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1 - 7 of 7 results for: LAWGEN

LAWGEN 20SC: Fighting over Our Common Heritage: Public Lands in the West

Wallace Stegner described our national parks as America's "best idea...absolutely American, absolutely democratic." But our parks are just a small part of the nation's public lands, which also include national monuments, national forests, wildernesses, wildlife refuges, recreation areas, and wild and scenic rivers. The federal government owns almost a quarter of the United States and almost twice that much of the West, peaking at an astounding 84.9 percent of Nevada. Since the founding of the Republic, Americans have argued over the best uses and management of the federal public lands--even disagreeing whether the federal government should continue to own them. These debates have grown more intense under the Trump Administration. Many of the conflicts focus on the types and intensity of uses to which federal lands should be put. Should wildlife refuges be open for petroleum development? Should national parks allow hunting, snowmobiles, and other off-road vehicles? In other cases, private landowners complain about spillovers from neighboring public lands. Ranchers in the West, for example, long have complained about federal protection of wolves and wild horses. These public land debates can be heated and even deadly. In 2016, armed militants occupied the Malheur National Wildlife Refuge in Oregon to protest federal ownership; the occupation ultimately led to the shooting death of one of the militants. We will begin at Stanford with several classes on the history and politics of the federal public lands, as well as an evaluation of the competing visions for their use. We then will travel to Utah to visit key public lands, meet with government officials and stakeholders on all sides of the issues, and study conflicts first hand. Utah is the perfect state for this intensive field experience. Outside of Nevada, Utah has the largest percentage of federal public lands (64.9%). It is home to five magnificent national parks. Yet Utah also has been home in recent years to a new Sagebrush Rebellion, battling against federal ownership and protection of the public domain. Utah has been the central focus of President Trump's efforts to reverse the orders of previous presidents who protected large swaths of public lands, including Bears Ears and Grand Staircase-Escalante, from development by declaring them national monuments. Students will complete assigned readings on the public lands over the summer. Once on campus, each student will choose a current public-land controversy to research and analyze. Students will write 6-8 page papers and present their findings to the class in the last week of the course.
Terms: Sum | Units: 2

LAWGEN 105Q: Law and Popular Culture (AMSTUD 105Q)

(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 & Popular Culture: A Course Book" (Peter Lang, 2d edition, 2013).
Terms: Win | Units: 3
Instructors: Asimow, M. (PI)

LAWGEN 110Q: Criminal Justice and the Criminal Courts

Focus is on the structures and theories at play in the criminal court nnsystem, emphasizing court procedures, structures, constitutional nnguarantees, and the trial process. The roles of individual agents, nnincluding the police, prosecutors, defense attorneys, judges, nnprobation officers, and corrections officials. Note: This is an Introductory Seminar and is not open to Law students.
Last offered: Spring 2009

LAWGEN 112N: Law and Inequality

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 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 will answer these and many other questions by looking at 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). Class participation and a short final paper are required, but here are no prerequisites other than an open mind and a willingness to delve into unfamiliar material.
Last offered: Spring 2017

LAWGEN 115N: Human Rights Advocacy

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 human rights advocacy? In the space of seven decades, human rights advocates have transformed a marginal utopian ideal into a central element of global discussion, if not practice. In this seminar we will examine the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Together, we will learn to be critical of, as well as to think, and act, like human rights advocates. This seminar will introduce you to some the main debates and dilemmas within the human rights movement. We will consider and understand the differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the frequently non-western) developing world, as well as tensions between and among rights advocates along other important dimensions (civil and political vs. economic, social and cultural rights; rights promotion through engagement of powerful actors vs. challenging structures of power, etc.). The seminar seeks to develop your ability: 1) to understand human rights and social justice issues as contested political, legal and cultural phenomena; 2) to review advocacy texts, videos and other interventions critically; 3) to appreciate the political dimensions of efforts to promote human rights; 4) to understand how recent history constrains and structures options and possibilities for social intervention to promote rights and justice. During the course of the quarter you will be required to submit several short reflection papers and develop a human rights advocacy campaign.
Terms: Aut | Units: 3

LAWGEN 206: Thinking Like a Lawyer

(Same as GSBGEN 382.) Open to all graduate students. An analytical framework for understanding the core concepts of the law; how lawyers analyze and structure their work. Foundational principles of law. Topics such as contracts, litigation, intellectual property, securities, and employment law.
Last offered: Winter 2009

LAWGEN 209Q: Community Police Academy

This course aims to demystify public safety, build trust, and develop partnerships between the police department and the community it serves. Each session is taught by a different deputy or staff member and is designed to expand each participant's knowledge of the duties, responsibilities, decisions, and constraints in the field of law enforcement. The class will discuss topics such as laws of arrest, search and seizure, alcohol laws (to be explored in a DUI wet lab), patrol procedures, officer safety, vehicle stops, CSI vs. reality, emergency communications, and defensive tactics and force options, culminating with a session of scenarios to bring the material to life. In addition to the weekly class, participants are invited to attend field trips, for more in-depth experiences. Past field trips have included the coroner's office, Palo Alto Communications dispatch center, and the San Jose Main Jail. The course is open to all Stanford students, staff, and residents over 18 years of age. While this course is open to all students throughout the University, the units will not count toward the requirements for a law degree. Special Instructions: Live Scan records check required. Go to police.stanford.edu/community-outreach.html for more information.
Terms: Win | Units: 1
Instructors: Wilson, L. (PI)
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