic considerations involved in the business and legal decisions implicating intellectual property. See SLS Registrar's website for prerequisites.

LAW 222. Advanced Legal Research. 3 Units.

The course is designed to prepare law students for research in practice and clerkships. The course will review who produces legal authority and how this material is organized, published, indexed and kept current. Objectives for the course: 1) to show students how to evaluate legal research sources and use them effectively, with particular emphasis on cost-effective research 2) to expand skills in primary and secondary US legal sources 3) to introduce students to the array of non-legal information resources that could be useful to legal practice. Since learning legal research requires a hands-on approach, students are required to complete homework assignments and in-class exercises. Each student is also required to analyze a recent California Supreme Court opinion.

LAW 223. Torts. 4 Units.

This course is part of the required first-year JD curriculum. It considers issues involved in determining whether the law should require a person to compensate for harm intentionally or unintentionally caused. These problems arise in situations as diverse as automobile collisions, operations of nuclear facilities, and consumption of defective food products. Among other considerations, the course explores various resolutions in terms of their social, economic, and political implications.

LAW 224. Federal Litigation. 2 Units.

This course is part of the required first-year JD curriculum. It is an introductory course in the litigation process. Students represent the plaintiff or defendant in a simulated public interest case set in a federal district court that raises complex issues of federal civil procedure, privacy, and first amendment law. Students plan litigation strategy, draft pleadings, conduct discovery, write short briefs, and orally argue major motions for dismissal, class action certification, and preliminary injunctive relief. While developing students' written and oral advocacy skills, the course also focuses on substantive issues of civil procedure and constitutional law.

LAW 225A. Immigrants' Rights Clinic: Clinical Practice. 4 Units.

The Immigrants' Rights Clinic offers students the opportunity to provide direct representation to indigent immigrants, including immigrant survivors of domestic violence, non-citizens in removal (deportation) proceedings, and asylum seekers. Students enrolled in the clinic participate in all aspects of case development, including interviewing clients and witnesses, investigating facts, writing pleadings, developing case strategy, conducting legal research, and/or arguing cases. Clinic students also work on a variety of multi-disciplinary legal advocacy projects on behalf of immigrants' rights organizations and community groups. Students conduct various forms of advocacy, including impact litigation, media work, public education, lobbying, litigation in international tribunals, and grassroots organizing. No prior substantive experience or background in immigration or immigrants' rights work is necessary. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 225B. Immigrants' Rights Clinic: Clinical Methods. 4 Units.

The Immigrants' Rights Clinic offers students the opportunity to provide direct representation to indigent immigrants, including immigrant survivors of domestic violence, non-citizens in removal (deportation) proceedings, and asylum seekers. Students enrolled in the clinic participate in all aspects of case development, including interviewing clients and witnesses, investigating facts, writing pleadings, developing case strategy, conducting legal research, and/or arguing cases. Clinic students also work on a variety of multi-disciplinary legal advocacy projects on behalf of immigrants' rights organizations and community groups. Students conduct various forms of advocacy, including impact litigation, media work, public education, lobbying, litigation in international tribunals, and grassroots organizing. No prior substantive experience or background in immigration or immigrants' rights work is necessary. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 225C. Immigrants' Rights Clinic: Clinical Coursework. 4 Units.

The Immigrants' Rights Clinic offers students the opportunity to provide direct representation to indigent immigrants, including immigrant survivors of domestic violence, non-citizens in removal (deportation) proceedings, and asylum seekers. Students enrolled in the clinic participate in all aspects of case development, including interviewing clients and witnesses, investigating facts, writing pleadings, developing case strategy, conducting legal research, and/or arguing cases. Clinic students also work on a variety of multi-disciplinary legal advocacy projects on behalf of immigrants' rights organizations and community groups. Students conduct various forms of advocacy, including impact litigation, media work, public education, lobbying, litigation in international tribunals, and grassroots organizing. No prior substantive experience or background in immigration or immigrants' rights work is necessary. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 226. Accounting. 3 Units.

The objective of financial accounting is to measure economic activity for decision-making. Financial statements are a key product of this measurement process and an important component of firms' financial reporting activities. This course is aimed at developing students' ability to read, understand, and use corporate financial statements. The primary focus is on understanding the mapping between underlying economic events and financial statements, and how this mapping can affect inferences about future firm profitability. To this end, the course will provide an introduction to: (1) accrual accounting concepts, principles and conventions; (2) the process of preparing and presenting the primary financial statements (income statement, balance sheet, and statement of cash flows); (3) the judgment involved and discretion allowed in making accounting choices; (4) the effects of accounting discretion on the quality of the (reported) financial information; and (5) the fundamentals of financial statement analysis. Class time will be allocated to a combination of short lectures and discussions of the assigned cases. The assigned cases are based on actual corporate financial statements and/or "real life" financial situations.

LAW 229. Equal Protection: Race and the Law. 3 Units.

This course will examine the application of constitutional and statutory antidiscrimination law to race related controversies across a variety of settings. The course will begin with an exploration of the historical developments that led to antidiscrimination law, and with an introduction to the competing frameworks that define current antidiscrimination law: the discriminatory purpose and anti-classification approaches that feature prominently in equal protection doctrine, and the disparate impact framework that is incorporated into some statutory law. After some exploration of the historical origins of antidiscrimination law and its alternative formulations, the course will then turn to the specific contexts in which controversies arise. The settings that will be examined include criminal justice, college admissions, political participation, primary/secondary education, employment, housing, hate speech, and the formation of family relationships. In each of these settings, we will devote close attention to the role of antidiscrimination law in specific controversies. Throughout, our intellectual goals will be twofold: to understand the special challenges that race poses, and to appreciate more generally some of the dilemmas of legal regulation.

LAW 233. Antitrust. 3 Units.

This course will explore the basic concepts in antitrust and competition. We will examine cartels, monopolization, vertical restraints and mergers.

LAW 236. Art and the Law. 2 Units.

This course covers the legal, public policy, and ethical issues that concern artists, art dealers, auction houses, museums, collectors, and others who comprise the world of visual art. Our focus will be on artists' rights (including copyright, resale royalties, moral rights, and freedom of expression issues), how the market in art functions (such as the artist-dealer relationship, auction rules, and issues faced by collectors), and the legal and ethical rules governing the collection, donation, and display of visual art, particularly for museums and their donors. The course focuses on certain recurrent themes: How do statutes and courts define (or attempt to define) art-and how is art defined differently for different legal purposes? How does the special character of art justify or require different treatment under the law from that accorded other tangible personal property, and how does (and should) the expressive nature of art affect the way it is owned, protected, regulated, or funded? We anticipate having two or three visitors to the class during the quarter, such as a gallery owner, auctioneer, and museum director. In addition, will also have the students participate in at least one or two interactive negotiation simulation exercises inspired by real situations and controversies in the art world.

LAW 238. Administrative Law. 4 Units.

Administrative agencies interpret statutes, promulgate regulations, and adjudicate disputes, thereby affecting vast areas of life -- from employment to food and drug safety, from the environment to energy markets, and from telecommunications to immigration. This course surveys the law of the administrative state, considering rationales for delegation to administrative agencies, procedural and substantive constraints of agency decision-making, and the judicial review of agency actions.

LAW 239. Writing Workshop: Law and Creativity. 3 Units.

Practicing law is very much a creative enterprise. Effective advocates and counselors provide innovative and thoughtful solutions to complex problems. But there often isn't enough attention devoted in law school either to thinking creatively or to reflecting in a creative way on the issues students confront inside and outside the classroom. This course response to this gap by building a bridge between law and the arts, with the goal of helping students hone their ability to think creatively and use disciplined imagination. Law & Creativity meets twice a week and has dual components designed to inform one another. The first session is structured as a seminar in which students gather to examine and discuss creative treatments of legal and professional issues in a variety of media (including film, fiction, and nonfiction). The second session follows the creative-writing workshop model in which students submit their own fiction and creative nonfiction pieces for group discussion. Through the workshop process, students develop the skills necessary to constructively critique and workshop one another's work, and learn a variety of techniques for improving their own creative writing.

LAW 240. Bankruptcy. 3 Units.

This course is a study of the rights of secured and unsecured creditors under state law and federal bankruptcy law, and the corresponding rights of debtors. Subjects covered include methods of collecting judgments, fraudulent conveyances, general assignments, bankruptcy jurisdiction, powers of the trustee, the automatic stay, and reorganization under Chapter 11. Particular attention is paid to the policy considerations underlying the bankruptcy code, as well as its relationship to other facets of commercial law.

LAW 241. Payment Systems. 3 Units.

Negotiable instruments, letters of credit, checks, credit cards, electronic fund transfers, and cash. This course surveys the legal mechanisms by which funds can be transferred, including new mechanisms that have become more important as a result of (a) changes in electronic technology and (b) increased international trade. Designing a system for transferring funds is not easy -- as e-firms like PayPal have discovered -- and the law has had to deal with the difficulties of each new system in turn. The principal focus will be on articles 3, 4, 4A, and 5 of the Uniform Commercial Code, with occasional reference to other statutes and to international conventions and treaties.

LAW 242. Corporations. 4 Units.

This course is an introduction to the basic legal rules and principles governing the relations among managers, investors, and creditors in the business enterprise. The course is the foundation for advanced business courses. We focus on problems that arise because a firm's managers and owners have conflicting interests. We examine the costs associated with this conflict and how markets, legal rules and contracts might reduce them. Agency and partnership law are covered briefly, but we emphasize the financing, control, and conflicts of publicly held corporations. Special Instructions: Exposure to Quantitative Methods: Finance (LAW 467) and Quantitative Methods: Statistical Inference (LAW 468) will be helpful in this course and for a number of advanced courses in the law and business concentration and is strongly recommended.

LAW 245. China Law and Business. 3 Units.

This introductory course provides an overview of the Chinese legal system and business environment and examines Chinese legal rules and principles in selected business-related areas. These areas include intellectual property, dispute resolution, foreign investment, mergers and acquisitions, antimonopoly law, and environment. Through active class participation and analysis of business case studies, students will learn both the law in the books and the law in action in China, as well as strategies that businesses could use to overcome limitations in the Chinese legal system. Leaders from the legal and business communities will be invited to share their experiences and insights.

LAW 248. Corporate Reorganization. 3 Units.

This course examines the reorganization of a financially distressed company under chapter 11 of the Bankruptcy Code. Among other things, the course follows a fictitious company through several stages of a business turnaround and financial restructuring, including an out-of-court workout, a chapter 11 filing, selected chapter 11 operating issues, and the negotiation, formulation and confirmation of a plan of reorganization. In addition, the course follows current developments relating to bankruptcy, primarily through reports in the media. For example, in recent years the course has examined developments in actual chapter 11 cases (e.g., General Motors, Chrysler Corporation, and Lehman Brothers) and the effects of bankruptcy on specific industries (e.g., airlines, financial services and real estate).

LAW 251. Conflict of Laws. 3 Units.

Cross-border civil litigation (interstate as well as international) can give rise to three major issues, adjudicatory jurisdiction, choice -of -law and enforcement (recognition) of judgments. The course will consider these issues and explore the various theories that developed in respect of each.

LAW 255. Constitutional Law: The Fourteenth Amendment. 3 Units.

This course examines various aspects of the Fourteenth Amendment, with special attention paid to equal protection and substantive due process. Topics addressed will include equal protection in relation to race, gender, and sexual orientation, among others, and substantive due process in relation to procreation, sexuality, and relationships. The state action doctrine will also be covered.

LAW 259. State-Building and the Rule of Law Workshop. 3 Units.

The State-Building and Rule of Law Workshop is a law and development course centrally concerned with bridging theory and practice. The workshop introduces the key theories relevant to state-building generally and strengthening the rule of law in particular. And it critically examines efforts to promote state-building and the rule of law in countries at a state-building stage of development. The workshop situates rule of law programs conceptually and practically with the imperative to build durable formal and informal institutions, including legal institutions, which have legitimacy and capacity and can ensure security. The workshop also critically assesses case studies as well as project documents generated by the development industry on state-building. The theoretical and applied discussions lay the foundation for the third part of the workshop: a practicum unit where students present draft project proposals, project work products or analytical papers. In the practicum unit, one group will build on the on-going project on legal education in Afghanistan, another will pursue needs in the Bhutan negotiation and mediation project. Yet another group of students will develop rule of law projects for other countries within the scope of the workshop or write analytical problem oriented papers about the challenges to building the rule of law in one or more of these countries. The set of developing countries considered within the scope of this workshop is broad. It includes, among others, states engaged in post-conflict reconstruction, e.g., Cambodia, Timor Leste, Sierra Leone; states still in conflict, e.g., Afghanistan, Somalia; the poorest states of the world that may not fall neatly into the categories of conflict or post-conflict, e.g., Nepal, Haiti; and least developed states that are not marked by high levels of violent conflict at all, e.g., Bhutan.

LAW 262. Corporate Finance I. 3 Units.

There are many contexts in which lawyers need an understanding of finance. For example, many of the disputes that give rise to litigation center on the financial valuation of firms and the securities they issue. In addition, an understanding of firms' capital structures and the design of corporate securities is necessary in analyzing many legal issues, especially those arising in corporate transactions, executive compensation, and bankruptcy proceedings. This course is designed to provide students with a rigorous conceptual understanding of finance and to give students the analytical tools needed to make financial decisions and value financial securities. The course stresses problem solving and includes problem sets, cases, and a midterm and final examination. The course is designed to be accessible to students with a fairly limited mathematical background. In general we will not assume any knowledge of mathematics beyond high-school algebra. Special instructions: This course is not open to JD/MBA students or students with substantial prior background in finance.

LAW 267. Law of Nonprofits. 3 Units.

This course provides an overview of the rules governing the formation and operation of nonprofit organizations. The course will focus both on the state laws governing nonprofit corporations and on federal tax laws. Topics will include the fiduciary duties of nonprofit directors, obtaining and maintaining tax-exempt status, nonprofit lobbying and political activities, and nonprofit earned income strategies, including social enterprise.

LAW 272A. Organizations and Transactions Clinic: Clinical Practice. 4 Units.

The goal of the Organizations and Transactions Clinic ("O&T") is to introduce students to the materials, expectations, interactions, disciplines and vocabulary of corporate practice. We learn about corporate context, relationships and documents, and about the expectations for professional work-product and client communication. We emphasize methodical analysis, effective collaboration, efficient writing and crisp execution. As part of introduction to practice, we also want students to see how corporate lawyers can serve community as well as commercial organizations through pro bono, board service and other activities. O&T client work centers on representation of established Northern California nonprofit organizations. Clients vary by size, policy area and operating model; most have annual revenues between $300,000 and $7 million. The clinic targets organizations working in sustainable agriculture, food security and food system reform; core human services such as mental health care, shelter, and family support; and education and youth development. Our practice focuses on corporate governance, contract and risk management matters. We provide governance advice and documents, draft contract and management materials and analyze operating programs and contractual arrangements. We do all our client work in two-person teams. Students have primary responsibility for client work, acting the under the supervision of the clinic director and clinical teaching fellow. Students generally work with 3 - 4 clients during the quarter and typically interact with client CEOs, board members and general counsels.

LAW 272B. Organizations and Transactions Clinic: Clinical Methods. 4 Units.

The goal of the Organizations and Transactions Clinic ("O&T") is to introduce students to the materials, expectations, interactions, disciplines and vocabulary of corporate practice. We learn about corporate context, relationships and documents, and about the expectations for professional work-product and client communication. We emphasize methodical analysis, effective collaboration, efficient writing and crisp execution. As part of introduction to practice, we also want students to see how corporate lawyers can serve community as well as commercial organizations through pro bono, board service and other activities. <br /> O&T client work centers on representation of established Northern California nonprofit organizations. Clients vary by size, policy area and operating model; most have annual revenues between $300,000 and $7 million. The clinic targets organizations working in sustainable agriculture, food security and food system reform; core human services such as mental health care, shelter, and family support; and education and youth development. Our practice focuses on corporate governance, contract and risk management matters. We provide governance advice and documents, draft contract and management materials and analyze operating programs and contractual arrangements. We do all our client work in two-person teams. Students have primary responsibility for client work, acting the under the supervision of the clinic director and clinical teaching fellow. Students generally work with 3 - 4 clients during the quarter and typically interact with client CEOs, board members and general counsels.

LAW 272C. Organizations and Transactions Clinic: Clinical Coursework. 4 Units.

The goal of the Organizations and Transactions Clinic ("O&T") is to introduce students to the materials, expectations, interactions, disciplines and vocabulary of corporate practice. We learn about corporate context, relationships and documents, and about the expectations for professional work-product and client communication. We emphasize methodical analysis, effective collaboration, efficient writing and crisp execution. As part of introduction to practice, we also want students to see how corporate lawyers can serve community as well as commercial organizations through pro bono, board service and other activities. O&T client work centers on representation of established Northern California nonprofit organizations. Clients vary by size, policy area and operating model; most have annual revenues between $300,000 and $7 million. The clinic targets organizations working in sustainable agriculture, food security and food system reform; core human services such as mental health care, shelter, and family support; and education and youth development. Our practice focuses on corporate governance, contract and risk management matters. We provide governance advice and documents, draft contract and management materials and analyze operating programs and contractual arrangements. We do all our client work in two-person teams. Students have primary responsibility for client work, acting the under the supervision of the clinic director and clinical teaching fellow. Students generally work with 3 - 4 clients during the quarter and typically interact with client CEOs, board members and general counsels.

LAW 273. Deals I. 3 Units.

This course applies economic concepts to the practice of structuring contracts. The course extends over two quarters, meeting three hours per week the first quarter and two hours per week the second quarter. Students enrolled in the course must take both quarters. All or most of the first quarter will be spent in a traditional classroom setting, discussing economics articles and case studies of actual contracts that illustrate the concepts described in the articles. Beginning either at the end of the first quarter or the beginning of the second quarter until the end of the course (the "deals" segment of the course), we will explore the connection between economic theory and contracting practice by studying specific current deals. Students, divided into groups, will study a deal beginning in the first quarter. Then, during the deals segment of the course, each group will give a presentation of its deal to the class. The following week, a lawyer or other participant in the deal will come to class and lead a discussion of the deal. When it works, the students' and the practitioners' analyses are mutually enlightening. We study new deals each year. Deals that we have studied over the years have included movie financings, biotech alliances, venture capital financings, cross-boarder joint ventures, private equity investments, and corporate reorganizations.

LAW 274. Advanced Immigrants' Rights Clinic. 2-7 Units.

The Immigrants' Rights Advanced Clinic offers the opportunity for students who have already successfully completed the Immigrants' Rights Clinic to pursue: a specific immigrants' rights advocacy project; advanced individual client representation; and/or working with the clinic director to provide direction/guidance to those enrolled in the Clinic for the first time. All advanced Clinic projects will be jointly designed by the director and the advanced student. Advanced students providing guidance/direction to first-time students will receive additional training on providing supervision.

LAW 275. Deals II. 2 Units.

This course applies economic concepts to the practice of structuring contracts. The course extends over two quarters, meeting three hours per week the first quarter and two hours per week the second quarter. Students enrolled in the course must take both quarters. All or most of the first quarter is spent in a traditional classroom setting, discussing economics articles and case studies of actual contracts that illustrate the concepts described in the articles. Beginning either at the end of the first quarter or the beginning of the second quarter until the end of the course (the "deals" segment of the course), the class explores the connection between economic theory and contracting practice by studying specific current deals. Students, divided into groups, study a deal beginning in the first quarter. Then, during the deals segment of the course, each group gives a presentation of its deal to the class. The following week, a lawyer or other participant in the deal will come to class and lead a discussion of the deal. When it works, the students' and the practitioners' analyses are mutually enlightening. The course examines new deals each year. Deals that studied over the years have included movie financings, biotech alliances, venture capital financings, cross-border joint ventures, private equity investments, and corporate reorganizations.

LAW 280. Toxic Harms. 3 Units.

This seminar will examine the concerns arising from exposure to toxic substances from a variety of perspectives. A principal focus will be tort liability, and a central theme in the course will be whether tort law is an effective method of compensating victims of toxic exposure and controlling the distribution and/or emission of toxic substances. In order to assess the efficacy of tort, it is essential to compare the liability system with alternatives such as restructured "public law" litigation, administrative compensation schemes, and regulatory control strategies. Moreover, it seems equally important that these options be grounded in a concrete understanding of the major current problem areas. To accomplish these aims, the course will focus on a number of specific present concerns, including tobacco, asbestos, anti-inflammatory drugs, and natural gas extraction (fracking). In each instance, we will look at the nature of the public health problem as well as ensuing tort litigation and regulatory activity. In addition to examining these distinctive problem areas, we will look at broader, cross-cutting institutional reform proposals that have received recent attention.

LAW 281. Natural Resources Law and Policy. 3 Units.

Natural resource management presents extremely difficult and contentious issues of law and public policy. Major debates continue to rage over issues such as the Endangered Species Act, whether the United States should permit drilling in the Arctic National Wildlife Refuge, and how to prevent the overfishing of the oceans. This course will focus on two major aspects of natural-resource management: biodiversity protection (including the Endangered Species Act, ocean fisheries management, and global protection of marine mammals) and public lands in the United States such as national parks and wilderness areas. The course also will examine the National Environmental Protection Act and the effectiveness of environmental impact assessments. Class sessions will include critical examinations of current law and policy and in-depth discussions of situational case studies that force you to consider how you would resolve real-life issues.

LAW 283. Federal Courts. 5 Units.

This course considers the role of the federal courts in the federal system. It is both an advanced course in constitutional law and a course on the institutional design of the federal courts. In the first aspect, it considers two great themes: the allocation of power between the states and the federal government -- federalism -- and the relationship between the federal courts and the political branches of the national government -- separation of powers. In the other aspect, it focuses on the structure of the judicial system, the scope and limits of federal judicial power, essential aspects of federal court procedure, and the evolving structural response of the federal courts to changes in technology, commerce, government, and a multitude of factors that affect the business of the federal courts and the role of federal judges. Topics include the original and appellate jurisdiction of the federal courts, Supreme Court review of state court judgments, federal common law including implied rights of action, Congressional power to limit the jurisdiction of the federal courts and to create adjudicative bodies within the federal government but outside the requirements of Article III, state sovereign immunity, litigating against the government and federal habeas corpus. This course is highly recommended for students planning to practice in the federal courts or to pursue a judicial clerkship. This course complements Constitutional Litigation (Law 641), and students who plan to clerk will benefit from taking both courses.

LAW 283. Federal Courts. 5 Units.

This course considers the role of the federal courts in the federal system. It is both an advanced course in constitutional law and a course on the institutional design of the federal courts. In the first aspect, it considers two great themes: the allocation of power between the states and the federal government -- federalism -- and the relationship between the federal courts and the political branches of the national government -- separation of powers. In the other aspect, it focuses on the structure of the judicial system, the scope and limits of federal judicial power, essential aspects of federal court procedure, and the evolving structural response of the federal courts to changes in technology, commerce, government, and a multitude of factors that affect the business of the federal courts and the role of federal judges. Topics include the original and appellate jurisdiction of the federal courts, Supreme Court review of state court judgments, federal common law including implied rights of action, Congressional power to limit the jurisdiction of the federal courts and to create adjudicative bodies within the federal government but outside the requirements of Article III, state sovereign immunity, litigating against the government and federal habeas corpus. This course is highly recommended for students planning to practice in the federal courts or to pursue a judicial clerkship. This course complements Constitutional Litigation (Law 641), and students who plan to clerk will benefit from taking both courses.

LAW 285. International Trade Law. 3 Units.

Economic interdependence between countries and across production chains continues to grow. In this context, stable rules on international trade and investment are key. This course focuses on the rules established under the World Trade Organization (WTO) as well as selected regional trade agreements entered into by the United States. What are the benefits and risks of trade liberalization? How can trade liberalization go hand in hand with other public policy goals such as protecting the environment and human rights or promoting the economic development of poor countries? The course will offer an in-depth, practical knowledge of substantive WTO law drawing heavily on case law. It will address the basic principles of trade in goods and trade in services as well as more specialized WTO agreements on, for example, health measures, subsidies and intellectual property rights. From a more procedural side, the course will pay close attention to the unique WTO mechanism for the solution of trade disputes, with special reference to the recent trade tensions between the United States and emerging countries like Brazil, China and India. We will also focus, in particular, on disputes related to information technology, the internet and the movie industry.

LAW 290. Evidence. 5 Units.

Evidence rules constrain proof at criminal and civil trials. We will study the Federal Rules of Evidence, related case law, and those constitutional concepts that limit proof at criminal trials. Topics include relevance, unfair prejudice, character evidence, impeachment, the rape shield law, hearsay, the Confrontation Clause, and¿if time permits¿expert testimony. Please note that the California Bar Examiners have posted this announcement: Applicants should be prepared to answer questions that have issues concerning the Federal Rules of Evidence and the California Evidence Code. Applicants should be prepared to compare and contrast the differences between the Federal Rules and the California Evidence Code, especially where the California rules of evidence have no specific counterparts in the Federal Rules. This evidence course covers only the Federal Rules of Evidence and does not address the California Evidence Code. Although similar principles of law govern the California Code and Federal Rules, the two sets of rules are not identical. Students preparing for the California Bar Exam will have to learn some new material.

LAW 290. Evidence. 5 Units.

Evidence rules constrain proof at criminal and civil trials. We will study the Federal Rules of Evidence, related case law, and those constitutional concepts that limit proof at criminal trials. Topics include relevance, unfair prejudice, character evidence, impeachment, the rape shield law, hearsay, the Confrontation Clause, and¿if time permits¿expert testimony. Please note that the California Bar Examiners have posted this announcement: Applicants should be prepared to answer questions that have issues concerning the Federal Rules of Evidence and the California Evidence Code. Applicants should be prepared to compare and contrast the differences between the Federal Rules and the California Evidence Code, especially where the California rules of evidence have no specific counterparts in the Federal Rules. This evidence course covers only the Federal Rules of Evidence and does not address the California Evidence Code. Although similar principles of law govern the California Code and Federal Rules, the two sets of rules are not identical. Students preparing for the California Bar Exam will have to learn some new material.

LAW 293. Family Law. 3 Units.

Family law mediates and structures life's most intimate relationships. It establishes rules that order the relationships of members of family units and between families and society as a whole. The rules reflect many of society's most critical value premises--about gender roles, parent child relationships, sexual behavior, and how people should order and arrange their family lives. Social policy regarding families is a central focus of many disciplines, law being just one. This course examines the rules regarding the making and breaking of legally recognized relationships, especially those between marital partners and parents and children.

LAW 297. Entertainment Law. 3 Units.

Entertainment law is not, in and of itself, a separate legal discipline. Instead, the practice of entertainment law lies at the intersection of various traditional legal disciplines, such as contract, tort, copyright, trademark, antitrust, secured transactions, etc., and applies those disciplines to a unique business setting. This course is intended to approach the study of entertainment law from a practical perspective, applying the principles of traditional legal disciplines to avoid problems and find solutions in various facets of the entertainment industry. To accomplish the necessary background, it studies the entertainment industry from both a macro level (i.e., the organization of the motion picture, television and music business, including the function of studios, producers, networks, record companies, agencies, managers, lawyers and labor unions) and a micro level (i.e., examining actual agreements in order to understand the principal components of motion picture talent, production and distribution contracts, television series contracts, music and book publishing contracts). The course also examines key litigation issues that affect the industry, such as the interaction of the First Amendment and the right of publicity, the right of privacy and libel, the anti-SLAPP laws, the "final cut" and profit participation cases. The impact of the digital media (including the internet) are, of course, analyzed, along with the future of the entertainment industry, including convergence, holograms, syntho-thespians and the like. The class includes guest speakers from the entertainment industry to embody both business and legal considerations. The overall goals of this course are (1) to expose students to the unique and increasingly complex structure of the entertainment business; (2) to foster an understanding of the role the law and entertainment lawyers play in that unique business structure; (3) to strengthen students' ability to draft key documents and craft persuasive legal arguments to accomplish the goals they may seek to achieve as lawyers in the entertainment industry; and (4) to develop the analytical and problem-solving skills necessary to make them into effective entertainment lawyers.

LAW 299. Derivatives. 2 Units.

The course will examine the legal, regulatory, trading and risk management aspects of the $600 trillion notional over-the-counter and exchange traded derivatives markets. Derivatives are not well-understood by regulators or the public, and have been blamed for causing or contributing to the economic crisis. This course will offer students the opportunity to understand how various derivative products are designed, traded and risk-managed and what role regulators play in the derivatives industry. In addition, students will focus on understanding key legal contracts that underpin the global derivatives industry, in particular focusing on the ISDA© Master Agreement and Credit Support Annex, as well as documentation supporting credit derivatives. Students will also consider the shifting regulatory landscape for financial institutions and hedge funds as it relates to the way in which these products are traded, with rates and credit products migrating to clearinghouses, as well as how conduct of business rules and disclosures may shift. The course will conclude with an examination of the economic crisis that erupted with Lehman Brothers' bankruptcy in September 2008 and the consequent policy reactions to that event from a derivatives and bankruptcy perspective.

LAW 300. Securities Litigation. 3 Units.

This course examines private enforcement of the securities laws through class action litigation. The course will analyze the elements of the key causes of action under the securities laws-materiality, causation, and damages-and the ways in which each is proven. A central element of proof in these cases is expert testimony based on an econometric technique called an "event study." An economist who specializes in this type of work teaches this methodology to the class. The course also covers procedural requirements that are unique to securities class actions, including class certification and pleading requirements. Finally, it covers the dynamics of settlement and the role of rules governing indemnification and insurance for defendants. The course concludes with an assessment of the public policy issues bearing on private securities litigation.

LAW 302. Advanced Topics in Federalism. 2-3 Units.

This seminar will deal with a variety of legal issues arising out of our federal system. The goal is to go beyond well-worn debates about Congress's enumerated powers and look at a series of more intricate legal problems. The first part of the course will examine several discrete issues about the relationship of states to federal institutions, such as whether states have any reserved rights under the Tenth Amendment, and what relationship states have to federal courts. The second part of the course will look at "horizontal" federalism--i.e., relations between the states themselves. The final part of the course will reflect on the bigger picture--what purposes, if any, is federalism supposed to serve, and which of these doctrines, if any, serve them well?.

LAW 304. Law and the Rhetorical Tradition. 3 Units.

(Same as PWR 194). This interdisciplinary seminar explores the rhetorical underpinnings of legal argument. The first half of the course acquaints students with relevant elements of the rhetorical tradition. The second half analyzes a variety of legal texts (both written and oral) with an eye to the use and function of rhetorical principles, as well as the ways form and content are mutually constitutive. This course aims both to increase students' understanding of rhetoric as readers and interpreters of legal texts and to develop students' skills as writers and speakers. Students are expected to participate in class discussion in addition to completing a series of writing assignments including the rhetorical analysis of legal and non-legal texts and the revision of students' legal writing.

LAW 307. Gender, Law, and Public Policy. 3 Units.

Topics in this course will include equal protection standards, employment, family, reproductive rights, sexual harassment, rape, domestic violence, pornography, sexual orientation, diversity in the profession, feminist legal theory, international human rights, and intersections with race, ethnicity, class, and sexual orientation. Materials will include cases, commentary, problems, and media portrayals.

LAW 308. Cultural Heritage Law and Policy. 3 Units.

This seminar explores the growing national and international attention to law and policy concerning cultural heritage (works of art, antiquities, architecture, monuments, archives, intangible cultural heritage, cultural diversity, etc.). Students will write and present research papers.

LAW 310. Protecting Workers' Rights in Hard Times. 2-3 Units.

Workplace law is at a difficult crossroads. With high unemployment, violations of labor laws widespread, and unionization at an all-time low, promoting workers' rights poses unprecedented challenges. This seminar will explore, in turn, a variety of pressing issues confronting worker advocates and policymakers. Through analysis of academic and non-academic readings, and candid conversations with attorneys and officials in the trenches, we will evaluate the contours of each problem and consider a variety of solutions that have been attempted or proposed. We will consider statutory and common-law reforms, as well as the quality of enforcement, new regulatory approaches, and private/nonprofit-sector initiatives. Among the topics to be explored are the ¿fissuring¿ of employment relationships through outsourcing, franchising, reliance on independent contractors, and the like; the prevalence of wage theft; the difficulties of redressing more subtle forms of workplace discrimination; the decline of private-sector unionization and the attack on public-sector unions; the precarious legal status of undocumented workers; the regulatory challenges involved in protecting workers' safety and health; and the proliferating contractual bans on workers' ability to pursue class actions and court adjudication. The course format will combine lecture, group discussions and guest presentations. Although there are no formal prerequisites, prior experience and/or coursework in at least one workplace-related field such as employment law, employment discrimination law, or labor law is recommended.

LAW 311. Comparative Law. 2-3 Units.

The big question in comparative law today-and one that is of key importance to anyone interested in international law-is whether we are currently witnessing a convergence of national legal systems. This course examines this question, as well as the related problem of American exceptionalism, by exploring key aspects of contemporary Western European legal systems. We will study a range of legal institutions and practices, including such topics as legal education, the role of judges and judging, the function and meaning of codes versus precedent, constitutional courts, judicial review, and criminal procedure and punishment. In contrast to the traditional comparative law course, we will also devote substantial time to such pressing public-law questions as racial equality and affirmative action, gender equality and sexual harassment, church and state, and the relationship between European institutions, on the one hand, and national legal systems, on the other.

LAW 312. Criminal Procedure: Investigation. 4 Units.

The law school offers two survey courses dealing with constitutional criminal procedure. "Criminal Adjudication" covers the formal pretrial and trial processes, including the right of counsel, prosecutorial charging criteria, grand juries, bail, speedy trial, discover, plea bargaining, trial by jury, and double jeopardy. This course, "Criminal Investigation," covers police investigation in the form of searches and seizures, interrogations, lineups, and undercover operations, and hence examines the Fourth, Fifth, and Sixth Amendment rules regulating the police in these endeavors. It also incorporates some of the new statutory law of investigation under the USA Patriot Act and other laws relating to national security. Students may take both Criminal Investigation and Criminal Adjudication. (There is, of course, no requirement to do so.).

LAW 315. Criminal Procedure: Adjudication. 4 Units.

The Law School offers two survey courses dealing with constitutional criminal procedure. "Criminal Investigation" will consider questions that arise under the fourth, fifth, and sixth amendments regarding investigations, interrogations, and charging decisions. This course, "Criminal Adjudication," will look at the way the judicial system handles criminal cases. Topics will include the right to counsel (and the concomitant right to "effective assistance" of counsel), prosecutorial discretion and plea bargaining, joinder and severance, discovery, the right to jury trial, double jeopardy, sentencing, and appellate review. Students may take both Criminal Investigation and Criminal Adjudication. (There is, of course, no requirement to do so.).

LAW 318. History of American Law. 3 Units.

(Same as HISTORY 352B). This course examines the growth and development of American legal institutions with particular attention to crime and punishment, slavery, and race relations, the role of law in developing the economy, and the place of lawyers in American society, from colonial times to the present.

LAW 321. Patent Prosecution. 2 Units.

(Same as ME 238). The course follows the patent application process through the important stages: inventor interviews, patentability analysis, drafting claims, drafting a specification, filing a patent application, and responding to an office action. The subject matter and practical instruction relevant to each stage are addressed in the context of current rules and case law. The course includes four written assignments: an invention capture, a claim set, a full patent application, and an Office Action response. Pre-requisites: LAW 326 (IP:Patents), LAW 409 (Intro to IP) or ME 208.

LAW 322. Patent Litigation Workshop. 3 Units.

This course simulates the strategy and pretrial preparation of a patent lawsuit. The course materials include information typical to a patent lawsuit: a patent, file history, prior art, and information regarding the accused product. Students will represent either the patentee or the accused infringer. Students will plan litigation strategy, meet with and advise a client, conduct written discovery, take and defend depositions, and brief and argue claim construction and motions for summary judgment. Some knowledge of patent law is presumed. IP: Patents (LAW 326) is a prerequisite for this course, but can be taken coterminously.

LAW 323. Cross Border Mergers and Acquisitions. 3 Units.

This course will explore the complexities of cross-border mergers and acquisitions, with a particular focus on transatlantic and other international public M&A transactions. The subject-matter provides an opportunity to tie together different bodies of law relevant to M&A (corporate, contracts, securities, antitrust and other regulatory fields.) and to confront the US, European and other geographical and cultural legal and business environments in a deal-oriented context, including case studies of major transactions. We will go over the business and legal framework of cross-border M&A, transaction structures and key deal considerations, and explore the content of cross-border M&A agreements. Regulatory matters, deal risk management and hostile takeovers will also be addressed, as well as post-merger matters and broader policy and cross-cultural considerations. Guest speakers will be invited to share their experience. The course will aim to provide students with a broad understanding of the legal aspects of major cross-border M&A transactions. This is an interactive, primarily practice-oriented course requiring active student participation.

LAW 324. Intellectual Property: Copyright. 3 Units.

Copyright law protects the broad range of creative expression -- from literature, music, art, and film to computer software and video games. This course provides a strong foundation in the workings of the copyright system as well as the challenges posed by the digital age.

LAW 325. The Role of the Modern General Counsel. 2 Units.

(Same as GSBGEN 544) The news is filled with reports of one corporate crisis after another - names like BP, Goldman Sachs, Bank of America, AIG, Siemens, Toyota, and issues like backdating, bribery, antitrust violations, insider trading, procurement fraud, health and safety violations, consumer class actions and the like. And often the cry is heard - where are the lawyers? This course explores the evolution of the role of the general counsel in major American public companies and, more broadly, the expanding role of in-house counsel. These are the lawyers in the trenches, on the front lines of American businesses. Each week, we'll review another dimension of the general counsel's job. We'll consider how general counsel today play an important role on the executive team of major companies and explore the different ways in which general counsels manage large corporate legal departments and direct functional legal areas like litigation, IP, corporate and securities, M&A, environmental and employment law. We will also examine the professional responsibilities and legal obligations of the general counsel -- including the delicate and sometimes conflicting reporting relationships to the CEO and the board of directors -- and consider how an in-house legal department fits into a corporation's organizational structure and how it supports the company's operating units on a day-to-day basis. We will explore the general counsel's role in internal investigations, regulatory investigations and compliance programs, and governmental affairs. We will also consider current practices in how in-house lawyers select, collaborate with and evaluate outside counsel. The class will meet weekly and we will invite current and former general counsels to join us occasionally for our discussions. Each student will be expected to participate actively in class discussions, and will be required to complete two projects, each in collaboration with three other students and submitted as a team, presenting how the team would address a complex set of legal and business issues.

LAW 326. Intellectual Property: Patents. 3 Units.

This course is a comprehensive introduction to patent law, the patent system, and the way patents are deployed by businesses and other patent owners. We cover the core concepts of U.S. patent law, as they relate to (1) patent validity; (2) infringement; and (3) remedies. We draw on traditional case law under the 1952 Patent Act, as well as recent legislation (particularly the America Invents Act of 2011) and contemporary case law (both Federal Circuit and Supreme Court). We will emphasize two main themes: (a) practical aspects of the patent system, of interest to inventors, entrepreneurs and patent owners; and (b) issues that pose challenges to the patent system, such as the purchase and sale of patent portfolios and current trends in patent litigation.

LAW 327. Introduction to Organizational Behavior. 3 Units.

Why are some organizations more successful than others? Is it their emphasis on innovation and risk taking? Their founders¿ eccentric and visionary personalities? Or perhaps their bureaucratic discipline and effectiveness? We will explore these questions by reviewing existing theory and research on organizational problems in a number of areas including: individual motivation and behavior; decision making and leadership; interpersonal and intergroup communication, influence and conflict; organizational culture; and inter-organizational competition and cooperation. The course focuses on the reasons for organizational founding and failure, the variety of organizational forms and the ways in which organizations and their members affect one another. You will participate in a number of group exercises to illustrate the theoretical and practical implications of addressing organizational problems and increasing overall performance.

LAW 328. Intellectual Property: Advanced Patents. 3 Units.

This is an advanced seminar, open only to those who have taken patent law. We will discuss current cases, as well as some issues not covered in the basic class. We will also focus on current efforts to reform the patent system. Students will write and present a research paper on a patent law topic.

LAW 329. Intellectual Property: International. 3 Units.

Music, motion pictures, even books travel instantaneously around the globe. So do patented inventions; so do brands and trademarks. Copyright and trademark licenses increasingly take foreign exploitation into account. Litigation over an important patented invention often proceeds on several foreign fronts. No lawyer practicing intellectual property law today can afford to overlook the substantive and procedural differences that separate one country's law from another's. This course will focus on the counseling considerations that surround the exploitation of intellectual properties in domestic and foreign markets through licensing, litigation, or both. The course will survey the principal legal systems and international treaty arrangements for copyright, patent, trademark and neighboring rights, as well as questions of jurisdiction, territoriality, national treatment and choice of law.

LAW 330. International Human Rights. 3 Units.

This course will examine the developing law of international human rights, with an emphasis on international human rights treaties and agreements, international and regional human rights courts and tribunals, and international human rights organizations, both governmental and non-governmental. The course will examine the postwar emergence of civil and political human rights, the development of social and economic human rights, and the more recent articulation of collective and group human rights. It will also explore the normative justifications for enforcing human rights beyond the bounds of national sovereignty, and challenges to these justifications under the forces of globalization.

LAW 331. Intellectual Property: Strategy for Technology Companies. 3 Units.

This course focuses on the actual day-to-day intellectual property issues faced by a technology-based company. Each class will cover a different aspect of an intellectual property practice, covering such topics as the establishment of a patent program, trade secret management, intellectual property licensing, the intellectual property issues arising during M&A transactions and strategic alliances, patent litigation, and managing open source software. The emphasis in each class will be on case studies, guest speakers, and interactive exercises designed to simulate scenarios commonly faced by an intellectual property attorney, including the negotiation of patent cross licenses, the drafting of intellectual property representations and warranties, the generation of intellectual property disclosure and licensing policies, and the identification and prioritization of patentable inventions.

LAW 333. Judgment and Decision-Making. 4 Units.

(Same as PUBLPOL305A/IPS207A)This course explores theories and research on heuristics and biases in human inference, judgment, and decision making as well as experimental and theoretical work in prospect theory (particularly the phenomena of loss and risk aversion), support theory, and more generally the challenges that psychology offers to the rationalist expected utility model. In addition, it examines attempts to meet this challenge through integration with contributions of modern behavioral economics; decision-making biases and phenomena of special relevance to public policy, such as group polarization, "group think," the problem of collective action, and other influences on decision-making.

LAW 335. Legal Ethics. 3 Units.

A survey of the major legal and ethical issues presented in the practice of law. We will examine the concept of the lawyer endorsed by the rules of professional responsibility and assess the relationship between this concept and the personal, political, and economic constraints of law practice. To this end, emphasis will be given to the rules of professional responsibility and their elaboration in case law, but we will study modern practice from a range of interdisciplinary perspectives throughout the course. These include the philosophy of law, the history and sociology of the American legal profession, the philosophy of role morality, and theories of professional identity.

LAW 335. Legal Ethics. 3 Units.

A survey of the major legal and ethical issues presented in the practice of law. We will examine the concept of the lawyer endorsed by the rules of professional responsibility and assess the relationship between this concept and the personal, political, and economic constraints of law practice. To this end, emphasis will be given to the rules of professional responsibility and their elaboration in case law, but we will study modern practice from a range of interdisciplinary perspectives throughout the course. These include the philosophy of law, the history and sociology of the American legal profession, the philosophy of role morality, and theories of professional identity.

LAW 336. Real Estate Transactions. 3 Units.

Real Estate Transactions will have a "real world" focus, helping students apply some of the substantive concepts covered in the first-year property course to actual commercial property transactions involving the transfer, leasing and financing of real property interests. Among the topics covered will be preparing the letter of intent, preparing and negotiating the purchase and sale contract, examining title and survey issues, reviewing leases, negotiating finance documents, and closing the transaction. The course will also explore various negotiation strategies. Emphasis will be on California law, with some discussion of how the laws of other states may affect how a transaction is structured. Tangential issues that may be covered include selecting the appropriate entity to be used in various real estate transactions, the role of the attorney v. the role of the businessperson on a transaction, and what actions should be taken when something goes wrong on a real estate transaction, including a discussion of applicable remedies. The course will be taught through a combination of lectures, reading assignments and drafting exercises. Time and size of class permitting, there may also be some practice negotiation exercises.

LAW 337. Intellectual Property: Trademark and Unfair Competition Law. 3 Units.

This course will focus on the exploitation of merchandising values (such as brand names), celebrity values (such as product endorsements) and competitive advantage (such as technical know-how) under federal and state trademark unfair competition, right of publicity and trade secret laws. An emphasis will be placed on business and litigation counseling considerations.

LAW 339. Employment Law. 3 Units.

Workplace issues have become one of the fastest-growing areas of state and federal law. Employment-related lawsuits filed in federal court have tripled in volume in the past decade, and now account for a tenth of all civil cases. Many state courts have experienced a similar burgeoning of their employment law caseloads. This course examines this diverse, rewarding, and rapidly evolving area of legal practice by considering the diverse array of laws and institutions that regulate the employment relationship. The focus of the course is on laws that affect employees in non-unionized settings, such as protections against dismissal without cause, wage and hour restrictions, workplace privacy, covenants not to compete, the Family and Medical Leave Act, and mandatory arbitration of employment disputes. The course does not cover either employment discrimination or labor law, both of which are offered as separate courses.

LAW 340. Comparative Corporate Capitalism. 2 Units.

Forms of corporate ownership and control vary widely from one country to another.The type of corporate capitalism based on widely distributed share ownership that is found in the United States, and that is the usual subject of law school corporate law and corporate governance courses, is in fact an outlier. For example, in most countries public corporations have a controlling shareholder. In this seminar we'll examine the organization of enterprise in a range of both developed and developing countries to the end of understanding their variety, including the influence of a country's political governance. As part of this exercise, we'll look at the ways in which organizations and organizational law have evolved in different countries, and we'll speculate on the directions in which they'll continue to evolve in the future. Finally, we'll address the relationship between forms of capitalism and economic development.

LAW 341. How Biotechnology/Pharmaceutical Businesses Solve Legal Problems. 3 Units.

The focus of this course is how legal problems are addressed and solved in the setting of a mature, public biotechnology company. Among the legal issues that will serve as examples of the kinds of legal problems such a company might face are contract issues, intellectual property issues, disclosure issues, product liability issues, etc. The course will explore how these issues relate to non-legal business issues that invariably arise from the same set of facts and how biotechnology/pharmaceutical businesses make decisions taking into account both the legal and non-legal business issues presented. Each issue will be presented in a case study-like format. There may be guest speakers for discussion of some of the issues.

LAW 343. Intellectual Property: Scientific Evidence in Patent Litigation. 3 Units.

(Same as GENE 243). This seminar will explore the role of scientific experts in patent infringement litigation. The class will have a mix of law students and doctoral candidates from the sciences and engineering. The law students must have some familiarity with United States patent law from classes or work experience. The graduate students must have completed their required coursework and have TGR status. In other areas of the law where scientific experts are used -- medical malpractice, environmental law, criminal law -- the science itself is often in dispute. In patent cases, however, the parties generally agree on the science. This affects the relationship between the lawyer and the expert and the substantive content of their interactions. Patent experts need to be able to explain science to the judge and jury, of course. But they also must help the litigators to choose which legal issues to press and which to concede, and to be aware of how the complications of the science might help, hurt, obscure or reveal how the law should be applied to the facts. Thus, both the lawyer and the scientist must educate the other about their specialties. For the first several weeks, the class will examine judicial decisions and trial documents involving scientific evidence in patent litigation. The rest of the quarter is largely devoted to work on the final projects: simulations of expert testimony in a patent case. Students will work together in teams an will meet regularly with the instructor in order to: select suitable patents; identify a balanced issue on either validity or infringement; prepare claim charts and materials for testimony; and give short, illustrated talks to inform their classmates about their projects. Finally, they will choose sides (patent owner or accused infringer) and finetune their presentations. The simulations will be performed at the end of the quarter before panels of practicing patent lawyers.

LAW 344. Law and Economics Seminar I. 2-3 Units.

(Same as ECON 354). This seminar examines current research by lawyers and economists on a variety of topics in law and economics. Several sessions of the seminar consist of an invited speaker, usually from another university, who discusses his or her current research. Representative of these sessions have been discussions of contribution among antitrust defendants, the philosophical foundations of the economic analysis of law, compensation for government regulations and takings, liability rules for controlling accidents, and the corporate tax treatment of nonprofit institutions. Adequate preparation consists of an introductory microeconomics course at the undergraduate level. Students may take both Law and Economics Seminar I and Law and Economics Seminar II in any order (neither is a prerequisite for the other); however, students may not take either course more than once.

LAW 344. Law and Economics Seminar I. 2-3 Units.

(Same as ECON 354). This seminar examines current research by lawyers and economists on a variety of topics in law and economics. Several sessions of the seminar consist of an invited speaker, usually from another university, who discusses his or her current research. Representative of these sessions have been discussions of contribution among antitrust defendants, the philosophical foundations of the economic analysis of law, compensation for government regulations and takings, liability rules for controlling accidents, and the corporate tax treatment of nonprofit institutions. Adequate preparation consists of an introductory microeconomics course at the undergraduate level. Students may take both Law and Economics Seminar I and Law and Economics Seminar II in any order (neither is a prerequisite for the other); however, students may not take either course more than once.

LAW 345. Law and Culture in American Fiction. 3 Units.

This seminar examines the way literary texts register changes in property law, the law of contracts, intellectual property and legal constructions of race, gender, and privacy, especially as they relate to the maintenance of personal identity, community stability, and linguistic meaning. The terms and stakes of these relationships inform our readings of the texts themselves, as well as our understanding of their representations of law. The writers whose work we consider include James Fenimore Cooper, Herman Melville, Henry James, Nella Larsen, Willa Cather, William Faulkner, and Sherman Alexie. Each week, a novel or story is paired with relevant legal and historical readings. We also consider the points of contact between literary narrative and narrative in law.

LAW 347. Law and Culture in American Film. 3 Units.

This course attends to representations of law in 20th century American film, particularly Westerns, gangster films, and courtroom dramas. The themes addressed include: the asymmetry of law and justice, the relationship between law and social change, the public and private identities of lawyers, anxiety that the rule of law fails individuals and minorities, and the disciplinary modes of both law and culture. It also attends to the convergence of narrative, visual, aural, and dramatic practices in legal proceedings and cinematic productions.

LAW 348. Health Care Regulation, Finance and Policy. 3 Units.

(SAME AS HRP391, PUBLPOL231, MGTECON331) This course provides the legal, instititional, and economic background necessary to understand the financing and production of health services in the US. Potential topics include: health reform, health insurance (Medicare and Medicaid, employer-sponsored insurance, the uninsured), medical malpractice and quality regulation, pharmaceuticals, the corporate practice of medicine, regulation of fraud and abuse, and international comparisons.

LAW 349. Employment Discrimination. 3 Units.

This course examines legal responses to the barriers to workplace equality that are faced by minority groups. The course surveys the relevant doctrine, focusing primarily on federal employment discrimination statutes but also addressing more expansive antidiscrimination protections under some state statutes and local ordinances. Covered topics include sexual and racial harassment, sexual orientation discrimination, and affirmative interventions aimed at increasing the minority group and/or female representation in certain job categories or segments of the labor market. In addition to surveying the doctrine as it stands and as it has developed over time the class also explores the doctrinal and conceptual difficulties inherent in identifying invidious discrimination and in devising appropriate remedies.

LAW 351. Corporate Income Taxation. 3 Units.

Overview of federal taxation of corporate entities. Course will address choice of entity (corporate or non-corporate), formation issues, and taxation of income and dividends. Approximately half of the class will be devoted to taxable and non-taxable acquisitions and reorganizations.

LAW 352. International Tax. 2 Units.

This course examines the United States federal income taxation of international operations and transactions, including international joint ventures and M&A transactions. Income source, foreign tax credits and Subpart F are important. International transfer pricing rules also will be addressed.

LAW 353. Corporate Acquisitions. 4 Units.

This course examines the phenomenon of corporate acquisitions from financial and transactional perspectives. It begins with a review of the various explanations offered for why acquisitions take place -- for example, tax incentives, displacement of inefficient management, synergy. Each explanation is then evaluated for its consistency both with capital market theory and with a growing body of empirical evidence concerning return to the shareholders of both acquiring and target companies as a result of acquisitions. The course then shifts to a transactional perspective and considers the alternative acquisition techniques which corporate law affords and the planning considerations that bear on the choice among those techniques. The final portion of the course tries to mesh financial and transactional perspectives in examining the structure of a typical acquisition agreement.

LAW 355. Taxation I. 4 Units.

This course provides an overview of the federal income tax.

LAW 355. Taxation I. 4 Units.

This course provides an overview of the federal income tax.

LAW 358. Advanced Antitrust: Litigating an Antitrust Case. 3 Units.

We will examine in depth four pivotal antitrust cases: Polygram Holdings, Microsoft, Leegin and Oracle. We will study the record created in the lower courts and then analyze how the court came to the conclusions it did. Students will write an amicus brief and argue a motion for preliminary injunction or an appeal.

LAW 359. Tax Policy. 2 Units.

This course will explore various tax policy issues. In past years, the issues we've explored have included the carbon tax, health care, social security, consumption tax, tax compliance, tax shelters and school financing.

LAW 360. Advanced Empirical Methods. 3 Units.

This course will examine topics in the empirical evaluation of law and policy for those who have already been exposed to basic statistics and regression. The course will begin with a discussion of problems of causal inference that have plagued some traditional statistical approaches and then examine the virtues and limitations associated with some more advanced techniques, such as regression discontinuity analyses and instrumental variables estimation. The course is designed to move students towards a publishable empirical research project. Given the constraints of the quarter system, the product is more likely to end with a detailed project design rather than a fully implemented study. Successful completion of the course requires regular attendance, and: (1) careful reading of the course assignments coupled with frequent one page written assignments on the reading; and (2) a PowerPoint presentation to the class discussing a major paper. (3) A detailed project design using one of the empirical approaches discussed in the class.

LAW 368. Law and Biosciences: Neuroscience. 3 Units.

(Same as HRP211) This seminar examines legal, social, and ethical issues arising from advances in the biosciences. This year it will focus exclusively on neuroscience. It will examine how neuroscience will affect the law, and society, through improvements in predicting illnesses and behaviors, in "reading minds" through neuroimaging, in understanding responsibility and consciousness, in "treating" criminal behavior, and in cognitive enhancement. Students who have taken the Law and the Biosciences seminar in past years may receive additional credit for taking this year's class.

LAW 372. Legal History Workshop. 2-3 Units.

(Same as HISTORY 307A). The Legal History Workshop is designed as a forum in which faculty and students from both the Law School and the History Department can discuss some of the best work now being done in the field of legal history. Every other week, an invited speaker presents his or her current research for discussion. Speakers are chosen not only for the quality of their work, but also with the aim of exposing students to a broad array of topics and methodologies within legal history. In the week prior to a given speaker's presentation, the class meets as a group to discuss secondary literature relevant to understanding and critiquing the speaker's research. Students then read the speaker's paper in advance of the following week's workshop presentation.

LAW 373. Protection of Personality. 3 Units.

This course will examine the theoretical foundations and common law development of the range of tort remedies designed to afford protection to the interests in personality. Defamation, the right of privacy, and claims of emotional distress and harassment will receive particular attention, along with the constitutional defenses to these claims, based on the First Amendment, which have arisen since the mid-1960's.

LAW 378. Regulation of Financial Institutions. 3 Units.

This course will cover the regulatory system governing financial institutions, with an emphasis on banks. It will do so in the context of current and past financial crises and the ongoing effort to reform financial regulation. Questions addressed will include: Why do we regulate financial institutions? What dangers do we want to avoid? How well does the current regulatory system achieve what we want to achieve?.

LAW 386. Health Law and Policy: Public Health and Bioethics. 3 Units.

This course will focus on the physician/patient relationship, medical ethics, and public health law.

LAW 387. Internet Torts and Crimes. 2 Units.

The purpose of this course is to cover the highlights of torts and crimes on the Internet. Topics include cybercrimes (spam, fraud, cyberbullying), privacy, and First Amendment issues (defamation, threats, and indecent speech). The perspective will be from that of a practitioner faced with various fact patterns and known case law who has to advise his/her client on the best course of action. (Think stud poker as applied to the practice of law.).

LAW 388. Technological, Economic and Business Forces Transforming the Private Practice of Law. 2 Units.

The private commercial practice of law is undergoing fundamental change. Modern technological, economic and business forces are placing extreme pressure on the traditional private attorney law firm model. These forces will transform, eliminate or replace virtually every aspect of legal services provided by attorneys. Traditional foundations of the large law firm model such as "billable" hours, summer associate programs, large staffs (e.g., paralegals and secretaries) and high associate-to-partner ratios are becoming (or have already become) relics of a bygone era. Today, the business need for clients to select a one-stop, full-service law firm for their important legal work has, in a variety of circumstances, disappeared. Sophisticated clients are utilizing a wide range of legal services firms and companies for their legal work. As a result, the diversity of legal business models and manner of providing legal services has greatly expanded. Often individual lawyers (or very small firms) can provide high-level legal services by assembling "virtual" teams in which each team member handles a different constituent part of the representation. "In-sourcing," "out-sourcing" and the transferring of large portions of work to non-lawyer legal support vendors are all becoming fixtures of the legal economy. This rapid increase in diversity on both the supply and demand side of the legal economy will greatly alter the skills and prerequisites required for the successful private practice of law. The course is composed of two parts. In part one, the technological, economic and business practices transforming the legal profession are identified and their impact on the traditional approaches to private practice law firms will be examined. In part two, the course focuses on how individual lawyers can adapt to or embrace the forces transforming law to improve their practice and succeed in the new environment. Part two of the course will additionally focus on how specific skills such as project management, social networking and information management will be crucial to a successful legal career. Part two of the course will also discuss how the changing legal environment creates new ethical and professional challenges for attorneys.

LAW 393. Remedies. 3 Units.

The remedy is arguably the most important part of any lawsuit, and often the most neglected. This course considers the question of what plaintiffs are entitled to when they win a case and why. It will cover damages, punitive damages, restitution, unjust enrichment, and injunctive relief. While we will consider public remedies in constitutional cases, the majority of the course will focus on remedies in private law civil actions.

LAW 394. Criminal Law and Policy: Research Workshop. 3 Units.

This course is designed for students who are actively engaged in empirical research in crime and public policy and wish to turn their research projects into an academic publication.

LAW 397. Law and Economics of Death Penalty. 2-3 Units.

This course will explore three primary issues: 1) the Supreme Court's forty-year effort to define what cases can permissibly receive the death penalty and the procedures under which it must be imposed; 2) the arguments for and against the death penalty, with a major focus on whether the death penalty deters, is administered in a racially biased way, or is otherwise implemented in an arbitrary and capricious manner; and 3) what the US and international status of the death penalty is today and what the prospects are for the future. The readings on deterrence and racial discrimination will entail some substantial statistical analysis, although a background in statistics, though helpful, will not be required.

LAW 400. Directed Research. 1-4 Units.

Directed Research is an extraordinary opportunity for students beyond the first-year to research problems in any field of law. The final product must be embodied in a paper or other form of written work involving a substantial independent effort on the part of the student. A student must submit a detailed petition of at least 250 words, approved by the sponsoring faculty member, outlining his or her proposed project and demonstrating that the research is likely to result in a significant scholarly contribution. Sample petitions are available in the Registrar's Office. A petition will not be approved for work assigned or performed in a course, clinic, or externship for which the student has or will receive credit. A petition must indicate whether the product is intended for publication in a law review or elsewhere. A student may petition for "Directed Research: Curricular Development" when the work involves assisting a Law School faculty member in developing concepts or materials for new and innovative law school courses. Both the supervising faculty member and the Associate Dean for Curriculum must approve petition for "Directed Research: Curricular Development." Students must meet with the instructor frequently for the purposes of report and guidance. Unit credit is by arrangement. Students whose projects warrant more than four units should consider a Senior Thesis or the Research Track. See SLS Student Handbook for requirements and limitations.

LAW 401. Venture Capital II. 3 Units.

This class will focus on the legal and non-legal tactical details of entrepreneurial endeavors. The legal specifics of corporate formation, tax, and contracts are well covered by a variety of other courses at the Law School and will only be reviewed briefly in this course. Instead, the course will examine the life stages (formation, financing, execution, and exit) of a venture-backed company from the entrepreneur's perspective. Students who are interested in either starting companies or working with startup founders as their legal counsel will solidify their foundations in this course. There will be no textbook - course materials will include PowerPoint slides, readings from various entrepreneur and venture capital blogs, sample business plans, and other sources.

LAW 402. Moot Court. 2 Units.

The major moot court activity at Stanford Law School is the Marion Rice Kirkwood Memorial Competition, which takes place each year during the Autumn and Winter terms. Autumn term will be dedicated to brief writing and completion of the written portion of the Competition; the oral portion of the Competition will be conducted during the first four weeks (approx.) of Winter term. Students on externship and in clinics may enroll if permitted by their respective programs as class attendance is not required Autumn term and students must only participate in scheduled oral arguments Winter term. Prior to the Competition itself, materials and lectures are provided on research, brief writing, and oral advocacy techniques. Registration for the Kirkwood Competition is by team. Each team is required to submit an appellate brief of substantial length and quality, and to complete at least two oral arguments, one on each side of an actual case. The first draft of the brief is reviewed and critiqued by the course instructors. The final draft of the brief is scored by the course instructors and members of the Moot Court Board. The course also offers videotaping and critiques of practice oral arguments. Panels of local attorneys and judges serve as judges who score the oral argument portion of the Competition. Teams are selected for the quarterfinal, semifinal and final round of the Competition based on their brief score and oral advocacy score. The final round of the Competition is held before a panel of distinguished judges and the entire Law School community is invited to attend. Enrollment in both the Autumn and Winter terms is required. The final grade for both the Autumn and Winter terms, and the Writing and Professional Skills credit will be awarded upon the completion of the course in the Winter Term.

LAW 402. Moot Court. 2 Units.

The major moot court activity at Stanford Law School is the Marion Rice Kirkwood Memorial Competition, which takes place each year during the Autumn and Winter terms. Autumn term will be dedicated to brief writing and completion of the written portion of the Competition; the oral portion of the Competition will be conducted during the first four weeks (approx.) of Winter term. Students on externship and in clinics may enroll if permitted by their respective programs as class attendance is not required Autumn term and students must only participate in scheduled oral arguments Winter term. Prior to the Competition itself, materials and lectures are provided on research, brief writing, and oral advocacy techniques. Registration for the Kirkwood Competition is by team. Each team is required to submit an appellate brief of substantial length and quality, and to complete at least two oral arguments, one on each side of an actual case. The first draft of the brief is reviewed and critiqued by the course instructors. The final draft of the brief is scored by the course instructors and members of the Moot Court Board. The course also offers videotaping and critiques of practice oral arguments. Panels of local attorneys and judges serve as judges who score the oral argument portion of the Competition. Teams are selected for the quarterfinal, semifinal and final round of the Competition based on their brief score and oral advocacy score. The final round of the Competition is held before a panel of distinguished judges and the entire Law School community is invited to attend. Enrollment in both the Autumn and Winter terms is required. The final grade for both the Autumn and Winter terms, and the Writing and Professional Skills credit will be awarded upon the completion of the course in the Winter Term.

LAW 403. Senior Thesis. 5-8 Units.

An opportunity for third-year students to engage in original research and to prepare a substantial written-work product on the scale of a law review article. The thesis topic should be chosen no later than two weeks after the beginning of the seventh term of law study and may be chosen during the sixth term. The topic is subject to the approval of the thesis supervisor, who may be any member of the Law School faculty under whose direction the student wishes to write the thesis and who is willing to assume the responsibility therefor. An oral defense of the thesis before members of the faculty, including the thesis supervisor, will be conducted late in the student's ninth academic term. Acceptance of the thesis for credit requires the approval of the thesis supervisor and one or more other members of the faculty who will be selected by the supervisor. Satisfactory completion of the senior thesis will satisfy graduation requirements to the extent of (a) 5 - 8 units of credit and (b) two research courses. See SLS Student Handbook for requirements and limitations.

LAW 404B. Foreign Legal Study: Bucerius Law School. 9-14 Units.

This course is for J.D. students who have been approved by the Law School to study at Bucerius Law School (Hamburg, Germany), European University Institute (Florence, Italy), Waseda University Law School (Tokyo, Japan), CIDE - Centro de Investigación y Docencia Económicas (Mexico City, Mexico), Peking University Law School (Beijing, China), or the National University of Singapore (Singapore). See SLS Foreign Legal Study Exchange Program at https://www.law.stanford.edu/program/centers/spil/foreign_study/ for details.

LAW 404C. Foreign Legal Study: Centro de Investigación y Docencia Económicas. 9-14 Units.

This course is for J.D. students who have been approved by the Law School to study at Bucerius Law School (Hamburg, Germany), European University Institute (Florence, Italy), Waseda University Law School (Tokyo, Japan), CIDE - Centro de Investigación y Docencia Económicas (Mexico City, Mexico), Peking University Law School (Beijing, China), or the National University of Singapore (Singapore). See SLS Foreign Legal Study Exchange Program at https://www.law.stanford.edu/program/centers/spil/foreign_study/ for details.

LAW 404E. Foreign Legal Study: European University Institute. 9-14 Units.

This course is for J.D. students who have been approved by the Law School to study at Bucerius Law School (Hamburg, Germany), European University Institute (Florence, Italy), Waseda University Law School (Tokyo, Japan), CIDE - Centro de Investigación y Docencia Económicas (Mexico City, Mexico), Peking University Law School (Beijing, China), or the National University of Singapore (Singapore). See SLS Foreign Legal Study Exchange Program at https://www.law.stanford.edu/program/centers/spil/foreign_study/ for details.

LAW 404P. Foreign Legal Study: Peking University Law School. 9-14 Units.

This course is for J.D. students who have been approved by the Law School to study at Bucerius Law School (Hamburg, Germany), European University Institute (Florence, Italy), Waseda University Law School (Tokyo, Japan), CIDE - Centro de Investigación y Docencia Económicas (Mexico City, Mexico), Peking University Law School (Beijing, China), or the National University of Singapore (Singapore). See SLS Foreign Legal Study Exchange Program at https://www.law.stanford.edu/program/centers/spil/foreign_study/ for details.

LAW 404S. Foreign Legal Study: National University of Singapore. 9-14 Units.

This course is for J.D. students who have been approved by the Law School to study at Bucerius Law School (Hamburg, Germany), European University Institute (Florence, Italy), Waseda University Law School (Tokyo, Japan), CIDE - Centro de Investigación y Docencia Económicas (Mexico City, Mexico), Peking University Law School (Beijing, China), or the National University of Singapore (Singapore). See SLS Foreign Legal Study Exchange Program at https://www.law.stanford.edu/program/centers/spil/foreign_study/ for details.

LAW 404W. Foreign Legal Study: Waseda University. 9-14 Units.

This course is for J.D. students who have been approved by the Law School to study at Bucerius Law School (Hamburg, Germany), European University Institute (Florence, Italy), Waseda University Law School (Tokyo, Japan), CIDE - Centro de Investigación y Docencia Económicas (Mexico City, Mexico), Peking University Law School (Beijing, China), or the National University of Singapore (Singapore). See SLS Foreign Legal Study Exchange Program at https://www.law.stanford.edu/program/centers/spil/foreign_study/ for details.

LAW 406. Research Track. 9-12 Units.

The Research Track is for students who wish to carry out a research project of a scope larger than that contemplated for a Senior Thesis. Research Track projects are to be supervised by two or more professors, at least one of whom must be a member of the Law School faculty. At least one faculty member in addition to the supervisors must read the written product of the research, and the student must defend the written work orally before the readers. Students will be admitted to Research Track only if they have a demonstrated capability for substantial independent research, and propose a significant and well-formulated project at the time of application.

LAW 407. International Deal Making. 2 Units.

This course is specifically focused on the application of legal and business knowledge to real world transactions in the international context. This is a practical course for students who are interested in applying their knowledge to deal structuring, identifying and resolving legal and business concerns, negotiations, documentation and deal closing. The caselets (short-form cases), developed by the instructor (JD/MBA/CPA) from his 25 years' experience in deal-making in China and Asia, raising $9 billion in equity and debt, often place the student inside the negotiating room and challenge the student to strike deals with senior private and public officials. This course is structured as an intense large seminar with a maximum of 30 law and 10 business students, mixed into groups for class work and presentations. Course objectives: (1) To give the law student a deeper understanding of the legal issues that arise in cross-border transactions, and a broader understanding of the business context in which legal advice is asked for and given; (2) to give the business student an appreciation of the importance of reading the legal documents which purport to describe his/her business transaction, and an understanding of the role the legal advisor can and should play in deal structuring, negotiating and documenting aspects; and (3) for both sets of students, there will be the opportunity to strategize, structure and be the principal negotiator in real world, substantive, international business deals. Following the outcomes decided in class, the actual outcomes and subsequent events will be shared.

LAW 408A. Criminal Defense Clinic: Clinical Practice. 4 Units.

Students in the Criminal Defense Clinic will represent indigent criminal defendants in a wide range of misdemeanor cases in Santa Clara and San Mateo counties. Students will be California Bar Certified and thus will be bound by the rules and ethics of the profession, notably zealous advocacy on behalf of clients. Students will take the lead role in all aspects of case development, including interviewing clients and witnesses, investigating facts, developing case strategy, negotiating with the prosecutor, drafting and arguing motions, and trying cases before judges and juries. Common charges include drug possession, public order offenses, assault, theft, and weapons possession. While students will have primary responsibility for all aspects of their cases, all trial work will be closely supervised. In addition to casework, there will be weekly seminar sessions. The classes will focus both on case-rounds and on broader systemic issues. The goal of the clinic is to train students how to try a criminal case from beginning to end while engaging in thoughtful reflection on the role of the criminal defense attorney in the criminal justice system. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect and compassion to use by serving people in a moment of great need. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 408B. Criminal Defense Clinic: Clinical Methods. 4 Units.

Students in the Criminal Defense Clinic will represent indigent criminal defendants in a wide range of misdemeanor cases in Santa Clara and San Mateo counties. Students will be California Bar Certified and thus will be bound by the rules and ethics of the profession, notably zealous advocacy on behalf of clients. Students will take the lead role in all aspects of case development, including interviewing clients and witnesses, investigating facts, developing case strategy, negotiating with the prosecutor, drafting and arguing motions, and trying cases before judges and juries. Common charges include drug possession, public order offenses, assault, theft, and weapons possession. While students will have primary responsibility for all aspects of their cases, all trial work will be closely supervised. In addition to casework, there will be weekly seminar sessions. The classes will focus both on case-rounds and on broader systemic issues. The goal of the clinic is to train students how to try a criminal case from beginning to end while engaging in thoughtful reflection on the role of the criminal defense attorney in the criminal justice system. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect and compassion to use by serving people in a moment of great need. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 408C. Criminal Defense Clinic: Clinical Coursework. 4 Units.

Students in the Criminal Defense Clinic will represent indigent criminal defendants in a wide range of misdemeanor cases in Santa Clara and San Mateo counties. Students will be California Bar Certified and thus will be bound by the rules and ethics of the profession, notably zealous advocacy on behalf of clients. Students will take the lead role in all aspects of case development, including interviewing clients and witnesses, investigating facts, developing case strategy, negotiating with the prosecutor, drafting and arguing motions, and trying cases before judges and juries. Common charges include drug possession, public order offenses, assault, theft, and weapons possession. While students will have primary responsibility for all aspects of their cases, all trial work will be closely supervised. In addition to casework, there will be weekly seminar sessions. The classes will focus both on case-rounds and on broader systemic issues. The goal of the clinic is to train students how to try a criminal case from beginning to end while engaging in thoughtful reflection on the role of the criminal defense attorney in the criminal justice system. While the work is often challenging and sometimes heartbreaking, it offers students a unique opportunity to put their skills, intellect and compassion to use by serving people in a moment of great need. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 409. Introduction to Intellectual Property. 4 Units.

This is an overview course covering the basics of intellectual property law -- trade secrets, patents, copyrights, and trademarks, as well as selected other state intellectual property rights. This course is designed both for those who are interested in pursuing IP as a career, and those who are looking only for a basic knowledge of the subject. There are no prerequisites, and a scientific background is not required.

LAW 417. Advanced Criminal Law and Public Policy: A Research Practicum. 3 Units.

This course will provide students with a rare opportunity to engage in real-world crime policy analysis, both as a way to use some of the skills they have learned in previous SLS courses, as well as to help them learn about the political and practical issues involved in constructing public policies. Students will work with a "client" agency or organization in the crime policy sector to carry out a policy-related research and analysis project. We will organize ourselves as a provisional policy think-tank or, if you prefer, a makeshift policy institute or short-term consulting group. As such, this practice-oriented course has both learning and real-world policy reform goals, which makes this course unique within SLS and, I hope, refreshing and compelling. Students will learn how to: Identify and analyze empirical data for policy purposes; develop evidence-based policy proposals; interact with high-level policymakers around politically sensitive issues; and effectively prepare a policy brief and deliver a formal presentation to high-level government officials.

LAW 418. Advanced Criminal Defense Clinic. 2-7 Units.

Advanced clinic allows students who have taken the Criminal Defense Clinic to continue working on cases. Participation in case rounds is required. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical credits, however, during the course of the student's law school career.

LAW 419. Three Strikes Project: Criminal Justice Reform & Post-conviction Litigation. 3 Units.

This November, voters in California will go to the polls and vote on whether to reform California's "Three Strikes and You're Out" criminal sentencing law. The reform is intended to ameliorate the harshest and largely unintended aspects of the Three Strikes law, which is widely recognized as the strictest sentencing law in the county. The initiative was inspired and drafted in part by Stanford law students who, over the past six years, have represented individuals sentenced to life under the Three Strikes law for very minor crimes. This seminar will study criminal justice reform in real time. Students will read and discuss a variety of cases and articles, examining the history of the Three Strikes law as a case study in the history, politics, practicalities and legal regulation of sentencing in the United States. This is an experiential seminar, meaning that students will have an opportunity to work on the initiative campaign, which is a collaboration between the Three Strikes Project and the NAACP Legal Defense Fund. Students will also be involved in the actual representation in state and/or federal court of an inmate who is currently serving a life term under the Three Strikes law for a minor crime. Students will visit clients in prison, conduct factual investigation in the field, write legal briefs, and argue cases in open court.

LAW 423. Advanced Supreme Court Litigation Clinic. 2-7 Units.

The Advanced Supreme Court Litigation Clinic provides an opportunity for students who have already successfully completed the Supreme Court Litigation to continue their work in the Clinic. Work includes research and drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting on drafts of briefs being filed by lawyers in other cases. Advanced students also continue to participate in the Clinic's discussion of cases during case rounds.

LAW 424. Secured Credit. 3 Units.

This course surveys the law of raising funds by granting security interests in personal property. Security interests affect the creditor's rights if the debtor is unable to repay the loan; as a result, they significantly affect the terms on which capital can be raised. They affect industries ranging from traditional manufacturing to high tech start-ups; they also play a role in consumer loans (and help explain the movie "Repo Man"). The course focuses primarily on Article 9 of the Uniform Commercial Code, but also considers the federal Bankruptcy Code, the federal intellectual property statutes, and other state and federal laws. This is the second of three courses (the other two are Bankruptcy and Payment Systems) dealing with the financing of commercial ventures through means other than the sale of corporate stock. These courses may be taken in any order: neither presupposes any knowledge of the others. Students who cannot take all three should probably prioritize them in the order they are listed-that is, Bankruptcy is the single most important course to take, then Secured Credit, then Payment Systems. Please note that Payment Systems is not offered every year.

LAW 425. Statutory Interpretation. 3 Units.

Statutory law is the dominant source of contemporary law, and it is the form of law that lawyers are likely to confront most often in almost any area of practice. It is also an area of vibrant intellectual debate, as scholars, Supreme Court justices, and others debate the methods and aims of statutory interpretation. This course will stress both the practical and theoretical dimensions of interpretation. Students will learn and apply the methods of statutory interpretation. We will also spend considerable time on contemporary controversies, such as debates about textualist, purposive and dynamic interpretation; about the use of legislative history and canons of construction; about the special interpretive problems that arise in the context of direct democracy; and about the democratic and constitutional foundations of statutory interpretation itself. Readings will draw from political science as well as law.

LAW 427. Local Government Law. 3 Units.

Local governments exert tremendous influence over socioeconomics, race relations, environmental health, political power, and housing and real estate. This public law course will investigate the law of these governments (including cities, counties, and special districts) from four vantage points: (1) local governments within the federalist system, including the balance of power between local, state, and federal governments; (2) horizontal questions of power, including hierarchy and specialization among local governments; interlocal cooperation and competition; and the creation, expansion, and dissolution of local entities; (3) innovative uses and delegations of local authority to achieve state or local public policy goals; and (4) the nature of local democracy and local finance, including citizen influence of local lawmaking through initiatives and referenda, alternative voting schemes, and responses to fiscal distress. Discussions and in-class projects in the course will be situated in locations ranging from rural towns to major metropolises across the country.

LAW 430. Trusts and Estates. 2 Units.

This survey course covers issues related to: intestacy; will execution and revocation; will provisions and interpretations; restrictions on the right to devise; probate; creation of trusts; revocable and irrevocable trusts; trust provisions; charitable trusts; trust administration; and substitutes and conservatorships.

LAW 432. Natural Resource Law and Policy Workshop. 2-3 Units.

This workshop seminar will provide students with the opportunity to examine and critique cutting-edge research and work in the field of environment, energy, and natural resources. Although it is open to all students, the seminar is designed especially for those with an interest in the field who wish to stay abreast of current issues, work, and ideas. In each class, an academic expert, policy maker, or practitioner will present their current research or work and engage in a robust discussion.

LAW 436A. Supreme Court Litigation Clinic: Clinical Practice. 4 Units.

The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability.

LAW 436B. Supreme Court Litigation Clinic: Clinical Methods. 4 Units.

The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability.

LAW 436C. Supreme Court Litigation Clinic: Clinical Coursework. 4 Units.

The Supreme Court Litigation Clinic will expose students to the joys and frustrations of litigation before the Supreme Court of the United States. The bulk of the clinic will be run as a small law firm working on live cases before the Court. Students will participate in drafting petitions for certiorari and oppositions, merits briefs, and amicus briefs, compiling joint appendices, and preparing advocates for oral argument, as well as commenting (the technical term is "kibbitzing") on drafts of briefs being filed by lawyers in other cases. The precise nature of the cases will depend on the Court's docket, but in recent Terms, the clinic's cases have involved federal criminal law and procedure, habeas corpus, constitutional and statutory antidiscrimination and employment law, bankruptcy law, and the First Amendment. Our aim is to involve students as fully as possible in this type of litigation. The Clinic begins with an intensive introduction to the distinctive nature of Supreme Court practice, including the key differences between merits arguments and the certiorari process, the role of amicus briefs, and the Supreme Court Rules. After that, seminar meetings will be devoted primarily to collaborative work on the cases the clinic is handling. While students will be primarily responsible for working in teams on one case at a time, they will also be expected to acquire familiarity with the issues raised in other students' cases and will both edit each others' substantive work and assist each other and the instructors with the technical production work attendant on filing briefs with the Supreme Court. The course will involve substantial amounts of legal research. The Supreme Court operates on a tight, and unyielding deadline, and students must be prepared both to complete their own work in a timely fashion and to assist one another and the instructors on other cases. The instructors will not ask students to do any kind of "grunt work" that they themselves will not also be handling, but grunt work there will be: proofreading, cite-checking, dealing with the joint appendix, and the like. The nature of the work product means that while students will average thirty hours per week on their case-related work, that work will surely be distributed unevenly across the quarter. Unlike most other courts, the Supreme Court has no student practice rules. Thus, students will not be able to argue cases before the Court. But they will participate in moot courts on their cases, as both advocates and Justices. Each student will also have the opportunity to travel to Washington to see the Court in session, preferably with respect to a case on which the student has worked. Ideally students will already have experience with persuasive doctrinal writing, through a course like Federal Pretrial Litigation or through intensive supervision during their summer jobs or other clinics. Admission to the Clinic is by consent of the instructors. Students will need to submit a writing sample that reflects their facility with doctrinal legal arguments and the name of at least one reference who can comment on their legal analytic ability.

LAW 448. Contemporary Issues in Constitutional Law. 2 Units.

This is an advanced constitutional law seminar for students who have already taken the introductory Constitutional Law course. The seminar will provide an opportunity for in-depth discussion of competing theories of constitutional interpretation, the role of the Supreme Court in our political system, and analysis of judicial behavior. Each week, these themes will be examined through the lens of a current "hot topic" in constitutional law - for example, the Affordable Care Act, affirmative action, the Second Amendment, the death penalty, executive power in the war on terrorism, campaign finance, immigration, same-sex marriage, and other topics. This is not a "spectator" class; all students will be expected to participate actively in class discussion each week. This is a good seminar for students interested in clerking or pursuing academia.

LAW 451. European Union Law. 2-3 Units.

The U.S. and the European Union (which comprises 27 European states and 500 million people) have the largest bilateral trade relationship in the world. About 60% of the world's GDP is generated on the Transatlantic Marketplace. In recent years, this has tremendously heightened the need for a sound understanding of the legal system of the EU, especially for business and technology lawyers. Responding to this need, this course, first, examines the internationally unique legal system of the EU as such, as it is applicable to any field of substantive and procedural EU law. Thus, it looks at the legal nature and the different sources of EU law and its relationship with the national law of the EU Member States. The course covers the relevant EU law enforcement actions including state liability issues as well as the jurisdiction of both European Courts and relevant remedies in national courts. Secondly, it explores the legal framework of doing business in the EU, from the perspective of a business entity as an internationally operating actor in a European business environment. In this context, the class focuses on the most essential fields of EU business law, i.e.,(a) the four fundamental economic freedoms of the European Single Market for goods, services, capital and persons, (b) EU competition/antitrust law, as well as (c) EU e-commerce law. There is special emphasis on how EU business law can be used efficiently from private actors such as companies established outside the EU for their own advantage.

LAW 453A. State-Building and the Rule of Law Workshop: Advanced. 3 Units.

The Advanced Workshop on State-Building and the Rule of Law builds on the State-Building and Rule of Law Seminar offered in the fall quarter. Those students who were enrolled in the winter quarter section of this course are not permitted to enroll in the spring. Enrollment is by consent and limited to three groups of students who began their work in the fall quarter, on the Afghanistan Legal Education Project (ALEP), or the Bhutan Law and Policy Project (BLPP), the Timor Leste Legal Education Project (TLLEP), or the Iraq Legal Education Initiative (ILEI). The Afghanistan group will write textbooks and create other written products, to build out the curriculum for a full Bachelor of Laws program at the American University of Afghanistan. The Bhutan group will write legal textbooks to be used by the Royal Law Project, to train Bhutanese lawyers on the laws of their home country. The Timor Leste group will write textbooks at the request for use at the National Law School of Timor Leste and the judicial training center. The Iraq group will write textbooks and materials to begin the process of building out a law program at the American University of Iraq, Sulaimani.
Same as: ALEP.

LAW 453B. State-Building and the Rule of Law Workshop: Advanced. 3 Units.

The Advanced Workshop on State-Building and the Rule of Law builds on the State-Building and Rule of Law Seminar offered in the fall quarter. Those students who were enrolled in the winter quarter section of this course are not permitted to enroll in the spring. Enrollment is by consent and limited to three groups of students who began their work in the fall quarter, on the Afghanistan Legal Education Project (ALEP), or the Bhutan Law and Policy Project (BLPP), the Timor Leste Legal Education Project (TLLEP), or the Iraq Legal Education Initiative (ILEI). The Afghanistan group will write textbooks and create other written products, to build out the curriculum for a full Bachelor of Laws program at the American University of Afghanistan. The Bhutan group will write legal textbooks to be used by the Royal Law Project, to train Bhutanese lawyers on the laws of their home country. The Timor Leste group will write textbooks at the request for use at the National Law School of Timor Leste and the judicial training center. The Iraq group will write textbooks and materials to begin the process of building out a law program at the American University of Iraq, Sulaimani.
Same as: BLPP.

LAW 453C. State-Building and the Rule of Law Workshop: Advanced. 3 Units.

The Advanced Workshop on State-Building and the Rule of Law builds on the State-Building and Rule of Law Seminar offered in the fall quarter. Those students who were enrolled in the winter quarter section of this course are not permitted to enroll in the spring. Enrollment is by consent and limited to three groups of students who began their work in the fall quarter, on the Afghanistan Legal Education Project (ALEP), or the Bhutan Law and Policy Project (BLPP), the Timor Leste Legal Education Project (TLLEP), or the Iraq Legal Education Initiative (ILEI). The Afghanistan group will write textbooks and create other written products, to build out the curriculum for a full Bachelor of Laws program at the American University of Afghanistan. The Bhutan group will write legal textbooks to be used by the Royal Law Project, to train Bhutanese lawyers on the laws of their home country. The Timor Leste group will write textbooks at the request for use at the National Law School of Timor Leste and the judicial training center. The Iraq group will write textbooks and materials to begin the process of building out a law program at the American University of Iraq, Sulaimani.
Same as: TLLEP.

LAW 453D. State-Building and the Rule of Law Workshop: Advanced. 3 Units.

The Advanced Workshop on State-Building and the Rule of Law builds on the State-Building and Rule of Law Seminar offered in the fall quarter. Those students who were enrolled in the winter quarter section of this course are not permitted to enroll in the spring. Enrollment is by consent and limited to three groups of students who began their work in the fall quarter, on the Afghanistan Legal Education Project (ALEP), or the Bhutan Law and Policy Project (BLPP), the Timor Leste Legal Education Project (TLLEP), or the Iraq Legal Education Initiative (ILEI). The Afghanistan group will write textbooks and create other written products, to build out the curriculum for a full Bachelor of Laws program at the American University of Afghanistan. The Bhutan group will write legal textbooks to be used by the Royal Law Project, to train Bhutanese lawyers on the laws of their home country. The Timor Leste group will write textbooks at the request for use at the National Law School of Timor Leste and the judicial training center. The Iraq group will write textbooks and materials to begin the process of building out a law program at the American University of Iraq, Sulaimani.
Same as: ILEI.

LAW 455. Energy Law. 3 Units.

The supply of a reliable, low-cost, clean energy supply for the United States is a key determinant of current and future prosperity. Perhaps as a result, electricity suppliers are among the most heavily regulated of large firms. In this course, students will acquire a basic understanding of the electricity supply system, of rate based regulation of electric utilities, and of deregulated wholesale electricity markets. We will also interrogate the role of siting and cost recovery in development of a workable transmission grid. The course will then focus on various attempts at reform of both rate-regulated and wholesale market-based structures. In particular, we will examine various attempts to strengthen incentives for utility investment in energy efficiency. Finally, students will be familiarized with various approaches to subsidization of renewable energy. Throughout, the course will focus on the sometime cooperative, sometimes competing, but ever evolving federal and state roles in regulating the supply of electricity.

LAW 458. Food and Drug Administration. 3 Units.

(Same as HRP 208). This course will examine the Food and Drug Administration. It will focus largely on the FDA's regulation of drugs and biologics, but will also cover its regulation of medical devices, nutritional supplements, and, to some extent, its jurisdiction over food, legal, social, and ethical issues arising from advances in the biosciences. The class is open to all law or medical students. Graduate students may be admitted from other parts of the University by consent of the instructor. Substantial class attendance is required; in addition, the quality of class participation will play a small role in grading.

LAW 465. Venture Capital I. 3 Units.

This course introduces the operation of the venture capital industry from both a theoretical and practical perspective. The course follows the start-up process from initial formation of a new High-Tech venture through its private capitalization, the navigation of typical operational or strategic hurdles/milestones, and potential exit through merger or initial public offering. It analyzes each step in the process from perspective of the entity, of the founder-employees, and of the venture backers. It also considers the incentive mechanisms and control structures used at each step of the transaction (and alternatives to these structures), with a focus on both the underlying economic and financial theory, as well as on pragmatic considerations in structuring the transactions. Students are required to complete a term sheet negotiation exercise, offer a written analysis (in short pieces) related to speaker perspectives concerning the venture capital process, and sit for an examination. Speakers include visitors from practice with extensive experience in the VC, M&A, and the business formation process. QM: Finance (LAW 467) (or a modest background in financial analysis) is a prerequisite for this class.

LAW 467. Quantitative Methods: Finance. 2 Units.

This course covers some of the central ideas in modern finance with a particular focus on the time value of money. Topics include present value and future value analysis, discounting, net present value, "IRR", bond valuations, and a critique of other project valuation methods. Along with a brief overview of "market fundamentals" and an introduction to the vocabulary of modern "popular finance" (as found in such publications as the Wall Street Journal), additional topics include diversification, the risk-return trade-off, portfolio performance measurement, and market efficiency. Issues of arbitrage and tax considerations are considered as time allows. Each topic is introduced with an emphasis on applications in legal settings. The course is intended to provide students with very little or no background in finance with the essential vocabulary, tools, and insights to spot "finance related issues" in various legal practice areas. The problem sets, class discussions, and applied hypotheticals should allow students to develop the skills necessary to ask the right questions when confronted with problems that involve elements of modern finance. Special Instructions: You are expected to have little or no background in finance or related areas prior to taking this course. Required math skills are very modest (low-level high school algebra, at most) and students will rely mainly on the use of Excel and/or financial calculators for simple calculations.

LAW 468. Statistical Inference in Law. 3 Units.

Drawing an inference from quantitative evidence lies at the heart of many legal and policy decisions. This course provides the tools, concepts, and framework for lawyers to become sophisticated consumers of quantitative evidence and social science. Unlike traditional statistics courses, it is taught using substantive case law as a springboard for considering quantitative evidence. No background, beyond high school algebra, is assumed.

LAW 471. Constitutional Law: Freedom of Speech. 3 Units.

A survey of First Amendment law, including a close study of text, the drafting and ratification process, and the development of modern First Amendment theory. The course will explore the multiple participants in the speech process, including the speaker, hearer, publisher, target and regulator, and ask why the law favors certain participants over others. The evolution of Supreme Court case law will be analyzed historically, with special emphasis on the relationship between free speech and democracy,.

LAW 472. Externship Companion Seminar. 2 Units.

The practice of public interest law - whether in the criminal or civil context or a government or non-profit setting - requires an attorney to consider a host of issues distinct from one in private practice. How should decisions be made about priorities with limited resources? Where an organization has a broad social justice mission, where does litigation on behalf of individual clients or a group of clients fit in? Prior to initiating litigation or advancing a defense, what quantum of evidence should an attorney require? What role, if any, should an attorney's personal beliefs play in a course of representation? Through directed supervision of their externships in prosecutors', public defenders' or civil non-profit and government offices, as well as participation in weekly seminars, students will evaluate such questions in the context of their practical experience. For a complete description, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: https://www.law.stanford.edu/program/centers/pip/externship/.

LAW 473. Externship, Special Circumstances. 12 Units.

The Special Circumstances Externship Program (SCEP) allows second and third year students to work for credit for one quarter in nonprofit, public interest, public policy, and government agencies outside of the Bay Area. (See LAW 474 and LAW 475). Standards for approval of a SCEP placement are similar to those for Directed Research proposals, but are higher. Because there is a preference for local civil and criminal SEP placements, your SCEP proposal must explain (a) how it meets the goals of the externship program; and (b) why a similar project cannot be accomplished in one of the placements offered in the Bay Area. SCEP placements outside the Bay Area must be full-time. Students wishing to undertake a SCEP placement must obtain the supervision of a faculty member who will oversee their externship and an accompanying tutorial. For a complete description of the SCEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: https://www.law.stanford.edu/program/centers/pip/externship/.

LAW 473X. "U.S. SEC Law Student Observer Program and Securities Regulation Seminar". 3 Units.

The U.S. SEC, Law Student Observer Program, is a one-semester volunteer/for-credit externship position offered to current law students selected by representatives of the SEC. The program provides exposure to the workings of the SEC and to the regulation of securities markets. Students are assigned to work with SEC staff members on a broad range of projects, including the investigation of industry and issuer practices, litigation of civil enforcement actions, and the drafting of proposed statutes and rules. In addition to working 40-hour weeks, students attend a weekly securities regulation seminar that includes lectures by SEC Commissioners and senior staff, and prominent members of the private bar. The topics for discussion at this seminar are chosen to complement the materials covered in basic securities regulation courses offered at the participating law schools.

LAW 474. Externship, Civil Law. 5-12 Units.

The Civil Standard Externship Program (SEP) allows second and third-year students to work for credit in select non-profit public interest, public policy, and government agencies in the Bay Area for one quarter. The Civil SEP allows students to (a) gain experience in a field where a clinical course is not offered, or (b) pursue advanced work in an area of prior clinical practice. Placements can be either full time (40 hours per week) or part time, but no fewer than 16 hours per week. Because of other Law School requirements, students in their final quarter are limited to part-time externships of no more than 16 hours per week. Students participating in the Civil SEP must also enroll in Externship Companion Seminar during the same term. In some cases where other seminars would be more appropriate companion courses for a student's placement, the student can request to substitute the seminar for the standard course. For a complete description of the Civil SEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: https://www.law.stanford.edu/program/centers/pip/externship/.

LAW 475. Externship, Criminal Law. 5-12 Units.

The Criminal Standard Externship Program (SEP) allows second and third-year students to work for credit in criminal prosecutors' and defenders' offices in the Bay Area for one quarter. Placements can be either full time (40 hours per week) or part-time, but no fewer than 16 hours per week. Because of other Law School requirements, students in their final quarter are limited to part-time externships of no more than 16 hours per week. Students participating in the Criminal SEP must also enroll in the Externship Companion Seminar during the same term. In some cases, where other seminars would be more appropriate companion courses for a student's placement, the student can request to substitute the seminar for the standard course in the application process. For a complete description of the Criminal SEP, students should read the Externship Handbook, which is available from the Levin Center for Public Service and Public Interest Law or online at: https://www.law.stanford.edu/program/centers/pip/externship/.

LAW 476. Advanced Criminal Practice. 3 Units.

In this seminar, we will discuss the most pressing current issues and cases across the criminal justice spectrum, from arrest through appeal and collateral attack. Our focus will be on the practice of criminal law -- how prosecutors and defense lawyers actually develop and use the latest cases and arguments. The subjects that we will take up will include, for example, ineffective assistance and the death penalty, sentencing, the "drug court" development, public prosecution and white collar crime. Each student will choose a case from the Supreme Court's current criminal docket and write about the issues that either arose or should have arisen during any of the stages of the case. Understanding these issues will require a careful investigation of the case history and the way it is developed for the Supreme Court. Particular attention will be paid to the ethical issues that arise in practice. Our text for the course will be pre-assigned cases from the current Criminal Law Reporter, along with articles and litigation materials in connection with a particular topic. Students should use the class to develop the habit of keeping up with the constantly evolving law in the specialized fields of criminal law and criminal procedure.

LAW 478. IP Advanced Topics: The Future of Online Music and Online Video. 3 Units.

The online music and online video industries are undergoing profound changes. In online video, the rise of Netflix and Hulu are just two examples of this trend. This class will explore how the different technical, economic or regulatory decisions we make today will interact to shape the future of these industries, and what the different options under consideration will mean for specific companies in this space. Class sessions will consist of a mix of guest lectures by industry leaders and class discussions of the assigned readings. Throughout the class, the students will work in interdisciplinary groups on problems facing specific companies in the online and online video industry today. For the final project, the groups will address specific policy problems from the perspective of a specific company, with different groups representing companies on different sides of an issue.

LAW 479. International Law. 4 Units.

This course examines what diplomats and scholars once referred to as the "law of nations," as it has matured and evolved to adapt to today's complex and interdependent world. It begins by considering fundamental questions about the nature of international law the sources of international law (including treaties), the subjects of international law, origins of international law in the sovereign equality of states, and the absence of mechanisms for the authoritative interpretation or enforcement of international law. It explores core international law concepts and issues such as state responsibility and the bases upon which states may exercise jurisdiction. It considers the operation of international law in the U.S. legal system. It then looks at a series of international law topics and issues, including some of particular interest today, such as mechanisms for the settlement of international disputes, the law governing coercion and the use of armed force, the development of international human rights, the law of armed conflict, and the emergence of a body of international criminal law and international criminal tribunals for its enforcement. Throughout, the class considerscurrent issues and problems arising in the international arena and the extent to which international law actually affects the behavior of states. This course provides a general grounding in public international law and a foundation for more advanced or specialized international law courses.

LAW 481. Communications Law: Internet and Telephony. 3 Units.

New developments in Internet and other technology enable new forms of innovation, content production and political participation that have the potential to significantly transform our economy, society and democratic system. This transformation will not happen automatically. Technical, legal and economic choices will affect whether the Internet can realize its potential or not. Communications law - the law that governs both the physical infrastructures for communications services such as cable and telephone networks as well as the communication services which are provided over these infrastructures - has become one of the most important arenas in which choices affecting the future of the information society are made. The debates over network neutrality (whether network providers should be able to restrict the applications and content that their Internet service customers can access over the network) or the right ways to foster broadband deployment are examples of this trend. At the same time, the Internet's ability to support a variety of different communications services such as telephony, information services or video over the same physical network infrastructure challenges the existing communications law, which is based on the assumption that different physical infrastructures offer different communications services. What are the features of the Internet that are at the core of its economic, social, cultural and political potential? What can regulators and legislators do to allow the Internet to realize this potential? And how can they allow applications like Internet telephony and traditional telephony to coexist without giving one an unfair advantage over the other? The course will address how current law deals with these questions, but also explore what regulators and legislators may do to better deal with the challenges posed by the Internet. The course is mostly focused on the US, but highlights developments elsewhere where appropriate. Students may take Communications Law: Internet and Telephony and Communications Law: Broadcast and Cable Television in any order (neither is a prerequisite for the other). There are no prerequisites for this course. No technical background is required.

LAW 483. Deal Litigation Seminar. 2-3 Units.

This seminar is designed as an introduction to mergers and acquisitions litigation. The course aims to provide both a practical and doctrinal perspective on M&A-related litigation and relies heavily on readings and issues derived from practice in the Delaware courts where much contemporary deal litigation occurs. Students will apply cases and legal principles in various practical situations that may arise in a transactional litigation practice. Familiarity with basic corporate law principles is assumed.

LAW 487. The Financial Crisis. 3 Units.

(Same as MGTECON 343). This class will focus on the evolution of the financial crisis and the implications for the future of financial markets and the economy. Part of the course will concern the history of the financial crisis, from 2008-12, including policy responses. The rest will focus on current events. There will be a number of guest speakers, either live or by Skype. Last year's list included Tanya Beder, John Geanakoplos, Bob Joss, Tom Kempner, Ken Rogoff, Larry Summers, Kevin Warsh, and Nancy Zimmerman. Myron Scholes participated in about half the classes. I assume that this year there will be a similar but not identical list.

LAW 488. Legal Aspects of Autonomous Driving. 2-3 Units.

Self-driving cars and trucks are rapidly entering the mainstream. They raise key legal and policy questions, which this seminar explores through source materials (from case law to treaties), academic scholarship, and industry speakers. Topics include state and federal regulation, public and private standards, liability and insurance, privacy and security, and social norms. Because the course is intended to meaningfully advance-rather than to merely present-legal analysis of this emerging technology.

LAW 490. Reproductive Justice: Law, Policy and Advocacy. 2 Units.

This course offers an opportunity to explore constitutional doctrines on childbearing and to consider contemporary strategies for advancing reproductive justice. We will examine federal court decisions defining reproductive rights, including cases involving conflicts between reproductive freedom, religious liberty and freedom of speech. We will consider the limits of federal constitutional protection for vulnerable women's reproductive choices (prisoners, teenagers, women who need public assistance and soldiers). In light of those limitations, we will consider alternative strategies to strengthen reproductive freedom: state constitutional litigation, legislation, administrative advocacy, communications, organizing and initiative campaigns. Each of these will be paired with a current reproductive rights controversy, such as the federal ban on abortion in military facilities, insurance coverage of contraception, teenagers access to confidential reproductive health care, shackling of pregnant inmates and abstinence-only sex education. Reproductive justice advocates, including litigators, communications experts and empirical health researchers will make guest appearances. The success of this course depends on lively class participation. Students will write a short piece on each week's topic using a different advocacy style (such as a legislative fact sheet, blog post, initiative ballot argument, op-ed article) and will make oral presentations in class.

LAW 491. Myth, Law, and Practice. 2 Units.

Collective myths from a variety of traditions and cultures capture enduring psychological truths about human choices and the human condition. Lawyers at various stages in their careers have their own personal myths, sometimes conscious and sometimes not. These personal myths embody key tendencies that determine or heavily influence each lawyer's personal and professional path. This course examines both collective myths that capture relevant archetypal human tendencies and the personal myths along with the associated histories of individual lawyers. It offers a space and time for each student to consider his or her own personal and professional direction through the course materials, class interactions, and a series of reflection papers. The course benefits from the collaboration of Michael Guasperini, a Ph.D. mythologist and lawyer whose primary vocation is working intimately with lawyers and firms during periods of personal and institutional transition. Mr. Guasperini has deep experience with the personal lives of hundreds of lawyers at various ages and levels of professional development.

LAW 492. Civil Procedure II: Multi-Party Litigation. 3 Units.

This introduction to aggregative public or private litigation will cover joinder of claims and parties, class actions, multidistrict litigation, and other forms of aggregative litigation, as well as related topics such as preclusion and brief coverage of remedies and choice of law. The focus will be both doctrinal and practice-oriented, and will consider broader questions of how the civil justice system should respond to mass harms as well as proposals for reform. This course is strongly recommended for students planning a practice in private of public civil litigation, managing or supervising litigation, or a judicial clerkship. It provides a basis for advanced courses such as complex litigation.

LAW 493. Entrepreneurship, Leadership and the Law Practicum. 2 Units.

Starting or advising a growing social enterprise requires on-the-ground experience. This class brings theory and case studies examined in Entrepreneurship, Leadership and Law in Social Enterprise to use through placements as consultants with local social enterprises. Students will make connections in the community; learn creative and hands-on problem solving skills; teamwork and communication skills; and be inspired to innovate and break away from the traditional lawyer path.

LAW 496. Legal Studies Workshop. 1 Unitss.

The Legal Studies Workshop is designed to support students working on a piece legal scholarship with an eye to publication. The course will meet every other week for all three quarters. Students may sign up for one, two or three quarters, and will receive one credit for each quarter they are enrolled. Each session will be devoted to presentations of one or two student works-in-progress. Every student is expected to present his or her own work at least once, and to provide constructive oral feedback on others'. Attendance is mandatory (except of course for extenuating circumstances). Other faculty will participate on an informal basis when their expertise will be helpful for a particular paper. There are no written requirements for the course, and no requirement that the work presented be original to the Workshop. Students may wish to use the Workshop as an opportunity to expand on seminar papers or pursue independent research projects for which they are getting separate credit through one of the research tracks (e.g., directed research, dissertation). Whether students are working on a new project or revising an old, the expectation is that students will develop their topics independent of the course.

LAW 498. Designing Liberation Technologies. 4 Units.

(Same as CS 379L and POLISCI 337T). Small project teams will work with selected NGOs to design new technologies for promoting development and democracy. They will conduct observations to identify needs, generate concepts, create prototypes, and test their appropriateness. Some projects may continue past the quarter towards full-scale implementation. Taught through the Hasso Plattner Institute of Design at Stanford (d.school.stanford.edu). Enrollment limited, by consent of instructors (applications will be required).

LAW 500. Modern American Legal Thought. 3 Units.

The course is a survey of the theories of law and adjudication that have been most important in this country since the Civil War, concluding with an introduction to presently significant schools of legal thought. The past schools of thought covered are Formalist Legal Science, Sociological Jurisprudence, American Legal Realism, and Legal Process. The more recent and still active movements include Law and Moral Philosophy, Law and Economics, Critical Legal Studies, Feminist Jurisprudence, Public Choice Theory, and Neo-formalism. The readings are drawn primarily from primary materials ¿ the important contemporary manifestos and critiques of the schools of thought studied, along with writings that involve their application or reveal their influence. Among the recurring issues treated are: How political is law? How objective? How much do and should courts legislate? Is law mostly rules? Principles? Policies? Decisions? How much should law be bound up with other intellectual disciplines? What should legal education be like?.

LAW 504. International Business Negotiation. 3 Units.

This course is structured around a semester-long, simulated negotiation exercise which is intended to provide an in-depth study of the structuring and negotiating of an international business transaction. This class will be taught in counterpart with a class at Northwestern Law School. Students in this class (which will include both JD and MBA students) will represent a US pharmaceutical company, and the students in the class at Northwestern will represent an African agricultural production company. The two companies are interested in working together to exploit a new technology developed by the pharmaceutical company that uses the cassava produced by the African agricultural production company. The form of their collaboration could be a joint venture, a licensing agreement or a long term supply contract. The negotiations between the two classes will take place through written exchanges and through real-time negotiation via state of the art "Telepresence" videoconferences. The course provides students with an opportunity to gain insight into the dynamics of negotiating and structuring international business transactions, to learn about the role that lawyers, law and business play in these negotiations, and to develop experience in drafting communications and actual negotiations. Students will also learn about the legal and business issues that may arise in joint ventures, supply agreements and licensing agreements.

LAW 508. Law, Social Entrepreneurship, and Social Change. 3 Units.

This course will examine the use of law as a vehicle for social change. The course will be open to law and graduate students. It will be co-taught by Deborah Rhode, a legal scholar with experience teaching issues of leadership, gender equality and public interest law, and Kavita Ramdas, former President and CEOof the Global Fund for Women, and current Executive Director of Ripples to Waves, a program on Social Entrepreneurship housed in the Center on Democracy, Development, and the Rule of Law at the Freedman Spogli Institute for International Studies. Participants in the course will include four Social Entrepreneurs in Residence at Stanford (SEERs), who are part of the Ripples to Waves program and who will have been selected for their experience in using legal frameworks to further social justice in various parts of the world, including the United States. Materials for the course will draw on theoretical and empirical research concerning leadership, social entrepreneurship, human rights, public interest law, social movements, and case studies by SEERs fellows.

LAW 509. Lawyer as Facilitator. 2 Units.

This course is designed to help students develop an understanding of the practice of facilitation in the legal context and to develop skills as facilitators. As the practice of law becomes more complex, it includes more and more situations where groups of people need to work together. Common examples include: planning complex legal strategies, developing firm policies, coordinating work among attorneys and staff, working with corporations or other multi-person clients, shareholder meetings, public commissions and councils, corporate and non-profit Board of Directors meetings. Countless hours are spent in meetings ¿ a typical lawyer in the United States can expect to spend at least 10,000 hours in meetings during his or her working life. This course will help students improve the quality of both the processes and products of meetings, as a facilitator, leader or meeting participant.

LAW 511. Legal Cultures and Legal Professionals in Latin America and Latin Europe. 2 Units.

The Latin countries of Europe and Latin America are the most direct inheritors of Roman language and law. They have made very important contributions to the history of law and mankind. They have not only an important legal tradition ¿the civil law tradition- but also some countries of the area among the fast growing economies of the world and are undergoing quick social change. This course proposes to give a broad picture of the transformation of law and legal thinking, and the relation between law and society in this important part of the world.

LAW 512. Intellectual Property: Licensing. 2 Units.

In this course we cover the major aspects of intellectual property licenses. We will cover patent, copyright, trademark and trade secret licenses in a variety of industries. We will focus on agreements governed by US federal and state law, but will cover select issues in cross border transactions. Topics include: grant language, upstream and downstream immunities, change of control events, indemnities, and insolvency. Using a case law-based approach, we will examine the interrelationship between contract language and background law. Introduction to Intellectual Property or consent of the instructor is a prerequisite for this course.

LAW 514. California Coast: Science, Policy and Law. 4 Units.

(Same as CEE 175A/275A, EARTHSYS 175/275). This interdisciplinary course integrates the legal, science, and policy dimensions of characterizing and managing our coastal resources in California. Our focus is on the land-sea interface as we explore contemporary coastal land use and marine resource decision-making. Among the focal issues we will examine are: coastal pollution, public health, ecosystem management; public access; private development; local community and state infrastructure; natural systems and significant threats; resource extraction; and conservation, mitigation and restoration. Students will learn the fundamental physics, chemistry, and biology of the coastal zone, tools for exploring data collected in the coastal ocean (time series analysis), as well as the institutional framework that shapes public and private decision-making affecting coastal resources. This course will take a "place-based" approach.

LAW 515. Clean Tech: Business Fundamentals and Public Policy. 2 Units.

(Same as GSBGEN 532) The course materials include case studies, book chapters, reports, homework exercises, videos, guests, and the presentation of final course projects. COURSE OBJECTIVES: Examine developments in the cleantech sector related to energy and carbon emissions. Provide a framework for comparing the cost competitiveness of alternative energy solutions. Examine current trends in public policy and regulatory initiatives related to carbon emissions and clean energy standards. Understand challenges for the commercialization of new energy technologies. Examine strategies for avoiding the "Valley of Death.".

LAW 517. Why Intellectual Property?: Rationales and Critiques of IP Law. 2 Units.

Why do societies decide to grant special legal protection to various types of creative works? A number of answers have been given over the years. Some are utilitarian: we grant these rights because doing so maximizes social welfare. Some are deontological: we grant rights because this is morally required in a just society. We will examine these various justifications, as well as variants on them. We will also ask how a society, having decided to grant some version of IP rights, ought best structure them. Should they be true property rights, with all or most of the powers this implies (creator control over uses, right to compensation from exploitation, etc.), or something else? Would a state-backed reward system work better, so that compensation is divorced from individual control? Should compensation for successful creators be limited or capped, as part of a wider attempt to moderate the distributional impacts of granting individual property rights; or must we tolerate ¿big winners¿ as an inducement or symbolic reward for other creators? We will address these and related questions by reading two sets of materials: (1) classic treatments of property rights (Locke, Kant, etc.) and social justice (Rawls); and (2) material from the contemporary literature on IP theory. We may also host some of the most interesting scholars working in the field of IP theory today, to come and explain their thinking and their work.

LAW 518. International Public Interest Lawyering Colloquium. 2-3 Units.

Over the past two decades, the establishment of international criminal courts and the expansion of regional human rights tribunals have significantly improved the enforceability of international human rights law in many regions of the world. Within a similar timeframe, building the rule of law, especially in transitional societies, has found an increasingly important place on the development agenda of international organizations, governmental development agencies and private foundations. One issue that remains unclear is the impact of human rights enforceability on the reform of domestic justice systems. This colloquium will examine the relationship between international human rights and domestic rule of law in transitional societies from the perspective of public interest attorneys who are seeking to achieve justice for clients who are low-income and marginalized. During the first half of the course, students will read and discuss articles that provide an overall framework for understanding the field of international human rights and the field of rule of law, including the most common critiques of both fields as they are currently practiced. In the latter half of the course, students will hear perspectives from leading public interest attorneys about how they are deploying human rights mechanisms and engaging with the process of legal reform in their respective countries. There will be a focus on gender equality and protecting the human rights of women as a case study. The attorneys will offer on-the-ground observations of both the complex relationship between human rights and rule of law, and the potential and limitations of both approaches. Students will be required to participate in a symposium of leading international practitioners that addresses the same topic, and to synthesize lessons learned from the symposium as their final writing assignment.

LAW 519. 21st Century Professional Skills and Practice Management. 2 Units.

This course will help the entrepreneur-minded student to create a comprehensive, personal plan for developing the substantive knowledge, professional skills and business focus to create a fulfilling law practice. Assignments and simulations will be from case studies describing the challenges faced by attorneys and clients today. The course will focus on the economics of law practice, including forecasting demand for legal services and project management; team dynamics and leadership; effectively communicating with clients, colleagues, other parties and tribunals; client development and service; and managing expectations and unexpected adversity. Guest presenters will demonstrate and model various skills and then provide real-time feedback to students on class simulations or exercises. The course is not limited to any particular type of civil practice (size or substantive area).

LAW 522. Private Equity Investing. 3 Units.

This course will concern itself with the central issues related to private equity investing. Topics to be covered include the following: the structure and governance of pe funds; valuation, pricing and structuring of investments (particularly leveraged buyouts and other transactions involving multitiered capital structures); the due diligence process; conceptual issues (such as option theory, agency costs and asymmetric information) which influence activity in this domain; and private equity as a distinct asset class. Students will learn some of the skills and tools used in the private equity arena. The aspiration is to have the course be multidisciplinary (drawing upon the fields of finance, economics, law, organizations and strategy) and practical (how are deals done? how do capital and ideas come together in this milieu? who are the players?).

LAW 527. Juvenile Crime, Juvenile Justice, and Social Policy. 3 Units.

Juveniles are accorded special status under the American legal system. This introductory course will examine the historical precedents and philosophical reasons for treating juveniles differently from adults, and review empirical evidence about child development that can illuminate the reasons for their special status within the court system. Students will learn about the distribution of juvenile delinquency and the impact of significant social and institutional influences on delinquency: family, school, peers, and drugs. The course will also provide a detailed overview of the juvenile system, from its beginning to the current state of the institution, which will include a review of police work with juveniles, pretrial procedures, the juvenile court system and the juvenile corrections system. Major court rulings that have shaped contemporary juvenile justice will be presented. Finally, the course will consider dispositional options available to courts and will explore which are most effective in reducing delinquency. By the conclusion of this course, students should have an understanding of the juvenile justice system and how it compares with the adult justice system, what programs work to reduce recidivism, and be cognizant of some of the major legal and policy issues confronting that system today.

LAW 528. Economic Analysis of Law. 4 Units.

(Same as PUBLPOL 302B).This course will provide a broad overview of the scholarly field known as "law and economics." The focus will be on how legal rules and institutions can correct market failures. We will discuss the economic function of contracts and, when contracts fail or are not feasible, the role of legal remedies to resolve disputes. We will also discuss at some length the choice between encouraging private parties to initiate legal actions to correct externalities and governmental actors, such as regulatory authorities. Extensive attention will be given to the economics of litigation, and to how private incentives to bring lawsuits differs from the social value of litigation. The economic motive to commit crimes, and the optimal governmental response to crime, will be studied in depth. Specific topics within the preceding broad themes include: the Coase Theorem; the tradeoff between the certainty and severity of punishment; the choice between ex ante and ex post sanctions; negligence versus strict liability; property rules; remedies for breach of contract; and the American rule versus the English rule for allocating litigation costs. There is no formal economics prerequisite to take this course, though some prior training in economics will be helpful.

LAW 531. Wine and the Law. 2-3 Units.

The wine industry is the subject of intense activity in many legal subject areas, including constitutional law, intellectual property, environmental and land use regulation, trade protectionism, and internet commerce. This seminar surveys the legal landscape of this multibillion dollar industry, focusing on contemporary debates and developments in judicial, legislative, and administrative arenas. Course materials will consist of a blend of judicial opinions, governmental materials, and secondary sources. The instructor specializes in litigation concerning the California wine industry, and the course will feature several guest speakers addressing the economic, political, and legal aspects of the subject in its state, national, and international dimensions. A paper will be required of all students on some topic of their choosing concerning the course subject matter.

LAW 537. The United States Senate as a Legal Institution. 3 Units.

This course will familiarize students with major, and/or emerging legal and constitutional issues concerning the U.S. Senate. In so doing, it will examine: 1) the Senate's nature as a complex legal institution, and 2) the issue of the Senate's legitimacy in the context of the current and largely unprecedented criticism of the Senate from all parts of the political spectrum. This first portion of the course will consider institutional-legitimacy issues facing the Senate, including the appointment of senators to fill vacancies as well as disputes concerning Senate rules and procedures such as the filibuster and holds. The second part of the course will explore how the Senate interfaces with the Constitution and the Supreme Court. It will examine how senators should regard the issue of constitutionality in voting on legislation, be it campaign-finance reform, internet decency, or health care. This part of the course will also consider how senators should approach proposed constitutional amendments. The final portion of the course will review the wide range of issues that have emerged in recent years regarding the constitutional relationship between the Senate and the Executive Branch, including the increasingly acrimonious issue of the standard to apply to executive appointments under the advice and consent power. Particular emphasis on this part of the course will be given to issues that have gained greater prominence since 9/11, including the relationship between enacted, constitutional legislation and the presidential assertion of Article II powers, as well as the Senate's abdication of its Article I war-declaration power.

LAW 541. Legal Profession Workshop: Deconstructing Big Law. 3 Units.

Wondering what life in a large law firm will be like in this age of radical change in the delivery of legal services? How the new economics are shaping the structure and management of large law firms? How law firms are re-thinking professional development and advancement within firms? What the globalization of legal services portends for your future? The goal of the workshop is to bring research and practical experience to bear on helping you think about how to build a professional career in an era of professional change.

LAW 543. Entrepreneurship, Leadership and Law in Social Enterprises. 2 Units.

Many believe that society's greatest challenges have already been solved by social entrepreneurs and the challenge is how to take their ideas to scale. However, it has become increasingly difficult to start and sustain social ventures. The lines between the public and private sectors have become increasingly blurry as best practices in the social sector now include innovation, strategy and accountability. This course will expose students to the work of social entrepreneurs in social enterprises - focusing primarily on domestic non-profit organizations. Using the "case study method" typically used in MBA programs, students will examine the challenges of starting, counseling, serving, funding and scaling social ventures through the eyes of the entrepreneur, investor, attorney and community leader. The course will explore the intricacies of remaining mission driven, talent, board relations, managing and sustaining growth, the changing role of corporate governance, and leveraging private sector partnerships and resources. Students will also explore innovative public / private sector partnerships and the challenges and opportunities of engaging diverse partners with differing agendas. The course will include guest speakers from the fields of law, business and the social sector. Throughout, students will explore the valuable roles that attorneys can and have played in such ventures.

LAW 545. Alternate Dispute Resolution: Law, Practice, and Policy. 3 Units.

Lawyers' representation of their clients increasingly calls for skills within a broad range of alternative dispute resolution processes. In this course, you will learn about the variety of dispute resolution procedures that operate under the ADR umbrella, within and outside of the court system (including mediation and arbitration). The goal is for students to understand the law and policy behind these alternatives relative to court adjudication, to be able to select the appropriate process for a client, and to effectively represent that client in the selected process. Guests include third party neutrals and advocates from a range of contexts, including federal court, private mediation, private and public arbitration, and corporate legal counsel.

LAW 546. Alternate Dispute Resolution: Practicum. 2 Units.

Effective client representation increasingly calls for lawyers with skills within a broad range of alternative dispute resolution processes. In this course, you will have the opportunity to observe 2-3 ADR processes being handled by Bay Area third-party neutral practitioners. Students in the class will meet periodically to review relevant law and policy, and to discuss observed cases.

LAW 554. International Commercial Arbitration. 2 Units.

This course is designed to provide students with an introduction to the theory and practice of international commercial arbitration, the preferred method of dispute resolution in international trade and commerce. It will familiarize students with the framework of international treaties and federal and state laws that undergird the international arbitral system and explore U.S. jurisprudence on the respective roles of courts and arbitral tribunals in resolving disputes subject to international arbitration. In addition the course will analyze alternatives in drafting international arbitration clauses, including the applicable arbitration rules, the significance of the agreed-upon place of arbitration, the number of arbitrators, and the method of their selection. The course will also impart a practical, in-depth understanding of each of the principal stages of arbitration, including the enforcement of the arbitration agreement; initiation of the arbitral proceedings; the availability of provisional remedies; the conduct of the arbitration from the pleading stage through discovery and briefing to the hearing; the arbitral tribunal's preparation of the award; and the judicial enforcement proceedings that conclude the process. Although the course will focus on the practice of international arbitration from the U.S. perspective, it will also introduce students to perspectives from other leading civil and common law jurisdictions.

LAW 556. Counterterrorism and the Law. 3 Units.

This seminar will explore legal and policy questions related to the investigation, detention, and prosecution of terrorism suspects under U.S. law. Moving beyond Supreme Court detainee decisions, the course will address a range of equally riveting controversies implicating national security oversight, civil liberties concerns, and effective counterterrorism policy. Topics addressed will include domestic intelligence-gathering and investigations (including FISA surveillance, informants and entrapment, and racial/religious profiling); preventive detention today (material witness warrants, the use of pretextual immigration/criminal charges, and military detention); and the prosecution of terrorism suspects (material support laws, secrecy concerns in Article III courts, the use of military commissions). One core theme will be the extent to which both lawmaking and oversight in the national security context occur outside the courts - often through legal counsel opinions, agency guidelines, internal watchdogs, and other lesser-known institutions and sources of law.

LAW 557. Direct Democracy. 2-3 Units.

In recent years, the use of ballot measures has sharply risen, and initiatives and referenda have featured prominently in contested debates over immigration, affirmative action, abortion, same sex marriage and term limits. This seminar will focus on direct democracy as a method of lawmaking. Our principal focus will be on initiatives and referenda, but we will allocate some time to the recall, as well. We will consider the history, practice, theoretical justifications, and constitutional dimensions of direct democracy, as well as how direct democracy interacts with representative democracy. We will also explore many legal questions that have arisen in as ballot measures have been used as instruments of governance and policy. Topics will include whether direct democracy comports with the federal constitution; judicial review and interpretation of ballot measures; minority rights under direct democracy; election rules relating to signature gathering, qualifying ballot measures, and campaign finance; and the role of interest groups. I anticipate one or more guest lecturers.

LAW 558. Workshop on International Security, Law, and Social Science. 1 Unitss.

Societies throughout the world face pressing security and international cooperation problems involving insurgency, transnational crime, risk regulation, migration, arms control, and related areas. This seminar, based at Stanford's university-wide Center for International Security and Cooperation covers a variety of issues of interest for a multi-disciplinary audience of social scientists, lawyers and legal scholars, and natural scientists, among others. Issues include nuclear weapons proliferation and arms control, war and civil conflict, international and transnational organizations, governance, counter-terrorism, biosecurity and global public health, and migration.

LAW 560. Mental Health Law: Forensics. 3 Units.

It is estimated that nearly one-third of Americans experience a diagnosable mental disorder each year. This course is designed to provide law students with a working knowledge of the major areas of mental health and illness; as well as a basic understanding of legal issues affecting the practice of psychology and psychiatry. Basic concepts of clinical psychiatry and psychopathology will be highlighted throughout the course. We will also address legal issues that pertain to the needs and rights of individuals with a mental disorder and explore the delivery of mental health services, the regulation of mental health professionals, and the relationship between society and individuals with a mental disability. Whenever appropriate, landmark cases will be discussed and their impact in the practice of mental health delivery (i.e., psychiatry and psychology) and on the practice of law, will be discussed. This course is intended to be interactive and while the core of the course is pre-determined some of the content will be tailored to address interests and needs of participants. The structure of most sessions will begin with case presentations highlighting the day's topic, followed by a didactic portion from the instructor, ending with an interactive discussion between class members and invited panelists.

LAW 564. Policy & Strategy Issues in Financial Engineering. 3 Units.

(Same as ECON152/252, PUBLPOL364,STATS238) This is a non-technical course that will focus on a series of case studies each designed to illuminate a serious public policy issue raised by the evolution of modern financial engineering. These will include discussions of Freddie Mac, Fannie Mae, sub-prime and Alt-A mortgages and the flaws of AAA CDOs; the spectacular losses by Orange County and the Florida Local Government Investment Pool and the challenges posed by unregulated investment pools; how credit default swaps are likely to change with central clearing using the PIIGS (Portugal/ Ireland/ Iceland/ Greece/ Spain), the monolines, AIG, Lehman and MF Global as examples; views of rogue trading using the similarities and disparities of Askin, Madoff, Barings, Soc Gen and UBS for discussion; and Risk Management 101 : the why/ how/ where/ when firms went wrong plus what to keep and what to throw out in the next phase of risk programs among other case studies. The subject matter, by necessity, is multi-disciplinary and so the course is particularly suited to those students having an interest in public policy and the evolution of modern financial markets. This includes students from the law or business schools, or the public policy, economics, EES, political science, or financial math and engineering programs among others. Several themes will tie the case studies, reading and discussions together:-Is this an example of an innovation that got too far ahead of existing operations, risk management, legal, accounting, regulatory or supervisory oversight?-How might temporary infrastructure be implemented without stifling innovation or growth?-How might losses be avoided by requiring permanent infrastructure sooner? Will Dodd-Frank, Basel III, etc., help to prevent such problems? What are the potential unintended consequences?-Is this an example of improperly viewing exposures that are subject to uncertainty or incorrectly modeling risk or both? Guest speakers will be invited to share their experiences. This course will aim to provide a practitioner(s) view of financial engineering over the past 3 ½ decades as well as a broad understanding of what went right and what went wrong plus cutting edge views of the future of financial engineering.

LAW 565. Immigration Law, Policy and Constitutional Rights. 3 Units.

This survey course will provide a foundation in immigration law, the system of admission and removal, and the constitutional principles governing the regulation of non-citizens. The course will also explore some selected topics concerning immigrants' rights and the normative values informing contemporary policies by drawing on the instructor's extensive experience litigating constitutional and civil rights issues on behalf of non-citizens throughout the country. After surveying the immigration system and constitutional principles, we will examine such topics as detention of immigrants; state and local immigration regulation; constitutional prohibitions on 'alienage' discrimination; access to the courts and habeas corpus for non-citizens; rights of undocumented workers; extraterritorial application of the Constitution; and Fourth Amendment issues arising in federal immigration enforcement. No prior course or background in immigration law is expected.

LAW 572. Social Justice Impact Litigation: Issues and Strategies. 2 Units.

This seminar will explore strategic and legal issues related to litigation against the government as a tool for advancing constitutional and civil rights. The course will be informed by the instructor's thirty years' experience litigating class action and appellate cases at all levels of the federal judiciary on behalf of immigrants and civil rights plaintiffs to explore strategic use of law reform and social justice litigation. We will consider both legal doctrine and practical problems. Among the issues that may be included are: selecting and using test cases; strategic pleading; class action problems; the role of amicus briefs; suits for damages versus injunctive relief; standing, mootness and organizational plaintiffs; settlement strategies and issues; coalition litigation; use of public advocacy and media; the effect of lawsuits on policymakers and government officials; and litigation to achieve legislative change.

LAW 577. Regulation of the Political Process. 4 Units.

This course considers regulation of political process. It begins with an overview of the restrictions on the franchise. We then turn to constitutional and statutory constraints on apportionment under the equal protection clause (one person, one vote and political gerrymandering in particular) and the Voting Rights Act, before looking at judicial remedies for elections gone bad. If time permits, we may also consider regulation of political parties and the use of direct democracy.

LAW 588. Sports Law. 2 Units.

This seminar will examine the legal dimensions of the business of professional sports. Topics covered will include the history and evolution of sports leagues, the application of antitrust and labor law, drugs and sports, the rules governing sports leagues, and the relationships between owners, players, fans and the media. Labor Law (Law 301) is a prerequisite for this course.

LAW 590. Modern Capital Markets and the Financial Crisis. 4 Units.

Money: Shadow Banking, Dark Financial Matter and the Future of Finance. This course introduces law students to the structure of the shadow banking system and related financial markets. Emphasis is placed on the securitization process, the swaps markets (including credit default swaps, total returns swaps, interest rate, and currency swaps), repo agreements, forwards, futures, and related institutions such as clearing houses and exchanges. The course will consider the role that these markets played in the recent and ongoing financial crisis, their potential implications for future crises, and several of the regulatory initiatives proposed by the Dodd Frank Act. Much of the course will operate through the lens of a series of case studies including the Greek debt crisis, Harvard's loss of $500 million in the swaps market, the AIG bailout, and JPMorgan's loss of $2 billion in its hedge book.

LAW 591. Securities Regulation: Mandatory Disclosure, Capital Formation, and the IPO Process. 4 Units.

Capital Formation and Securities Regulation. This course analyzes the regulations governing the capital formation process in the United States. The course explains the process by which companies register securities with the SEC in order to go public, and the reporting obligations that arise once companies are publicly traded. The course also analyzes the process by which companies raise capital through private placements (the dominant capital formation process in Silicon Valley), restrictions on the resale of privately placed securities, and the securities law liabilities that arise in these transactions. The course also addresses the processes by which foreign issuers commonly raise many billions of dollars in the US markets without registering their offerings with the SEC, Chinese reverse mergers which have led to a spate of litigation, and recent legislation allowing "crowdfunding" of certain enterprises. Much of the course will operate through the analysis of case studies, in particular, a close analysis of the Facebook and Google IPOs, and private placement and secondary market transaction histories preceding those public offerings. Time permitting, we will also analyze the Foreign Corrupt Practices Act (which, among other matters, requires that publicly traded firms properly account for and disclose bribes paid to foreign government officials), and disclosures related to the use of conflict minerals and to contracts with foreign governments in the extractive industries, i.e., oil and gas drilling.

LAW 593. Terrorism and the Courts. 3 Units.

The emergence of international terrorism and governments¿ responses to it have led to novel questions for courts at the intersection of constitutional, criminal, international, and procedural law. This seminar will consider a series of interrelated problems that have arisen in federal courts over the treatment and punishment of suspected terrorists and compensation for victims. Topics will include habeas litigation by detainees; the creation and use of non-Article III courts such as military commissions as alternatives to criminal prosecution; congressional attempts to withdraw jurisdiction from federal courts over litigation involving terrorism; separation of powers issues involving the roles of the President, Congress, and the courts in the treatment and punishment of suspected terrorists; compensation claims by victims of terrorism (through statutory compensation funds, litigation against foreign states under the Foreign Sovereign Immunities Act, and tort litigation against individuals and entities); techniques for handling complex litigation involving terrorism; the Alien Tort Statute; and civil litigation by detainees over their treatment.

LAW 602. Religion and the First Amendment. 3 Units.

This course covers the major doctrines and decisions interpreting the provisions of the First Amendment affecting religion, especially the free exercise and establishment clauses. Special emphasis is placed on the historical, philosophical, and theological roots of first amendment principles, and it also studies the briefs and arguments in a case currently in litigation.

LAW 603. Environmental Law and Policy. 3 Units.

This course serves as an introduction to federal environmental law, regulation, and policy in the United States. The course begins with a discussion of the property law roots of environmental law and the risk assessments and regulatory frameworks essential to understanding the current US approach to environmental problems. Next, the course focuses on federal statutes including the Toxic Substances Control Act, the Clean Air Act, the Clean Water Act, the Endangered Species Act, and the National Environmental Policy Act. The course concludes with a discussion of current EPA efforts to address emissions of greenhouse gases.

LAW 606. Supreme Court Simulation Seminar. 3 Units.

This seminar provides students with the opportunity to analyze, argue, hear oral arguments and draft opinions in cases that are currently pending before the Supreme Court of the United States. Professor Larry Marshall will serve as the instructor in the seminar, but many of the Law School's esteemed group of Supreme Court litigators will be participating in one or more of the sessions. The 18 students in the seminar will be divided into two courts. One of these courts will sit five times and the other will sit four times. During each sitting, the court will hear arguments in a case currently pending before the Supreme Court. The cases chosen will provide a mix of constitutional and statutory issues, as well as a mix between criminal and civil cases. Each student will be assigned the role of a particular Justice for the entire quarter. Each student's task while sitting on cases is to do his or her best to understand that particular justice, based on that justice's prior opinions and judicial philosophy. In this sense, the seminar is intended to help promote insight into the role of judicial personality and philosophy within the decisional process. The weekly seminars will proceed as follows: In preparation for each week's session, all students (whether they are the two students arguing that week, the nine students judging that week, or the seven students observing that week) will read the lower courts' decisions, the briefs (the party briefs and selected amicus briefs) and the major precedents implicated. During the first portion of each week's session (approximately one hour), two of the students (who are members of the Court that is not sitting that week) will present oral arguments to the nine "justices" sitting that week. The arguments will be based on the briefs that were actually filed in the case. During the second segment of each week's session (approximately 45 minutes), the "justices" who are sitting that week will "conference" the case while the other non-sitting students, students who argued,instructors and guests will observe. Again, each student will be in the role of a particular justice. At the end of the "conference," the opinion-writing will be assigned to one "justice" in the majority and one "justice" in the dissent. During the final portion of each session (approximately one hour), theinstructors, guests and students will engage in a broad discussion of what they just observed. This may include analysis of the briefing, discussion about the oral argument, reflections on the "conference," and, more generally, a discussion about the case and its significance. After each class, the student assigned to draft the majority opinion will have two weeks to circulate a draft to the "Court." The student writing the dissent will then have two weeks to circulate his or her opinion. The other sitting "justices" can join one of these opinions, request some changes as a condition of joining, or decide to write separately. Over the course of the Quarter, then, each student will argue one case, sit on four or five cases, and draft at least one opinion.

LAW 610. Trial Advocacy Workshop. 4 Units.

This lawyering skills course gives students an orientation to and constant practice in most basic pretrial and trial advocacy skills areas. Topics include: taking and defending depositions, motion practice, trial evidence, including admission of trial exhibits in evidence and use of prior witness statements to refresh and impeach a witness, jury selection and voire dire, opening statements, examination of witnesses (direct and cross-examination), and closing arguments. Students will try a full jury case through to verdict with use of jurors and before a real judge in the Superior Court in Palo Alto at the end of the course. Students will also have a chance to watch the jurors deliberate and talk with them after their verdict. The course takes place during eight weeks of the Autumn Quarter with two classes (one lecture and one workshop) per week on most weeks from 4:15-9:00 (these can occur on either M, T, W, or Th), plus one Saturday workshop and the final weekend of jury trials, in late November. The format for each topic begins with a lecture/discussion featuring video vignettes of various techniques and a live demonstration by an expert trial lawyer. Following the discussion portion of each topic are small group sessions during which each student practices the skills involved. Constructive feedback is given after each exercise by two of our faculty of very experienced Bay Area litigators and judges. Most exercises are also videotaped for further one-on-one critique by another faculty member. The course ends with full jury trials. The central philosophy of the workshop is that skills are best acquired in an experiential manner by seeing and doing. Frequent short, well-defined exercises followed by immediate constructive feedback in a non-competitive, non-threatening atmosphere provide the core of the program.

LAW 613. Dispute Systems Design. 3 Units.

Lawyers are often called upon to help design systems for managing and resolving conflicts that support or supplant existing legal structures. The crisis of September 11 led Congress to pass a law creating the September 11 Fund; a California Supreme Court challenge to its method of resolving health care disputes led Kaiser Permanente to reform its arbitration system; years of atrocities committed against the people of South Africa, Guatemala and many other countries led to the formation of truth commissions. Lawyers helped to structure these and many other conflict resolution systems. We'll use a case study model to survey different kinds of conflict prevention, management and resolution systems, and examine different factors in their design.

LAW 615. Negotiation. 3 Units.

As a lawyer, you will probably negotiate more than you do anything else. You will negotiate not just over cases, but any time that you need or want something that you cannot get alone. You will negotiate with your boss, your clients, your colleagues, and all of their counterparts (plus the lawyers) on the other side. You will negotiate with "the system" -- whether it is the courts, agencies, other governmental bodies, and the structures of society. You will also continue to negotiate with your family, your friends, even yourself. This course is designed to: (1) develop your understanding of negotiation, and your awareness of yourself as a negotiator; (2) give you some tools and concepts for analyzing, preparing for and conducting negotiations; (3) enhance your negotiating skills through frequent role plays, reflection, and feedback; and (4) teach you how to keep learning from your own negotiation experience. In addition to negotiation skills and theory, you will be introduced to issues of representation, ethics, and the place of negotiation in our legal system. The Negotiation Seminar is an intense, interactive course. We will meet for approximately three hours each week, and will require weekly preparation of readings, simulations, and written assignments. Basically, you will learn by reading about specific research and doing simulated negotiations -- figuring out with the rest of the class what works and what does not, writing about what you're learning, and trying again. Because participation in the simulations is central to the course, attendance at all classes is required.

LAW 616. Legal Strategies: Complex and Aggregate Litigation. 3 Units.

This course will explore legal strategies with an emphasis on complex and aggregate litigation, including class actions, multi-district litigation, pretrial procedure, case management, problems associated with absent and future claimants, evidentiary issues, settlement, alternative dispute resolution techniques. Students will be expected to assume roles in the litigation process and to analyze problems in a wide variety of substantive areas of the law, but from a process and tactical point of view.

LAW 617. Public Interest Law and Practice. 2-3 Units.

This course will examine the history, theoretical frameworks, strategies and political position of public interest law practice and attorneys in the United States. We will consider the role of lawyers and the legal system in advancing reforms; different models of lawyering; ethical issues related to working as a lawyer within a social movement; the personal impacts of this type of career choice; and strategies employed by lawyering in differing settings, from issue-based non-profits to government agencies, and private public interest law firms or legal services groups. Readings will include law review articles, legal pleadings and case studies that allow analysis and exploration of the tensions and challenges that exist within the legal system for public interest practitioners. We will also consider how lawyers interact and collaborate with other participants in social justice movement.

LAW 620A. Criminal Prosecution Clinic: Clinical Practice. 4 Units.

Prosecution Clinic students prosecute cases at the San Jose Superior Court under the guidance of Santa Clara County prosecutors and a faculty supervisor. They formulate case strategy, identify and interview witnesses, and advocate before the court at evidentiary motions and preliminary hearings. The cases, almost all felonies, include drug offenses, thefts, burglaries, assaults, and a range of less common crimes. Police witnesses are most common, though students sometimes offer testimony from crime victims. When defendants testify or offer other witnesses, they face cross-examination by clinic students. Students spend three full days a week in the D.A.¿s office. All six students must spend all day Tuesdays and Fridays on site. Each student must also choose a third on-site day, when the student will work closely with the student¿s on-site supervisor. The six students need not all choose the same third day, but each student must pick a day that stays constant through the term. There generally will be two class sessions each week¿a three-hour on-campus class and a lunchtime seminar in the D.A.¿s office. At the beginning of the term classes focus on skills training, including direct and cross-examination, admission of physical evidence, and argument. Toward the end of the term the focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race, gender, and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour the Santa Clara County jail and crime lab, San Quentin Prison, and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. Evidence is a prerequisite. In rare cases a concurrent clinic module in evidence can fulfill this requirement. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Class attendance is mandatory, and class participation will be considered in grading. Students will be asked to commit to the course in the summer of 2012; dropping the course after committing will not be permitted. Special Instructions: General Structure of Clinical Courses The Law School's clinical courses are offered fulltime for twelve credits. Clinic students may not enroll in any other classes, seminars, directed research, or other credit-yielding activities within the Law School or University during the clinical quarter. Nor may they serve as teaching assistants expected to attend classes regularly. There is a limited exception for joint-degree students required to take specific courses each quarter, who would be foreclosed from taking a clinic unless allowed to co-register. Students are expected to be available by e-mail or cell phone during workday hours Monday through Friday. The clinical quarter begins the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without the authorization of their on-site and faculty supervisors. Students are expected to devote at least thirty-five hours per week on average to various facets of this work. In some weeks longer hours may be required depending on casework demands. Students will be awarded three separate grades for their clinical quarter, each reflecting four credits. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is on the H/P system. Students may not enroll in any clinic (basic or advanced) that would result in their earning more than 27 clinical credits during their law school career.

LAW 620B. Criminal Prosecution Clinic: Clinical Methods. 4 Units.

Prosecution Clinic students prosecute cases at the San Jose Superior Court under the guidance of Santa Clara County prosecutors and a faculty supervisor. They formulate case strategy, identify and interview witnesses, and advocate before the court at evidentiary motions and preliminary hearings. The cases, almost all felonies, include drug offenses, thefts, burglaries, assaults, and a range of less common crimes. Police witnesses are most common, though students sometimes offer testimony from crime victims. When defendants testify or offer other witnesses, they face cross-examination by clinic students. Students spend three full days a week in the D.A.'s office. All six students must spend all day Tuesdays and Fridays on site. Each student must also choose a third on-site day, when the student will work closely with the student¿s on-site supervisor. The six students need not all choose the same third day, but each student must pick a day that stays constant through the term. There generally will be two class sessions each week a three-hour on-campus class and a lunchtime seminar in the D.A.'s office. At the beginning of the term classes focus on skills training, including direct and cross-examination, admission of physical evidence, and argument. Toward the end of the term the focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race, gender, and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour the Santa Clara County jail and crime lab, San Quentin Prison, and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. Evidence is a prerequisite. In rare cases a concurrent clinic module in evidence can fulfill this requirement. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Class attendance is mandatory, and class participation will be considered in grading. Students will be asked to commit to the course in the summer of 2012; dropping the course after committing will not be permitted. Special Instructions: General Structure of Clinical Courses The Law School's clinical courses are offered fulltime for twelve credits. Clinic students may not enroll in any other classes, seminars, directed research, or other credit-yielding activities within the Law School or University during the clinical quarter. Nor may they serve as teaching assistants expected to attend classes regularly. There is a limited exception for joint-degree students required to take specific courses each quarter, who would be foreclosed from taking a clinic unless allowed to co-register. Students are expected to be available by e-mail or cell phone during workday hours Monday through Friday. The clinical quarter begins the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without the authorization of their on-site and faculty supervisors. Students are expected to devote at least thirty-five hours per week on average to various facets of this work. In some weeks longer hours may be required depending on casework demands. Students will be awarded three separate grades for their clinical quarter, each reflecting four credits. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is on the H/P system. Students may not enroll in any clinic (basic or advanced) that would result in their earning more than 27 clinical credits during their law school career.

LAW 620C. Criminal Prosecution Clinic: Clinical Coursework. 4 Units.

Prosecution Clinic students prosecute cases at the San Jose Superior Court under the guidance of Santa Clara County prosecutors and a faculty supervisor. They formulate case strategy, identify and interview witnesses, and advocate before the court at evidentiary motions and preliminary hearings. The cases, almost all felonies, include drug offenses, thefts, burglaries, assaults, and a range of less common crimes. Police witnesses are most common, though students sometimes offer testimony from crime victims. When defendants testify or offer other witnesses, they face cross-examination by clinic students. Students spend three full days a week in the D.A.'s office. All six students must spend all day Tuesdays and Fridays on site. Each student must also choose a third on-site day, when the student will work closely with the student's on-site supervisor. The six students need not all choose the same third day, but each student must pick a day that stays constant through the term. There generally will be two class sessions each week a three-hour on-campus class and a lunchtime seminar in the D.A.'s office. At the beginning of the term classes focus on skills training, including direct and cross-examination, admission of physical evidence, and argument. Toward the end of the term the focus shifts to an examination and critique of the local mechanisms of criminal justice. Topics include the impact of race, gender, and class on the quality of justice; the institutional strengths and weaknesses of the actors in the system; and the ethical issues that confront prosecutors and defense lawyers. Students typically tour the Santa Clara County jail and crime lab, San Quentin Prison, and the Chaderjian Youth Correctional Facility in Stockton and have the option to spend an evening on a police ride-along. Students must submit regular written reflections on their experiences in and observations of the local justice system. Their assigned cases often will demand written court filings. Evidence is a prerequisite. In rare cases a concurrent clinic module in evidence can fulfill this requirement. Courses in criminal procedure (investigation) and trial advocacy are strongly encouraged. Class attendance is mandatory, and class participation will be considered in grading. Students will be asked to commit to the course in the summer of 2012; dropping the course after committing will not be permitted. Special Instructions: General Structure of Clinical Courses The Law School's clinical courses are offered fulltime for twelve credits. Clinic students may not enroll in any other classes, seminars, directed research, or other credit-yielding activities within the Law School or University during the clinical quarter. Nor may they serve as teaching assistants expected to attend classes regularly. There is a limited exception for joint-degree students required to take specific courses each quarter, who would be foreclosed from taking a clinic unless allowed to co-register. Students are expected to be available by e-mail or cell phone during workday hours Monday through Friday. The clinical quarter begins the first day of classes and runs through the final day of exam period. Students should not plan personal travel during the Monday-to-Friday workweek without the authorization of their on-site and faculty supervisors. Students are expected to devote at least thirty-five hours per week on average to various facets of this work. In some weeks longer hours may be required depending on casework demands. Students will be awarded three separate grades for their clinical quarter, each reflecting four credits. The three grades are broken into the following categories: clinical practice; clinical methods; and clinical coursework. Grading is on the H/P system. Students may not enroll in any clinic (basic or advanced) that would result in their earning more than 27 clinical credits during their law school career.

LAW 622A. Environmental Law Clinic: Clinical Practice. 4 Units.

Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision makers; review administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and participate in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on polishing persuasive writing and oral advocacy skills. In addition, students participate in a weekly seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. No prior substantive experience or background in the environmental/natural resource field is necessary, but an interest in learning about these areas of the law is important. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 622B. Environmental Law Clinic: Clinical Methods. 4 Units.

Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision makers; review administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and participate in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on polishing persuasive writing and oral advocacy skills. In addition, students participate in a weekly seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. No prior substantive experience or background in the environmental/natural resource field is necessary, but an interest in learning about these areas of the law is important. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 622C. Environmental Law Clinic: Clinical Coursework. 4 Units.

Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision makers; review administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and participate in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on polishing persuasive writing and oral advocacy skills. In addition, students participate in a weekly seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. No prior substantive experience or background in the environmental/natural resource field is necessary, but an interest in learning about these areas of the law is important. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 622D. Environmental Law Clinic: Clinical Practice. 3-4 Units.

This section of the Clinic is open only to Law students who are also pursing graduate degrees in schools other than the School of Law. Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision makers; review administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and participate in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on polishing persuasive writing and oral advocacy skills. In addition, students participate in a weekly seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Law School's clinical courses are offered for 9- 12 credits, as agreed upon with the instructor. Students may not enroll in any clinic (basic or advanced) that would result in their earning more than 27 clinical credits during their law school career.

LAW 622E. Environmental Law Clinic: Clinical Methods. 3-4 Units.

This section of the Clinic is open only to Law students who are also pursing graduate degrees in schools other than the School of Law. Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision makers; review administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and participate in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on polishing persuasive writing and oral advocacy skills. In addition, students participate in a weekly seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Law School's clinical courses are offered for 9- 12 credits, as agreed upon with the instructor. Students may not enroll in any clinic (basic or advanced) that would result in their earning more than 27 clinical credits during their law school career.

LAW 622F. Environmental Law Clinic: Clinical Coursework. 3-4 Units.

This section of the Clinic is open only to Law students who are also pursing graduate degrees in schools other than the School of Law. Students enrolled in the Clinic provide legal assistance to national, regional and grassroots non-profit organizations on a variety of environmental issues, with a focus on complex natural resource conservation and biodiversity matters at the interface of law, science and policy. Working under the direct supervision of practicing environmental attorneys, Clinic students help screen new matters and potential clients; formulate strategies; research and develop factual and legal issues; and prosecute administrative and litigation proceedings. During the term, students may meet with clients, opposing counsel or agency decision makers; review administrative records; develop expert testimony; draft comment letters, petitions, pleading or briefs; and/or attend and participate in administrative and court hearings. In regular one-on-one meetings with supervising faculty, there is a heavy emphasis on polishing persuasive writing and oral advocacy skills. In addition, students participate in a weekly seminar where we examine strategic, ethical and substantive issues arising out of the Clinic's work. The Law School's clinical courses are offered for 9- 12 credits, as agreed upon with the instructor. Students may not enroll in any clinic (basic or advanced) that would result in their earning more than 27 clinical credits during their law school career.

LAW 623. Advanced Environmental Law Clinic. 2-7 Units.

The Advanced Environmental Law Clinic provides an opportunity for students who have already taken the Environmental Law Clinic to continue intense individual project work on cases or matters in which they have previously been involved. Advanced students will work closely with the supervising clinic attorney on their designated projects and are expected to take increasing responsibility for managing the necessary work and representation of clients. In addition, advanced students are expected to serve as mentors to less experienced clinic students enrolled in the basic Environmental Law Clinic course and will thereby receive additional training in basic team building and supervision skills.

LAW 626. Legislative Simulation: The Federal Budget. 3 Units.

How does a bill really become a law? This course is about the formal and informal American legislative and budget process. The course is part lecture, part simulation. You will learn the formal processes that govern legislating and White House policymaking, including: how a President decides what policy to propose; Congressional committee markups; House and Senate floor debate, rules, and the amendment process; conference committees; and Presidential signatures and vetoes. You will then learn how legislative coalitions are built and broken, how and why bargaining occurs, the roles of interest groups and lobbyists, how an Executive Branch tries to influence Congress, how political parties and elections influence legislative behavior, and how the press and personalities influence all of the above. While this is primarily a class about policymaking process, we will learn enough about federal budget policy to make your participation in budget legislative simulations more effective. Can your class solve America's long-term budget problems when your counterparts in Washington have so far been ineffective at doing so?.

LAW 628A. Oral Argument Workshop. 2 Units.

Building on the skills developed in Federal Litigation, this simulation course will give students the unique opportunity to argue and judge pretrial motions from actual federal court cases. The instructor will provide the written briefs, and each week half the class will argue and half the class will judge a motion. Preparation will require reading the cases cited in the briefs and coming to class ready either to present an argument (attorneys) or interrogate counsel (judges). Students will critique each other both orally and in writing, and the instructor will provide oral critiques of all arguments. The goals of this class are: to train students to argue in court; to provide them with a chance to polish their public speaking skills and practice thinking on their feet; to prepare students to engage in challenging dialogue with both colleagues and future clients; and to improve self-confidence. Thus, while the context of the course is litigation, the objectives are much broader than the mastery of litigation technique. Special Instructions: Students registered in this course have the option to register for one additional unit with the consent of the instructor. Students electing this option will be registered in Law 628-B-01 (1 unit) in addition to Law 628-A-01 (2 units). The focus of the additional one-unit component will be on oral presentation skills. See Law 628-B-01 course descriptions for details. Students must be registered in Law 628-A-01 to register in Law 628-B-01. Students must elect (or drop) the one-unit option by the final study list deadline. This course is not open to first year Law School students. Priority will be given to those students who commit to taking the class if given consent to enroll. Please indicate your commitment on the consent form.

LAW 628B. Oral Argument Workshop. 1 Unitss.

This course is offered in conjunction with "OAP" (Law 628-A-01). All students registered in Law 628-A-01 have the option to take an additional unit. The focus of this component will be on oral presentation skills and will consist primarily of interactive exercises designed to enhance voice and body control, increase poise, reduce anxiety, and improve overall effectiveness in public speaking. Doree Allen, the Director of the Oral Communication Program at Stanford's Center for Teaching and Learning, along with guest lecturers from throughout the university, will lead these classes with the goal of giving students an opportunity to improve their oral presentation skills in a supportive and fun environment.

LAW 629. Spanish For Lawyers. 3 Units.

The Spanish and Cultural Competency for Lawyers course offers an opportunity for students to enhance their existing Spanish communication skills in legal practice. The course will cover specific Spanish vocabulary necessary to communicate in a variety of legal settings from direct client representation in administrative and judicial proceedings to community education and policy reform efforts. The course will also provide exposure to the linguistic and cultural diversity of Latino communities and improve cultural competency for client interaction and communication. The course will emphasize speaking and listening skills, however, students will also be responsible for reading and writing assignments. Student Eligibility: Students must already have basic proficiency in Spanish. The goal of the class is to strengthen existing Spanish language skills. The class is aimed at learning Spanish legal vocabulary and developing culturally competent communication skills. To verify basic Spanish proficiency, the instructor may seek to speak with students by phone prior to admitting them.

LAW 632A. Religious Liberty Clinic: Practice. 4 Units.

The Religious Liberty Clinic will offer participating students a dynamic, real-world experience representing a diverse group of clients in disputes arising from a wide range of religious beliefs, practices, and customs in a variety of circumstances. Students will learn in class and apply in practice the laws affecting religious liberty, whether statutory or constitutional, and will be expected to counsel individual or institutional clients and litigate on their behalf with technical excellence, professionalism, and maturity. During the term, students can expect to handle a discrete accommodation project e.g., represent a prisoner, student, or employee facing obstacles in the exercise of his or her faith and likely also participate in a longer-term project involving religion in the public square e.g., represent a small church, synagogue, or mosque with zoning issues, or a faith-based group seeking access to public facilities. Opportunities to draft amicus briefs may also arise. The clinic will involve administrative, trial, and appellate practice though time constraints may not permit each student to work in all areas united under the theme of "religious liberty for all." Students may also help in marketing and outreach efforts to the religious and wider communities. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 632B. Religious Liberty Clinic: Clinical Methods. 4 Units.

The Religious Liberty Clinic will offer participating students a dynamic, real-world experience representing a diverse group of clients in disputes arising from a wide range of religious beliefs, practices, and customs in a variety of circumstances. Students will learn in class and apply in practice the laws affecting religious liberty, whether statutory or constitutional, and will be expected to counsel individual or institutional clients and litigate on their behalf with technical excellence, professionalism, and maturity. During the term, students can expect to handle a discrete accommodation project e.g., represent a prisoner, student, or employee facing obstacles in the exercise of his or her faith and likely also participate in a longer-term project involving religion in the public square e.g., represent a small church, synagogue, or mosque with zoning issues, or a faith-based group seeking access to public facilities. Opportunities to draft amicus briefs may also arise. The clinic will involve administrative, trial, and appellate practice though time constraints may not permit each student to work in all areas united under the theme of "religious liberty for all." Students may also help in marketing and outreach efforts to the religious and wider communities. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 632C. Religious Liberty Clinic: Clinical Coursework. 4 Units.

The Religious Liberty Clinic will offer participating students a dynamic, real-world experience representing a diverse group of clients in disputes arising from a wide range of religious beliefs, practices, and customs in a variety of circumstances. Students will learn in class and apply in practice the laws affecting religious liberty, whether statutory or constitutional, and will be expected to counsel individual or institutional clients and litigate on their behalf with technical excellence, professionalism, and maturity. During the term, students can expect to handle a discrete accommodation project e.g., represent a prisoner, student, or employee facing obstacles in the exercise of his or her faith and likely also participate in a longer-term project involving religion in the public square e.g., represent a small church, synagogue, or mosque with zoning issues, or a faith-based group seeking access to public facilities. Opportunities to draft amicus briefs may also arise. The clinic will involve administrative, trial, and appellate practice though time constraints may not permit each student to work in all areas united under the theme of "religious liberty for all." Students may also help in marketing and outreach efforts to the religious and wider communities. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 638. Mediation. 3 Units.

In recent years, individuals and their lawyers have increasingly turned to mediation to resolve disputes. In mediation, the parties to the dispute, who may be represented by lawyers, are in charge of the outcome. With the assistance of a mediator they may be able to reach agreements at any stage in a dispute, in some cases avoiding litigation altogether, in other cases agreeing when the case is on appeal. This course will introduce you to the theory and practice of mediation. You will learn about the mediation process primarily by experiencing it in roleplay and hands-on exercises. The course also includes readings and discussions, brief lectures, demonstrations, student presentations, and videotapes. You will mediate disputes based on actual cases, and be coached in small groups by Bay Area mediators. The course goals are to understand the nature of conflict and principles of conflict management, to develop the communication skills essential to effective mediation, to evaluate various mediation models and mediator styles, to consider the policy and ethical implications of the expanding use of mediation, and to develop the skills necessary to represent clients in mediation.

LAW 640A. Community Law Clinic: Clinical Practice. 4 Units.

The CLC is the closest thing to a general legal services office among Stanford's clinical offerings. Based in East Palo Alto, the CLC provides students with the opportunity to provide direct legal services to low-income residents, while thinking critically about the role of lawyers and lawyering in solving the problems of America's so-called "working poor." The Clinic's practice is in three areas: (1) housing (eviction defense and Section 8 termination), (2) wage and hour and related workers' rights, and (3) criminal record expungement. These practice areas lie at the intersection where the community's unmet legal needs and students' learning needs correspond; the cases enable students to engage in a wide-range of conventional lawyering activities (interviewing, counseling, negotiation, fact investigation, legal research), while also working on the very pressing problems of Stanford's low-income neighbors. Students are responsible for their cases from intake through disposition, which can be reached through negotiation or adversarial proceeding at an administrative agency or in court. Students also have the chance to participate in outreach or policy-level projects, such as representing the clinic on a state or regional committee on a substantive issue, doing community education workshops at sites around the Peninsula, and/or legislative research and advocacy. In the clinic seminar and in regular supervision, students are encouraged to interrogate the effectiveness of the legal system at delivering "justice" for their clients and to explore creative ways that legal knowledge can be deployed to attack the social problems attendant to low wages, substandard and unstable housing, and other features of low-income life in Silicon Valley. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 640B. Community Law Clinic: Clinical Methods. 4 Units.

The CLC is the closest thing to a general legal services office among Stanford's clinical offerings. Based in East Palo Alto, the CLC provides students with the opportunity to provide direct legal services to low-income residents, while thinking critically about the role of lawyers and lawyering in solving the problems of America's so-called "working poor." The Clinic's practice is in three areas: (1) housing (eviction defense and Section 8 termination), (2) wage and hour and related workers' rights, and (3) criminal record expungement. These practice areas lie at the intersection where the community's unmet legal needs and students' learning needs correspond; the cases enable students to engage in a wide-range of conventional lawyering activities (interviewing, counseling, negotiation, fact investigation, legal research), while also working on the very pressing problems of Stanford's low-income neighbors. Students are responsible for their cases from intake through disposition, which can be reached through negotiation or adversarial proceeding at an administrative agency or in court. Students also have the chance to participate in outreach or policy-level projects, such as representing the clinic on a state or regional committee on a substantive issue, doing community education workshops at sites around the Peninsula, and/or legislative research and advocacy. In the clinic seminar and in regular supervision, students are encouraged to interrogate the effectiveness of the legal system at delivering "justice" for their clients and to explore creative ways that legal knowledge can be deployed to attack the social problems attendant to low wages, substandard and unstable housing, and other features of low-income life in Silicon Valley. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 640C. Community Law Clinic: Clinical Coursework. 4 Units.

The CLC is the closest thing to a general legal services office among Stanford's clinical offerings. Based in East Palo Alto, the CLC provides students with the opportunity to provide direct legal services to low-income residents, while thinking critically about the role of lawyers and lawyering in solving the problems of America's so-called "working poor." The Clinic's practice is in three areas: (1) housing (eviction defense and Section 8 termination), (2) wage and hour and related workers' rights, and (3) criminal record expungement. These practice areas lie at the intersection where the community's unmet legal needs and students' learning needs correspond; the cases enable students to engage in a wide-range of conventional lawyering activities (interviewing, counseling, negotiation, fact investigation, legal research), while also working on the very pressing problems of Stanford's low-income neighbors. Students are responsible for their cases from intake through disposition, which can be reached through negotiation or adversarial proceeding at an administrative agency or in court. Students also have the chance to participate in outreach or policy-level projects, such as representing the clinic on a state or regional committee on a substantive issue, doing community education workshops at sites around the Peninsula, and/or legislative research and advocacy. In the clinic seminar and in regular supervision, students are encouraged to interrogate the effectiveness of the legal system at delivering "justice" for their clients and to explore creative ways that legal knowledge can be deployed to attack the social problems attendant to low wages, substandard and unstable housing, and other features of low-income life in Silicon Valley. The Law School's clinical courses is being offered on a full-time basis for 12 credits. Students enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities during the quarter in which they are enrolled in a clinic. Students may not enroll in any clinic (basic or advanced) which would result in them earning more than 27 clinical credits during their law school career.

LAW 642. Advanced Community Law Clinic. 2-7 Units.

The Advanced Community Law Clinic offers law students who already have some significant civil clinical experience the opportunity to work under supervision on more advanced projects and cases being handled by the Stanford Community Law Clinic, including litigation and other matters. Advanced Clinic students will also work with Clinical Supervising Attorneys to provide direction and guidance to those enrolled in the Community Law Clinic for the first time, in areas in which Advanced Clinic students have already acquired some expertise. In addition, Advanced Clinic students may function as team leaders on larger projects in which the Clinic is engaged.

LAW 643. Medical-Legal Issues in Children's Health. 4 Units.

(Same as PEDS211)This service-learning seminar is open to law and medical students interested in exploring the link between poverty and children's health, and how the professions can work together to improve health outcomes for low-income children. The course consists of four components: (1) weekly class meetings in which we will discuss a series of medical-legal issues (e.g., asthma, immigration, health insurance, etc.) with guest lecturers from the medical and legal fields, selected for their expertise on each topic.; (2) intake interviews with patient families at Lucile Packard Children's Hospital or the Ravenswood Family Health Center in East Palo Alto, and an analysis of their medical-legal issues; (3) a group project focused on a local or state-level medical-legal policy issue (e.g., obesity prevention); and (4) a final paper that law and medical students will co-write in pairs. The course is linked to the Peninsula Family Advocacy Program. You can learn more about it at www.peninsulafap.org.

LAW 644. Disability Rights. 3 Units.

This is a survey course of disability rights law, with an emphasis on landmark federal and state legislation and jurisprudence in the areas of employment, government services, public accommodations, education, housing and personal autonomy. It includes a review of such statutes as the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, Individuals with Disabilities Education Act (IDEA), fair Housing Act Amendments and the California Developmental Services ("Lanterman") Act. The course has a "cross-disability" orientation insofar as it addresses the rights and treatment of persons with mobility and communication impairments, as well as developmental and psychiatric disabilities. The course looks at disability from a civil and human rights perspective-- rather than a medical or welfare viewpoint. Some of the issues to be covered are: institutional mistreatment, de-institutionalization, social integration, educational equity, international customary disability law, peer advocacy and self-determination, the right to refuse treatment and assisted suicide. There will be frequent guest speakers and legal skills in-class simulation exercises.

LAW 649A. Cyberlaw/Fair Use Clinic: Advanced. 4 Units.

This is a hands-on, project-oriented seminar, in which students work on a wide range of cyberlaw projects with lawyers from the Center for Internet and Society's Fair Use Project and with lawyers from the Electronic Frontier Foundation. There are significant faculty-student interactions through meetings to discuss the projects and an associated bi-monthly discussion seminar covering advanced cyberlaw topics. This clinical program provides law students with the opportunity to represent clients in cutting-edge issues of intellectual property and technology law, in the public interest. Through the hands-on experience of representing clients (under the supervision of the faculty) in various fora, students learn professional responsibility and advocacy skills, substantive law and procedural rules related to their projects, and examine the concept of the public interest in intellectual property and technology law. Clients vary widely, and may be individual artists; technologists; non-profit institutions; coalitions; etc. In the past, students have drafted amicus briefs, counseled nonprofits on public-interest initiatives, created a patent licensing scheme, represented independent and documentary filmmakers who are pursuing legislation in Congress, and counseled artists developing new technology-based art forms, among other projects. Thus, the skills each student learns also vary according to project. The classroom component explores public interest practice in tech law in various fora, and spends significant time on student projects.

LAW 649B. Cyberlaw/Fair Use Clinic: Advanced. 3 Units.

This is a hands-on, project-oriented seminar, in which students work on a wide range of cyberlaw projects with lawyers from the Center for Internet and Society's Fair Use Project and with lawyers from the Electronic Frontier Foundation. There are significant faculty-student interactions through meetings to discuss the projects and an associated bi-monthly discussion seminar covering advanced cyberlaw topics. This clinical program provides law students with the opportunity to represent clients in cutting-edge issues of intellectual property and technology law, in the public interest. Through the hands-on experience of representing clients (under the supervision of the faculty) in various fora, students learn professional responsibility and advocacy skills, substantive law and procedural rules related to their projects, and examine the concept of the public interest in intellectual property and technology law. Clients vary widely, and may be individual artists; technologists; non-profit institutions; coalitions; etc. In the past, students have drafted amicus briefs, counseled nonprofits on public-interest initiatives, created a patent licensing scheme, represented independent and documentary filmmakers who are pursuing legislation in Congress, and counseled artists developing new technology-based art forms, among other projects. Thus, the skills each student learns also vary according to project. The classroom component explores public interest practice in tech law in various fora, and spends significant time on student projects. After completing the initial 7-unit Cyberlaw/Fair Use Clinic: Advanced course, students may enroll again for either 3 or 4 credits by consent of the instructor.

LAW 650. Advanced Negotiation: Public Policy. 3 Units.

Complex and multi-party negotiations permeate law practice and life. Advanced Negotiation is designed to take students beyond the two-party, lawyer-client negotiations that were the focus of the Negotiation Seminar, to examine many facets of negotiation complexity, both in terms of the participants and topics. This section of Advanced Negotiation focuses on more complex negotiations as well as multi-party negotiations, working in teams, and negotiating on behalf of complex organizations on diverse environmental policy issues, including: environment and health issues. The goals of the class are twofold, for students (1) to acquire an added theoretical base beyond what was covered in the Negotiation Seminar through which to analyze and prepare for negotiations, and (2) to expand their skills through deeper examination of various actual negotiation cases and complex simulations. Prerequisite: Negotiation Seminar (LAW 615) or its substantial equivalent.
Same as: Environment.

LAW 653. Corporate Law: Theory and Practice. 2 Units.

This class will bring leading academics and members of the corporate bar, business and investment communities, judges and regulators to the law school to discuss new research, as well as new practice and regulatory issues. The idea is to engage students in the theoretical and policy debates and to understand how these concerns affect business and the practice of law.

LAW 654. Law and Biosciences Workshop. 2-3 Units.

This workshop seminar will provide students with the opportunity to examine and critique cutting-edge research and work in the field of law and the biosciences. Although it is open to all students, the seminar is designed especially for those with an interest in the field who wish to stay abreast of current issues, work, and ideas. In each class, an academic expert, policy maker, or practitioner will present his or her current research or work and engage in a robust discussion.

LAW 656. International Conflict Resolution. 3 Units.

(Same as IPS 250 and PSYCH 383). This seminar examines the challenges of managing and resolving violent inter-group and international conflicts. Employing an interdisciplinary approach drawing on social psychology, political science, game theory, and international law, the course identifies various tactical, psychological, and structural barriers that can impede the achievement of efficient solutions to conflicts. We will explore a conceptual framework for conflict management and resolution that draws not only on theoretical insights, but also builds on historical examples and practical experience in the realm of conflict resolution. This approach focuses on the following questions: (1) how can the parties to conflict develop a vision of a mutually bearable shared future; (2) how can parties develop trust in the enemy; (3) how can each side be persuaded, as part of a negotiated settlement, to accept losses that it will find very painful; and (4) how do we overcome the perceptions of injustice that each side are likely to have towards any compromise solution? Among the conceptual issues we will examine include the problem of spoilers who seek to sabotage agreements, the role of mediators, the role international legal rules can play in facilitating or impeding conflict resolution, and the advantages and disadvantages of unilateral versus and reciprocal measures in advancing conflict resolution efforts. Particular conflicts we will explore include the Northern Ireland conflict, the Israeli-Palestinian conflict, and the U.S.-Soviet Cold War rivalry.

LAW 658A. International Human Rights and Conflict Resolution Clinic: Clinical Practice. 4 Units.

In the past half-century, human rights advocates have transformed a marginal utopian ideal into a central element of global discourse, if not practice. This course examines the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Increasingly, human rights as a framework has become essential to a broad range of situations of tension and conflict. This course interrogates the nature of engagement by human rights practitioners, as well as approaches adopted by those focused on the management of violent conflict. What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in rights promotion and defense? How is conflict resolution consistent with human rights advocacy? When and where are these approaches in tension? The course also develops advocacy skills through in-class sessions, role play exercises and engagement in, and critical assessment of clinical projects in human rights. Class sessions introduce students to human rights advocacy and conflict management techniques through discussion of the readings and related issues, as well as through student presentations critiquing their participation in supervised clinical projects . The readings and seminar sessions expose students to some of the practical manifestations of the main debates and dilemmas within the human rights and conflict resolution movement(s). These include several of the ethical and strategic issues that arise in the course of doing fact-finding and advocacy and balancing the often differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the (frequently non-western) developing world. The readings also consider tensions within the field of conflict resolution, as well as between conflict resolution and human rights. Several class sessions will focus on fact-finding and advocacy skills. One or more of these sessions will be full-day, role play exercises. In these full-day sessions, students will engage in human rights research, documentation, negotiation and dispute management exercises, and advocacy role-playing. In some sessions, part of the class will be devoted to presentations by students and clinical 'rounds'. These presentations will consider one or more issues that arise in the course of students' own engagement in advocacy projects through the International Human Rights and Conflict Resolution Clinic. During the course of the semester, students will also be required to draft several brief fact-finding/advocacy pieces (these will be explained in class), and write short, critical reflection papers (2-4 pages, double-spaced, or 500-1,000 words, thought pieces) on the readings. Prerequisite-registration and admission to the International Conflict Resolution Seminar.

LAW 658B. International Human Rights and Conflict Resolution Clinic: Clinical Methods. 4 Units.

In the past half-century, human rights advocates have transformed a marginal utopian ideal into a central element of global discourse, if not practice. This course examines the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Increasingly, human rights as a framework has become essential to a broad range of situations of tension and conflict. This course interrogates the nature of engagement by human rights practitioners, as well as approaches adopted by those focused on the management of violent conflict. What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in rights promotion and defense? How is conflict resolution consistent with human rights advocacy? When and where are these approaches in tension? The course also develops advocacy skills through in-class sessions, role play exercises and engagement in, and critical assessment of clinical projects in human rights. Class sessions introduce students to human rights advocacy and conflict management techniques through discussion of the readings and related issues, as well as through student presentations critiquing their participation in supervised clinical projects . The readings and seminar sessions expose students to some of the practical manifestations of the main debates and dilemmas within the human rights and conflict resolution movement(s). These include several of the ethical and strategic issues that arise in the course of doing fact-finding and advocacy and balancing the often differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the (frequently non-western) developing world. The readings also consider tensions within the field of conflict resolution, as well as between conflict resolution and human rights. Several class sessions will focus on fact-finding and advocacy skills. One or more of these sessions will be full-day, role play exercises. In these full-day sessions, students will engage in human rights research, documentation, negotiation and dispute management exercises, and advocacy role-playing. In some sessions, part of the class will be devoted to presentations by students and clinical 'rounds'. These presentations will consider one or more issues that arise in the course of students' own engagement in advocacy projects through the International Human Rights and Conflict Resolution Clinic. During the course of the semester, students will also be required to draft several brief fact-finding/advocacy pieces (these will be explained in class), and write short, critical reflection papers (2-4 pages, double-spaced, or 500-1,000 words, thought pieces) on the readings. Prerequisite-registration and admission to the International Conflict Resolution Seminar.

LAW 658C. International Human Rights and Conflict Resolution Clinic: Clinical Coursework. 4 Units.

In the past half-century, human rights advocates have transformed a marginal utopian ideal into a central element of global discourse, if not practice. This course examines the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Increasingly, human rights as a framework has become essential to a broad range of situations of tension and conflict. This course interrogates the nature of engagement by human rights practitioners, as well as approaches adopted by those focused on the management of violent conflict. What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in rights promotion and defense? How is conflict resolution consistent with human rights advocacy? When and where are these approaches in tension? The course also develops advocacy skills through in-class sessions, role play exercises and engagement in, and critical assessment of clinical projects in human rights. Class sessions introduce students to human rights advocacy and conflict management techniques through discussion of the readings and related issues, as well as through student presentations critiquing their participation in supervised clinical projects . The readings and seminar sessions expose students to some of the practical manifestations of the main debates and dilemmas within the human rights and conflict resolution movement(s). These include several of the ethical and strategic issues that arise in the course of doing fact-finding and advocacy and balancing the often differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the (frequently non-western) developing world. The readings also consider tensions within the field of conflict resolution, as well as between conflict resolution and human rights. Several class sessions will focus on fact-finding and advocacy skills. One or more of these sessions will be full-day, role play exercises. In these full-day sessions, students will engage in human rights research, documentation, negotiation and dispute management exercises, and advocacy role-playing. In some sessions, part of the class will be devoted to presentations by students and clinical 'rounds'. These presentations will consider one or more issues that arise in the course of students' own engagement in advocacy projects through the International Human Rights and Conflict Resolution Clinic. During the course of the semester, students will also be required to draft several brief fact-finding/advocacy pieces (these will be explained in class), and write short, critical reflection papers (2-4 pages, double-spaced, or 500-1,000 words, thought pieces) on the readings. Prerequisite-registration and admission to the International Conflict Resolution Seminar.

LAW 659. Advanced Negotiation: Transactions. 3 Units.

Complex and multi-party negotiations permeate law practice and life. Advanced Negotiation is designed to take students beyond the two-party, lawyer-client negotiations that were the focus of the Negotiation Seminar, to examine many facets of negotiation complexity, both in terms of the participants and topics. Advanced Negotiation (Transactions) focuses on more complex negotiations as well as multi-party negotiations, working in teams, and negotiating on behalf of complex organizations (e.g., governments, corporations, unions) on diverse issues, including: intellectual property; cross-border and public-private transactions; restructuring agreements. The goals of the class are twofold, for students (1) to acquire an added theoretical base beyond what was covered in the Negotiation Seminar through which to analyze and prepare for negotiations, and (2) to expand their skills through deeper examination of various actual negotiation cases and complex simulations. Attendance at and participation in the simulations is required. Prerequisite: Negotiation Seminar (LAW 615) or its substantial equivalent.

LAW 660A. Youth and Education Advocacy Clinic: Clinical Practice. 4 Units.

(Same as EDUC 334A/B/C). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. The Law School's clinical courses are offered on a full-time basis for 12 credits.

LAW 660B. Youth and Education Law Project: Clinical Methods. 4 Units.

The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 660C. Youth and Education Law Project: Clinical Coursework. 4 Units.

The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.

LAW 661. Advanced Negotiation: International. 3 Units.

Building on skills developed, tools acquired and theory learned in the Gould Center's basic negotiation course, this advanced seminar explores how lawyers, diplomats, NGOs and citizen advocates can successfully negotiate bilateral agreements and multilateral agreements in the international field. We will study the unique process dynamics of international treaty-making, cross-border agreement negotiations, and multi-party consensus building processes. We will explore the role of power, culture, agency, and strategy in international negotiation, and we will analyze the design and conduct of effective ¿negotiation campaigns.¿ We will examine negotiation processes in the context of geopolitical relations, nuclear arms control, US-Mexico border management, environmental regimes, foreign investment, natural resource development, human rights, commercial disputes, and corporate social responsibility. Our approach will involve analysis of in-depth case studies and participation in complex role-playing exercises (including at one intensive simulation to be negotiated out of class over several weeks). These cases and exercises involve negotiations between state parties as well as negotiations , although our study will also include some attention to negotiations involving non-state actors, including business corporations, NGOs, and indigenous communities. A number of class sessions will include interaction with guest participants including international lawyers, scholarly experts, diplomats, senior corporate officers and NGO leaders. Prerequisite: Negotiation Seminar (LAW 615), its substantial academic equivalent, or substantial experience in the field.

LAW 662. Advanced Youth and Education Advocacy Clinic. 2-7 Units.

The Youth and Education Law Project: Advanced provides an opportunity for students who have already successfully completed the Youth and Education Law Project to continue their advocacy work and/or to pursue a discrete project related to educational equity advocacy. Examples of projects include policy research on specific topics (e.g., the provision of mental health services to youth with disabilities in the schools, the impact of school discipline policies on youth of color, or equal educational opportunities for English Language Learners); investigation and preparation for impact litigation; and community education and outreach on a specific education-related issue. All projects will be jointly designed by the instructor and the advanced student. Advanced students also continue to participate in the Clinic's discussion of cases during case rounds.

LAW 663. Advanced International Human Rights and Conflict Resolution Clinic. 2-7 Units.

The International Human Rights and Conflict Resolution Advanced Clinic offers the opportunity for students who have already successfully completed an International Human Rights and Development Clinic to pursue one or more specific projects in conjunction with the Clinic, either independently or in collaboration with colleague(s) enrolled in the regular clinic. Any travel will be strictly contingent on the Advanced Clinical student's availability and the needs of the project. Advanced Clinical students are expected to participate in as much of the regular clinical seminar and seminar simulations as possible given pre-existing scheduling constraints. Advanced students may arrange with the instructor to receive between two and seven units. No student may receive more than 27 overall clinical credits, however, during the course of the student's law school career.

LAW 664. Advanced Legal Writing: Business Transactions. 3 Units.

This course is designed to give students practical preparation in drafting and analyzing contracts and managing business transactions. It should especially appeal to students interested in working in a law firm and practicing transactional law (be it corporate, intellectual property, environmental, real estate, etc.). It will also appeal to those interested in business litigation who would like to gain some basics in contract analysis and those curious about the work of transactional lawyers. The course offers a wide range of realistic legal writing and drafting problems--completed both inside and outside of class. These drafting assignments will help students improve their writing, drafting and editing skills and develop their sensitivity to the expectations of the attorneys and clients for whom they will be working. In the course, students will learn the foundational tools necessary to analyze a variety of business agreements. Students will learn how to write clear, effective, plain language contracts. Students will also be exposed to other transactional writing and learn how to manage complex business transactions.

LAW 668. Legal Technology and Informatics. 2-3 Units.

Legal technology is rapidly transforming both the practice and nature of law. This class seeks to explore both the current trends and the future possibilities of this transformation, as we begin to train the future generation of technology savvy lawyers, and technologists who understand the intricacies and potential of what the law could be. Legal informatics could be defined as a computational perspective of law: where does legal information reside, how is it manipulated, and which algorithms and data structures are used in various legal functions? Note that there are no prerequisites for this class beyond an interest in the subject. There are numerous examples of technologically driven legal transformation. Case law search has moved from hard copy to closed digital systems such as Westlaw and LexisNexis, and into free cloud-based systems such as Google Scholar and Wikipedia. More and more statutes are available online. Changes can be seen in e-discovery, privacy, the delivery of (online) legal services, and the budding legal technology startup community. As a result, questions arise as to the proper statutory and ethical boundaries between humans and machines in implementing legal activities. Beyond the current and near-term technologies, however, are core academic and philosophical questions that will have increasing import as machines gain in sophistication and capability. For example, although the law differentiates between the responsibility assignable to minors compared to adults, we are far from identifying the point at which an agent or robot is morally responsible for its own actions, as opposed to the responsibility being assigned to its creator.

LAW 669. Narrative Skills and the Law. 3 Units.

A lawyer who communicates not only in a cerebrally persuasive way, but also in an emotionally gripping way, has an enormous strategic advantage. Judges, jurors, and clients are all human beings, susceptible to compelling stories like everyone else. This course - conducted by a television and film writer who is also a lawyer with experience in all three branches of government, private practice, political campaigns, and a labor union - teaches how to compose an engaging story and how to apply those skills to a variety of legal situations. The first part of the course will cover the art of storytelling on both a theoretical and a practical track. On the theoretical track, students will study story drive; narrative structure; beginnings, middles, and ends; openings; plot and character; exposition; and transitions. The class will have a healthy amount of assigned reading and viewing that illustrate each of these components in literature, drama, and film. On the practical track, students will undertake writing exercises that parallel the theoretical discussion, to develop a first-hand facility with those facets of storytelling. In the second part of the course, students will apply their storytelling insights and skills to specific legal situations: A criminal case. An appellate case. A legislative proposal. A labor negotiation. A public relations crisis. Students will discuss in depth their narrative approaches to these situations, along with those taken by lawyers in other cases in the respective areas. By the end of the course students will have a powerful tool few of their peers will possess, and be able to approach their day-to-day professional challenges in a more effective and confident way.

LAW 670. White Collar Crime. 3 Units.

This course explores the law of economic and political crimes associated with the rubic "white collar crime." Key topics are: bribery and gratuities, mail and wire fraud, tax fraud, extortion, securities fraud, racketeering, and money laundering, along with quasi-criminal laws on forfeiture of assets. The course covers specific statutes (mostly federal) in considerable detail, while also speculating about the jurisprudence underlying these crimes, and related issues of prosecutorial discretion and attorney ethics.

LAW 671. Critical Theory. 3 Units.

This course will review the most important developments in critical theory as it relates to law and jurisprudence. It will begin with a brief review of the critical tradition in Western philosophy including thinkers such as Friedrich Nietzsche, Karl Marx, Max Weber, Jean Paul Sartre and Michel Foucault. We will then look at the influence of this critical tradition in American legal theory, tracing the critical turn through the American legal realists, Critical Legal Studies and the emergence of identity based critical movements such as Critical Race Theory, Critical Feminist Theory and Critical Approaches to Sexual Orientation.

LAW 674. Advanced Legal Writing: Litigation. 4 Units.

Building on the skills developed in Federal Litigation, this course will give students additional practice with legal analysis, argument structure, and writing in the pre-trial litigation context. Students will draft pleadings, briefs, and documentary evidence in support of and opposition to pre-trial motions in a hypothetical case set in federal district court. Students also will complete short writing exercises in and out of class (these will consist of drills such as omitting surplus words, preferring active voice, using concrete words, punctuating carefully, etc). The goals of this class are to help students organize facts and principles in a succinct and logical way and to deepen their understanding of the legal reasoning process. In particular, students will develop proficiencies in critical reading and thinking (dissecting and synthesizing cases); legal problem solving (identifying legal issues and interpreting authority); legal analysis (accurately deriving rule s and applying authority to a client¿s situation); and legal drafting (organizing and explaining ideas clearly using appropriate conventions). The course should appeal to students interested in litigation practice and those wishing to hone their writing skills.

LAW 675. Human Trafficking: Historical, Legal, and Medical Perspectives. 3 Units.

(Same as HISTORY 105C / 5C) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning and offers an optional service component.

LAW 676. Rethinking Refugee Communities. 2 Units.

Tens of millions of people have been forcibly uprooted by conflict or persecution worldwide. Although some of these people obtain asylum in advanced industrialized countries, a far larger number remain as refugees and internally-displaced people living in hastily-built refugee communities in the developing world. This project-based, interdisciplinary class is focused on exploring alternatives to improve the planning, design, and governance of refugee communities. It considers some of the legal, design, engineering, and governance challenges associated with communities of refugees and other forced migrants. The goal is to exercise and enhance students¿ ability to deal with multifaceted complex issues by developing recommendations that can be implemented by the Office of the United Nations High Commissioner for Refugees (UNHCR).

LAW 677. Professional Responsibility. 3 Units.

Professional Responsibility introduces students to the goals, rules and responsibilities of the American legal profession and its members.

LAW 678. Introduction to Microeconomics. 3 Units.

COURSE SUBSTANCE: It is no secret that economic ideas are being used increasingly in law school courses, in law practice, and in a wide variety of other fields that a law school graduate might choose to pursue - antitrust, corporate, environmental, tax, labor, and securities are just some of the immediate examples that come to mind.While many Stanford Law School students have already taken courses in economics as undergraduates, or might even have majored in economics, many of you have not. This course is offered to "bring you up to speed" so that you will not be at a disadvantage in other courses at the Law School that draw on economic ideas (or, just as importantly, not be at a disadvantage when you graduate and you encounter economic ideas and arguments on the job or in life.)So, what is economics, exactly? All societies face the problem of scarcity - there are not enough resources to satisfy people's desires for all things. Economics studies how individuals and societies deal with scarcity and the mechanisms for deciding what to produce, how to produce it, and who gets the output. It is as simple and complex as that! As you can imagine, the practical applications are nearly endless. Please note that the course focus will be microeconomics - the branch of economics that focuses on the economic behavior of individual decision-making units, such as households and firms, and how these individual decisions fit together. (I will not discuss macroeconomics in this course - i.e. the behavior of the economy as a whole, particularly inflation, unemployment, and business cycles.) More specifically, I will spend the vast majority of the course taking you through the basic supply and demand model of markets - what it is, where it came from, how and when it works, and when it does not work so well. With that base, I can branch out accordingly to help you apply it to a wide variety of relevant issues. Though I will not focus specifically on how economic ideas have been used in a legal context (there is another course and seminar that does that), I will make some effort to link the economic ideas we discuss directly to legal topics. COURSE PROCEDURE: My primary goal is to teach you the fundamental principles of microeconomics by (1) providing you the relevant schema to understand the basic tools of economic analysis; and by (2) drilling you extensively with problems, cases, current events, and other applied materials so as to help you develop the ability to use these tools and truly make them your own. A heavy emphasis will be placed on building a conceptual understanding of some key economic models, looking closely at the underlying assumptions of those models, and engaging in the process of questioning and relaxing those assumptions in the context of actual "real life" issues. Please do not mistake the analytical rigor I will require, to mean that we will use sophisticated mathematics. To the contrary, I believe that most powerful economic principles should be highly intuitive and non-quantitative.

LAW 679. The Rule of Law - The Foundation of Functional Communities. 2 Units.

We will seek to determine a useful meaning of the notion of the rule of law, a much diluted concept, and the importance of the rule of law in the development and security of communities of opportunity and equity around the world. We will focus on accountable government; just laws; open process for the enactment, administration and enforcement of laws and effective dispute resolution. Readings and discussion will include the works of ancient philosophers, political theorists and jurists from the 17th to the 20th century, modern political economists and contemporary scholars. This seminar will feature several experts in the field as guest lecturers.

LAW 680. Pivotal Moments in American Institutions and Public Law, 1791-Present. 3 Units.

(Same as POLISCI 223R) American lawyers and policymakers work today in a system of institutions that are strikingly unique in comparative and historical terms. With some exceptions, that system is characterized by relatively stable political and legal institutions, low levels of explicit corruption, high bureaucratic capacity in public organizations, and relatively open, impersonal access to political, policymaking, and legal institutions. Although these characteristics are now often taken for granted, the process through which they emerged remains remarkably opaque. In the 1780s under the Articles of Confederation, the United States was a poor developing country on the fringe of the Atlantic community with limited capacity and a striking inability to provide basic public goods, such as security. One hundred years later, it well along the way to becoming the richest nation in the world. How did this transformation occur? Drawing on judicial opinions, legal scholarship, political science, economics, and history, this course explores how institutions evolved to create such a system. It traces the problem of institutional development through several critical periods in the history of American public law, including the emergence of the Constitution, the events leading up to and following the Civil War, the Progressive era, World War II, institutional changes occurring roughly during 1964-75, and the emergence of the modern administrative state. Although the primarily focus is on the American experience, we place these developments in comparative context as well.

LAW 685. The American Legal Profession. 3 Units.

This course will deal with selected aspects of the history, organization, economics, ethics, and possible futures of the legal profession in the United States. Likely topics will include, in addition to the ABA's Model Rules of Professional Conduct: demographic changes in the profession, the evolution of law firms, bar associations, and law schools from the early twentieth century to the present; the development of corporate law, personal injury, mass torts, prosecutorial and criminal defense practices, and the "public-interest" bar; the dominant professional ethic of adversary-advocacy, and its critics; the regulation of lawyers; the economics of the market for legal services; the organization and culture of law firm practice; the role of the role of the lawyer as counselor; and the export of American lawyering models abroad.

LAW 701. SPILS Law and Society Seminar. 3 Units.

This seminar is restricted to students who are in the SPILS program. The seminar deals with the relationship between legal systems and the societies in which they are embedded. The materials are drawn from studies of many different societies. Among the issues dealt with are: What influence does culture have on the operation of legal systems? What are the social forces which produce particular forms of law? What impact do legal interventions have on society and on human behavior?.

LAW 703. Corporate Governance and Practice Seminar. 2 Units.

The seminar on corporate governance meets over the course of the academic year and forms the core of the LL.M. Program in Corporate Governance & Practice LL.M. In the Autumn quarter, the seminar will provide an in-depth look into series of corporate law and governance topics. The Autumn quarter is intended to be taken in conjunction with Corporations. Attendance and active participation are important to the success of the seminar and an important factor in the overall grade. Students are expected to have carefully read and reviewed assigned materials in advance of each session. Students will be required to submit a weekly reflection paper (2 to 3 pages in length) that evaluates, critiques, and discusses some or all of the key topics reviewed in the previous week's session.

LAW 704. Law, Science, and Technology Colloquium. 2 Units.

The Law, Science & Technology Colloquium offers students in the Law, Science & Technology LLM Program the opportunity to discuss cutting-edge legal issues at the intersection of law and technology with leading experts in the field, including Stanford faculty, visiting scholars, technology and IP lawyers, entrepreneurs, and executives from Silicon Valley technology companies. Satisfies the colloquium requirement for Law, Science, and Technology LLM (LST) candidates. Open to LLM students only.

LAW 705. SPILS Masters Thesis. 4 Units.

The writing of a work of original scholarship in the area of research of the student's choosing is necessary requirement of the JSM degree. During the spring quarter students are expected to finalize their research project, and write and submit their thesis. Towards this end, students meet regularly with their thesis primary and secondary advisors.

LAW 707. SPILS Research Methods Workshop. 2 Units.

This is a mandatory course for SPILS Fellows as part of the program's core curriculum. Its main goal is to offer students an interdisciplinary perspective about socio-legal research, and research tools for designing and implementing their individual research projects. This winter term Workshop will complement the Research Design for Empirical Legal Studies Seminar taken in the fall by 1) expanding and elaborating on some of the methods analyzed during the seminar; and 2) assisting students in using such methods towards their individual research project. The Workshop will consist of specialized sessions, and the fellows are expected to attend those that are most relevant to their thesis data collection methods and analytical framework employed. In addition, the workshop will provide tools to facilitate the writing of the required SPILS thesis, including writing tutorials. During the quarter the fellows are expected to submit drafts of different chapters of their thesis. If appropriate, the workshop may also include group and/or individual sessions designed to address the very specific needs of the research undertaken by the SPILS Fellows.

LAW 708. Advanced Legal Writing for American Practice. 3 Units.

This course orients LLM students to a range of legal writing genres used by American lawyers in practice and by law students in papers and exams. At the core of these genres are the techniques of legal research, objective and persuasive legal writing, and related legal analysis, as practiced in American law offices and courts. The course presents students with realistic legal writing scenarios that they address in and out of class. Students prepare an analytical memorandum, advising a hypothetical corporate client, and a short brief for a mediator. The assignments are designed to help students adapt their writing skills by incorporating methods that American lawyers use to analyze typical legal problems and to advocate on behalf of their clients.

LAW 709. Introduction to American Law. 3 Units.

This special course for foreign graduate students in the LLM and SPILS programs is offered during August, before the start of the regular law school semester. The course is designed to introduce foreign graduate students to basic concepts of American law and provides an overview of U.S. legal process and institutions.

LAW 712. Research Design for Empirical Legal Studies. 3-4 Units.

Empirical legal studies have become popular in the US and are now spreading to non-US law faculties as well. Usually the term applies to analyses of quantitative data and the researcher relies on data collected by others. But the term "empirical" properly encompasses both qualitative and quantiative data, including interviews, legal documents, survey research and experimental results. Analysts interested in using such data need to understand how they were collected, in order to decide what data can appropriately be used to answer different kinds of questions. Often to answer the questions of interest, a researcher needs to collect new data. This seminar will introduce students to the wide range of research methods that can be used to answer empirical questions, provide a framework for choosing among methods, and explain how to use the methods.

LAW 802. TGR: Dissertation. 0 Unit.