321 - 330 of 446 results for: LAW

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-learning component. Elements used in grading: Attendance; participation; written assignments; and final exam. Same as FEMGEN 5C, FEMGEN 105C, HISTORY 5C, HISTORY 105C HUMBIO 178T, INTNREL 105C & SOMGEN 205.

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.nnAs 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.nnStudents will be responsible for submitting a reflection paper (three-to-five pages each) after each week of the course. Each memo will be due by the Friday of the following week.nnSpecial Instructions: Grades will be based on the papers submitted, with the instructor retaining the right to take class participation into account. Attendance is mandatory.nnThis course is geared primarily to foreign graduate students. It is taught on an accelerated basis over the course of three weeks between the beginning of 1L classes and the beginning of 2L and 3L classes. Thus, we will meet on average nine hours per week. The exactly meeting times will be set once the graduate students' schedules are set.nnElements use in grading: Attendance, class participation and written memos.nnLimited to LLMs, JSMs and exchange students. Required for LLMs.

We will seek to determine a useful meaning of the notion of the rule of law to identify some measurement of adherence and to explore the importance of the rule of law in terms of economic, socio-political and human development. We will focus on accountable government; just laws; open processes 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 lectures and requires three reaction papers from all participants. Special Instructions: Writing (W) credit is for 3Ls only. Elements Used in Grading: Class participation, written assignments and series of short reaction papers

This discussion group will explore how recent insights from psychology and related fields can help make us better students, better professionals, better leaders, and better people. We will consider works dealing with happiness, decision-making, learning, success, and persuasion. The reading list will include some or all of the following: Jonathan Haidt, The Happiness Hypothesis; Daniel Gilbert, Stumbling on Happiness; Atul Gawande, Better: A Surgeons Notes on Performance; Paul Tough, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character; Richard Thaler & Cass Sustein, Nudge: Improving Decisions about Health, Wealth, and Happiness; Annie Murphy Paul, Brilliant: The New Science of Smart; and Sheryl Sandberg, Lean In.nClass meeting dates: Oct 22, Nov 12, Jan 14, Feb 11, and Mar 4.nnElements used in grading: Class attendance at all sessions and class participation.nnDiscussions in Ethical and Professional Values Courses Ranking Form: To apply for this course, students must complete and submit a Ranking Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students). See Ranking Form for instructions and submission deadline.

We will explore both two overarching themes and five specific problems that I hope are intrinsically interesting. The first general question is whether philosophical inquiries on big issues - e.g. what it means to be well-off; what obligations do we have to strangers who are radically worse off than we are; when should we observe rights-based limits on our pursuit of aggregate welfare; what does it mean to coerce another party - help us make choices when it is not obvious what we should do. The second, related question is whether empirical knowledge - e.g. psychological, economic - might help us, in addition, instead, or no more than philosophical insight. The specific questions we will focus on have little in common, other than that they are not easily answered. Some refer to decisions that seem wholly self-regarding, others that seem to refer to obligations to others. Some involve acting in professional role, some out of role. Some seem plainly important, others might seem more trivial. And it is possible, of course, that you will come to believe that philosophers or empiricists may have more to say about some of the issues that we discuss than others. The five questions I tentatively plan on exploring are: (a) how a late adolescent patient (or a doctor advising that patient) ought to choose between an operation that will significantly improve various aspects of her life over the next thirty years but poses a substantial risk of leaving her wheelchair-dependent in middle age and an operation that will lead to impaired functioning for the next few decades but mobile without mechanical aids past the age of 50 (b) how we can evaluate claims that virtually all of us living in economically prosperous countries are obliged to give away a substantial chunk of our income to save the lives of very poor people around the world (c) how we should evaluate the propriety of torture designed to elicit information about planned criminal/terrorist activities that might arguably save those who would be harmed if the plans came to fruition (d) how an attorney in a big law firm ought to determine when and whether it is appropriate to ask an administrative assistant to do work that is not directly related to the production of legal services (e.g. pick up laundry from the cleaners) and whether (and if so, why) the answer to that question is sensitive to the gender of the attorney and the attorney's administrative assistant, and finally, (e) whether existing rules governing the conduct of war that draw significant distinctions between killing soldiers and killing civilians and between killing civilians intentionally rather than knowingly are sensible. Class meeting dates: To be determined by instructor.nElements used in grading: Class attendance at all sessions and class participation.nDiscussions in Ethical and Professional Values Courses Ranking Form: To apply for this course, students must complete and submit a Ranking Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students). See Ranking Form for instructions and submission deadline.

This discussion group will look at how ethical choices are shaped by organizational and group cultures. We'll read about some famous psychological experiments such as the Milgram and Zimbardo experiments; and some studies of decisions made in corporate organizations, government bureaucracies, and a battalion of ordinary middle-class Germans tasked with hunting down Jews; and talk about what insights from this work may be relevant to lawyers' ethics and working lives.nClass meeting dates: To be determined by instructor.nElements used in grading: Class attendance at all sessions and class participation.nDiscussions in Ethical and Professional Values Courses Ranking Form: To apply for this course, students must complete and submit a Ranking Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students). See Ranking Form for instructions and submission deadline.

This discussion group will consider why a lawyer might devote herself or himself to representing people accused of crime. We will explore a range of possible answers, from guaranteeing procedural fairness to appreciating the factual indeterminacy inherent in our world to fighting racial or class-based injustice. Course materials will likely include fiction (such as Atonement by Ian McEwan); nonfiction essays; as well as a couple of recent films (Bernie and The House I Live In). Lisa Douglass, lecturer and staff attorney in the Stanford Community Law Clinic, will help lead the discussions.nClass meeting dates: To be determined by instructor.nDiscussions in Ethical and Professional Values Courses Ranking Form: To apply for this course, students must complete and submit a Ranking Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students). See Ranking Form for instructions and submission deadline.

We will consider the moral requirements of and for philanthropy and its practices and the role of philanthropy in a democratic society. Topics may include religious and moral imperatives and motives for charitable giving, arguments (such as Peter Singer's) that one is obligated to give away almost everything to save the lives of the poor, the justifications for publicly subsidizing philanthropy (through the tax system), the unintended problematic consequences of organized philanthropy, the role of corporate philanthropy, and the ethics of using psychological and behavioral economics techniques for fundraising. Along the way, we may consider contemporary practices such as venture philanthropy and policy advocacy, the idea that philanthropy should be rooted in strategies based on empirical evidence (and critics of these approaches), and the relationship between foundations and their grantees.nClass meeting dates: To be determined by instructor.nElements used in grading: Class attendance at all sessions and class participation. nDiscussions in Ethical and Professional Values Courses Ranking Form: To apply for this course, students must complete and submit a Ranking Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students). See Ranking Form for instructions and submission deadline.

This colloquium examines current ocean law and policy issues through a series of readings of seminal works about ethical, physical, and emotional relationships of human beings to the marine world. Through the lenses offered by several classic readings, we will examine and reinterpret the challenges of fisheries collapse, climate change, shipping, marine spatial planning, biodiversity conservation, and the management of land-sea interactions. The course is open to all law students and will be particularly interesting for those interested in studying and solving key issues of ocean policy and management, from coastal adaptation to fisheries management to cumulative impacts assessments to the relationship of human beings and the sea.nClass meeting dates: To be determined by instructor.nElements used in grading: Class attendance at all sessions and class participation.nDiscussions in Ethical and Professional Values Courses Ranking Form: To apply for this course, students must complete and submit a Ranking Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students). See Ranking Form for instructions and submission deadline.