91 - 100 of 446 results for: LAW

Current research. How political institutions determine economic policy choices, and economic structures affect political processes. Bridges theory and practice to investigate micro- and macro-level political and economic processes shaping the prospects for development. Case studies on market function, why seemingly inefficient institutions survive, and why governments adopt policies detrimental to development. Topics include: the political economy of corruption, the role of foreign aid, the efficacy of governance reforms, and the relationship between democracy and development.

Theories and research on heuristics and biases in human inference, judgment, and decision making. Experimental and theoretical work in prospect theory emphasizing loss and risk aversion. Challenges that psychology offers to the rationalist expected utility model; attempts to meet this challenge through integration with modern behavioral economics. Decision-making biases and phenomena of special relevance to public policy, such as group polarization, group think, and collective action. Special Instructions: This course is part of the Master in Public Policy (MPP) Core Curriculum. Instructors in the MPP core curriculum will assume that students are familiar with calculus, intermediate undergraduate microeconomics, and introductory statistics and probability. Ideally, student preparation will equal or exceed the material covered currently at Stanford in Math 41, Econ 1 102A or Stat 60, and Economics 50. Writing (W) credit is for 3Ls only. Elements used in grading: Class participation, midterm exam, and final paper. This course is cross-listed with School of Humanities & Sciences (Cross-listed as PUBLPOL 305A and IPS 207A).

(Same as PUBLPOL 205A, IPS 207A.) Theories and research on heuristics and biases in human inference, judgement, and decision making. Experimental and theoretical work in prospect theory emphasizing loss and risk aversion. Support theory. Challenges that psychology offers to the rationalist expected utility model; attempts to meet this challenge through integration with modern behavioral economics. Decision making biases and phenomena of special relevance to public policy such as group polarization, group think, and collective action. Prerequisites.

The roots of modern international criminal law can be traced to the Nuremburg and Tokyo war crimes trials held after World War II. Since the establishment by the Security Council of the United Nations established the International Criminal Tribunal for the former Yugoslavia twenty years ago, the field has experienced remarkable growth. The international community has created a range of new international criminal tribunals to investigate and prosecute international crimes. National courts are now also exercising an expanded domestic and universal criminal jurisdiction over international or transnational crimes. The substantive criminal law has also expanded, and notions of individual responsibility for international crimes have evolved and extend the reach of international criminal law. At the same time, new debates have emerged about the suitability of using criminal justice mechanisms to respond to mass atrocity situations. nnThis course will explore legal and institutional responses to transnational and international crime. It will examine traditional forms of international cooperation to address transnational crimes and the concept of universal jurisdiction that provides a basis for treating certain crimes as "international." It will cover the range of institutions created to punish international criminals, including the Nuremburg and Tokyo tribunals, the ad hoc tribunals for the former Yugoslavia and Rwanda, the "mixed" international/domestic tribunals such as the Special Court for Sierra Leone, the Cambodia war crimes tribunal, the Special Tribunal for Lebanon. As these tribunals approach the end of their mandates, the International Criminal Court is assuming greater importance. The progress of the ICC will be considered and, so too, the role of the United States in all of these developments. Alternative institutional arrangements and options for responding to international crimes, such as truth commissions and amnesties will also be examined. nnThe course will also include: (1) the moral and political goals that motivate responses to international crimes; (2) the role of international politics and foreign policy considerations in shaping responses to international crimes; (3) the suitability of different institutional models for addressing international crimes. nnThe grade for this course will be based on a final research paper of 26 pages, double spaced. The topic should relate to a subject covered directly or indirectly by the syllabus or readings.nnElements used in grading: Class participation and final paper.

This course introduces students to the goals, rules and responsibilities of the American legal profession and its members. The course is designed around the premise that the subject of professional responsibility is the single most relevant to students' future careers as members of the bar. These issues come up on a constant basis and it is critical that lawyers be alert to spotting them when they arise and be educated in the methods of resolving them. As such, the course will address many of the most commonly recurring issues that arise, such as confidentiality, conflicts of interest, candor to the courts and others, the role of the attorney as counselor, the structure of the attorney-client relationship, issues around billing, the tension between "cause lawyering" and individual representation, and lawyers' duty to serve the underrepresented. In addition, we will delve into some more personal ethical issues that reflect on why students have chosen law as a profession and how lawyers compose careers that promote or frustrate those goals. A written problem will be distributed during each week of the Quarter. During the course of the Quarter, each student is responsible for submitting a series of written memos (three-to-five pages each) analyzing and resolving five of these problems. Each memo will be due two weeks after the problem is distributed. (Thus, by the end of the course, each student will have written on his or her choice of five of the nine problems distributed.) Special Instructions: Grades will be based on the memos submitted, with the instructor retaining the right to take class participation into account. Attendance is mandatory. Elements used in grading: Class participation, attendance and written assignments.

This course is a survey overview of the American legal profession, some of its leading institutions and fields of practice, and the ethical, legal, and administrative regimes that govern the practice of law. Topics will include overviews of the history and sociology of the profession; the role of lawyers as advocates in the adversary system, as counselors and as gatekeepers; obligations to clients, courts, adversaries, and third parties; obligations of competence, loyalty, and confidentiality; and modes of regulation.nThe course is in part designed to satisfy the American Bar Association's requirement that every law student have some instruction in professional responsibility and legal ethics. The course provides an introduction to and an overview of the ABA's Model Rules of Professional Conduct. (Most of the states - California is the major exception - base their ethics codes largely on the Model Rules, with modifications varying from state to state.) But the course also reflects the view that it is of limited use to learn the ethics rules in the abstract. Lawyers in different practice contexts face very different pressures and incentives to engage in unethical conduct; and develop very different norms and customs about how to interpret the rules. In any case, as we'll see, the Rules are wholly inadequate guides to practice. They are silent or vague on many of the important dilemmas lawyers face and they are only one of many sources of law governing lawyers.nThe "legal profession" is really many different sub-professions, segmented by education, practice institutions (e.g. large firms v. small and solo practices), practice specialties, and types of represented parties (e.g. plaintiffs or defendants, individuals or corporate entities, governments or private parties). Much of this course is given to descriptions and analyses of some of these various practices and of the organizations and incentives that structure lawyers' work. So, for example, we will be looking at large law firms representing and counseling corporate clients; plaintiff's lawyers representing individuals in personal-injury tort or mass-tort class-action litigation; prosecutors and criminal defense lawyers; and "public interest" lawyers.nCourse requirements may be satisfied in one of two ways: (1) A take-home examination given at the end of the course; or (2) A research paper on a topic within the scope of the course, based in significant part on primary source materials. A maximum of 10 students will be permitted to write the paper for R credit. After the term begins, 10 students may transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. If more than 10 students apply to write a research paper for R credit, a lottery will be run to determine the 10 students accepted in section (02).nElements used in grading: Attendance, class participation, take-home exam or research paper. nPreference for 3Ls.

This course will explore issues involving professional responsibility. Topics will include the role of advocates, the adversary system, the conditions of practice, diversity, candor, and confidentiality, conflicts of interest, lawyer- client relationships, regulatory structures, and legal education. Special attention will also focus on the profession's public obligations in areas such as access to justice and pro bono service.nSpecial Instructions: Grades will be based on class participation and (1) short reflection essays on the readings and a short research paper or (2) a long paper. A maximum of 10 students will be permitted to write the long paper for R credit. After the term begins, 10 students can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. If more than 10 students apply to write a long paper for R credit, a lottery will be run to determine the 10 students accepted in section (02).nBecause this class is designated as fulfilling the Ethics requirement (and a W or R requirement) and substantially oversubscribed, admitted students are asked out of courtesy to those on the waitlist to commit to whether they are taking the course by the end of the second class.nElements used in grading: Attendance, class participation, short reflection essays on the readings and short research paper.nPreference will be given to 3Ls. This course is open to first-year Law School students. Writing (W) credit is for 3Ls only.

This course will help students to develop the professional management skills that are essential for a successful legal career. The course will focus on team dynamics and leadership; effectively communicating with clients, colleagues, other parties and tribunals; client development and service; managing expectations and unexpected adversity; and the economics of law practice, including forecasting demand for legal services and project management. For the final paper, students will create a comprehensive, personal plan outlining the substantive knowledge, professional skills, and business focus they need to build a fulfilling law practice. Assignments and simulations will demonstrate and model various skills and instructors will provide real-time feedback to students on class exercises. The course is not limited to any particular type of practice (size or substantive area).nElements used in grading: Class participation and attendance, course exercises and written assignments.

This course focuses on the pragmatic (rather than theoretical) aspects of contemporary land use law and policy, including: nuisance as a land use tool and foundation for modern land use law; use and abuse of the "police power" (the legal basis for land use control); zoning flexibility; vested property rights, development agreements, and takings; redevelopment; growth control; and direct democracy. We explore how land use decisions affect environmental quality and how land use decision-making addresses environmental impacts. Special Instructions: All graduate students from other departments are encouraged to enroll, and no pre-requisites apply. Student participation is essential. Roughly two-thirds of the class time will involve a combination of lecture and classroom discussion. The remaining time will engage students in case studies based on actual land use issues and disputes. Elements used in grading: Attendance, class participation, writing assignments, and final exam. This course is cross-listed with Earth Systems 238.