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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. This course is open to all students, including undergraduates who have permission from the instructor. A Stanford Non-Law Student Course Registration Form is available at http://www.law.stanford.edu/school/offices/registrar/. Grading system: Honors-Pass. Elements used in grading: Class participation (30%) and Extended Take-Home Exam (70%).

Reorganization of a fictitious, financially distressed company under chapter 11 of the Bankruptcy Code, including: out-of-court workout; chapter 11 filing; chapter 11 operating issues; and the negotiation, formulation, and confirmation of a plan of reorganization. Developments in actual pending chapter 11 cases, through media reports.

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, American Airlines and Lehman Brothers) and the effects of bankruptcy on specific industries (e.g., airlines, automotive, financial services and real estate). Finally, the course touches on various issues that often arise in a bankruptcy setting, such as valuation, leveraged buyouts, debt and derivative instruments, and distressed debt trading. Elements used in grading: Class participation and final exam.

Instances are common in law where more than one legal authority potentially governs a particular event, occurrence or transaction. When the outcome required by these authorities differs, which law governs? Beginning with the classic problem of choosing an applicable law in cases with facts touching more than one jurisdiction, this course is designed broadly to explore the variety of theories and systems used to resolve this question. The course thus uses state/state conflicts to develop a set of approaches and then extends these to such other problems as adjudicatory jurisdiction, judgments, federal subject-matter jurisdiction, and public and private international law. Elements used in grading: Attendance, preparation, participation and final examination.

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. Elements used in grading: Class participation and exam.

The State-Building and Rule of Law Seminar is a law and development course centrally concerned with bridging theory and practice. The seminar will introduce the key theories relevant to rule of law generally and state-building in particular. And it will critically examine efforts to promote rule of law in countries at a state-building stage of development. The seminar will situate rule of law programs conceptually and practically around the core challenge of the state-building enterprise: to build durable formal and informal institutions, including legal institutions, which have legitimacy and capacity and can ensure security. The seminar also will critically assess case studies as well as project documents generated by the development industry on state-building. The theoretical and applied discussions will lay the foundation for the third part of the seminar, a practicum unit where students will present draft project proposals, project work products or analytical papers. In the practicum unit, one group will build on the on-going Afghanistan Legal Education Project, another will pursue needs in the Bhutan Law and Policy Project, and another group will focus on needs in the Timor Leste Legal Education Project. Yet another group of students will develop rule of law projects for other countries within the scope of the seminar 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 seminar 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.
nnSpecial Instructions: Students have the option to receive Writing (W) credit or Research (R) credit upon instructor approval. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor.nnClass participation and presentation of final written product, reaction papers, and final paper/project/proposal.nnAutomatic grading penalty waived for writers. Writing (W) credit is for 3Ls only.

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. Elements used in grading: Class Participation, Attendance, Written Assignments, Final Exam.

For those with little background in finance; not open to J.D. or M.B.A. students. Financial concepts and analytical tools needed to make financial decisions and value securities. Capital structures, the design of corporate securities, corporate transactions, executive compensation, and bankruptcy proceedings. Focus is on problem solving.

The Juelsgaard Intellectual Property and Innovation Clinic provides students the opportunity to understand and advocate for sound innovation policies. Students in the clinic will help shape the course and outcome of significant legal and policy debates before courts, legislators, regulatory bodies, and other policy makers. Our work focuses on the relationship between law, regulation and innovation in areas ranging from biotechnology to information technology, pharmaceuticals, clean technology, and the creation and distribution of information.nnStudents will represent a variety of NGOs and non-profit entities and, in certain cases, groups or associations of innovators, entrepreneurs, technology users or consumers, economists, technologists, legal academics, and the like, and occasionally individual inventors, start-ups, journalists, or researchers. Students will address their client¿s complex issues through tools that may include amicus briefs; comments or testimony in rulemaking and regulatory proceedings (i.e., DMCA exemption requests, comments to OSTP on issues such as open access, privacy or open data, comments to the FTC as part of IP and innovation hearings and reports, comments to the PTO or FDA, etc.); comments or testimony on proposed legislation; and whitepapers or other ¿best practices¿ documents to encourage sensible and balanced legal approaches to innovation and creativity. Our policy advocacy will often involve intertwined factual, technological, business, economic, political and public relations considerations along with the substantive legal issues. Students in the clinic may be called upon to collaborate with technologists, researchers, doctors, economists, social scientists, industry experts, and others to develop and articulate the appropriate policy advocacy for their clients.nnThe clinic seminar will focus on student-led workshops regarding client projects, and on engaging with current thinking around innovation, innovation economics and the impact of IP, antitrust, and other law and regulation on innovation. We will explore the process of policy advocacy, including various policy levers, the types of tools available to advocates and the strategies and tactics that may be employed, and will consider and critique a variety of case studies of previous advocacy, situating them in the larger context in which these efforts occurred. Students will critically examine the role of lawyers advocating for the public interest and for sound and sensible innovation policy outcomes and bring those lessons to bear on their own clinic work.nnA background in technology may be useful in some cases but is not necessary to a successful experience in the clinic.nnSpecial Instructions:nnGeneral Structure of Clinical CoursesnnThe Law School's clinical courses are offered on a full-time basis for 12 credits. This allows students to immerse themselves in the professional experience without the need to balance clinical projects with other classes, exams and papers.nnStudents enrolled in a clinic are not permitted to enroll in any other classes, seminars, directed research or other credit-yielding activities within the Law School or University during the quarter in which they are enrolled in a clinic. Nor are they allowed to serve as teaching assistants who are expected to attend a class on a regular basis. There is a limited exception for joint degree students who are required to take specific courses each quarter and who would be foreclosed from ever taking a clinic unless allowed to co-register. These exceptions are approved on a case-by-case basis.nnClinic students are expected to work in their clinical office during most business hours Monday through Friday. Students are also expected to be available by e-mail or cell phone when elsewhere during those hours. Because students have no other courses (and hence no exams or papers), the clinical quarter begins the first day of classes and runs through the final day of the examination period. Students should not plan personal travel during the Monday to Friday work week without prior authorization from the clinical supervisor.nnThe work during a typical week in a clinic is divided into three components. First, as they are for practicing attorneys, most of the hours of any week are taken up by work on client matters or case work (this time includes meetings with instructors to discuss the work). Again, as is the case for practicing lawyers, in some weeks these responsibilities demand time above and beyond ¿normal business hours.¿ Second, students will spend approximately five-to-seven hours per week preparing for and participating in weekly discussions or other group work in their individual clinic (scheduling varies by clinic). Third, over the course of the quarter each clinic student (with the exception of those enrolled in the Criminal Prosecution Clinic) is required to prepare for and attend approximately five inter-clinic group sessions. 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 pursuant to the H/P system.nnEnrollment in a clinic is binding; once selected into a clinic to which he or she has applied, a student may not later drop the course except in limited and exceptional cases. Requests for withdrawal are processed through the formal petition and clinical faculty review process described in the clinic policy document posted on the SLS website. Students may not enroll in any clinic (full-time or advanced) which would result in them earning more than 27 clinical credits during their law school career.nnThe rules described here do not apply to advanced clinics for students who are continuing with a clinic in which they were previously enrolled. For information about advanced clinics, please see the course descriptions for those courses.nnFor more information about clinic enrollment and operations, please see the clinic policy document posted on the SLS website.nnElements used in grading: Attendance, preparation for and participation in clinic seminar; reflection papers; and clinical case and project work including specific elements of methodical analysis, critical thinking, close reading, efficient writing, effective collaboration, and strategy development, applicable across client and seminar work.nnWriting (W) credit is for 3Ls only.