701 - 710 of 873 results for: LAW

This two-credit seminar will explore the theory and practice of "originalism" -- the idea that the Constitution should be interpreted in light of the meaning of its text to those who had authority to enact it, along with a variant, which looks to longstanding practice and interpretation over time. This is a controversial approach (as are the others) and we will read and consider critics as well as proponents, so that students can make up their own minds. The first part of the seminar will be devoted to the theory: how it works, what are its justifications, what are its flaws, the various versions. The remainder will be devoted to specific applications. Because there are far more topics than we have time to cover, students will vote on the first day for which topics we will take up. Among the choices are: segregation, executive power, speech and press, the Ninth Amendment, affirmative action, gun rights, abortion, searches and seizures, and freedom of religion -- but students may propose others. Two students will assist in leading class discussions each day after the first day. Elements used in grading: Grades will be based 20% on participation and 80% on papers. Students will have the choice of one longer research paper or three shorter reflection papers. After the term begins, students accepted into the course can transfer from Section 01 into Section 02 (long research paper), which meets the R requirement, with consent of the instructor. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the Consent Courses tab. See Consent Application Form for instructions and submission deadline.

This course examines current issues in youth law and policy with a focus on the potential and collateral effects of law on certain subpopulations of vulnerable youth. Substantively, the course focuses on case law and statutes in delinquency, dependency, education, public benefits, and health access with an attention to cross-section themes of poverty, economic justice, race, and youth voice. By the end of the course, students will have developed a better understanding of how litigation, legislation, and policy in youth law come about through examining recent developments in the field and the tools advocates have used to enact change. Any student may write an independent research paper in lieu of the final exam with consent of instructor. After the term begins, students accepted into the course can transfer from the exam section (01) into paper section (02), with consent of the instructor. Elements used in grading: Class Participation, Attendance, Written Assignments; Exam or Final Paper.

This seminar is an advanced course on immigration law and policy designed for students who have taken the basic immigration law course or have equivalent academic or work exposure to immigration law, foundational constitutional principles, and the functioning of the immigration system and immigration agencies. The class will explore a range of topics not covered in the survey course with a focus on such issues as: immigration federalism and state immigration enforcement initiatives; public and private discrimination on the basis of citizenship status; federal border policies and asylum restrictions; workplace and labor rights of noncitizens; judicial review of immigration orders and federal habeas corpus actions; contemporary legislative initiatives; and major issues immigration cases in the Supreme Court. The issues actually covered will take into account student interest and input at the beginning of the quarter. Guest speakers may be invited to address some topics. Students must fill out the consent form and have academic or equivalent grounding in the basics of immigration law. Elements used in grading: Class participation and attendance (30%); reflection papers (70%). After the term begins, a limited number of students registered for the course may be allowed (with instructor consent) to transfer from section (01), which requires reflection papers, to section (02) which instead requires a substantial research paper that meets the R requirement. CONSENT APPLICATION: To apply for this seminar, students should complete and submit a Consent Application Form available on the SLS Registrar website https://registrar.law.stanford.edu/. Click SUNetID Login in the top right corner of the page and then click the "Consent Courses" tab. See Consent Application Form for instructions and submission deadline

CW: SA/GBV: Access the Application Consent Form Here: https://bit.ly/One-in-Five-Application. Over the past decade, the issue of campus sexual assault and harassment has exploded into the public discourse. Multiple studies have reinforced the finding that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as approximately 10% of male students) experience sexual assault carried out through force or while the victim was incapacitated. This course delves into the complex issues of sexual assault and harassment on college campuses, examining legal, policy, and political dimensions. We explore the prevalence of these issues, the historical and social contexts, and relevant laws such as Title IX and the Clery Act. Through readings spanning social science, history, literature, law, health, and journalism, we analyze responses to campus violence, considering the intersectionality of race, class, gender, and other factors. Guest speakers, including experts and advocates, provide firsthand insights. Sensitive Material: The subject matter of this course is sensitive, and students are expected to treat the material with maturity. Much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. This course has no therapeutic component, although supportive campus resources are available for those who need them. Elements used in grading: Grades will be based on class attendance, in-person class participation, and either several short reflection papers and a class presentation (Law section 01) or an independent research paper and class presentation, or a project and class presentation (undergraduates, graduates, and Law sectiohttps://bit.ly/One-in-Five-Application n 02). After the term begins, law students accepted into the course can transfer from section 01 into section 02, which meets the R requirement, with consent of the instructor. Enrollment: Requires INSTRUCTOR PERMISSION. Application consent forms are available (https://bit.ly/One-in-Five-Application) or you may contact Professor Burgart at aburgart@stanford.edu. Cross-listed with Feminist, Gender and Sexuality Studies ( FEMGEN 143) and Sociology ( SOC 188/288). Apply early as demand is high and enrollment is limited to 18 students. Applications will be reviewed on a rolling basis until the class is full. Admitted SLS students should forward instructor approval to registrar@ law.stanford.edu for a permission number to enroll in LAW 7065 in Axess. Cross-listed with Feminist, Gender and Sexuality Studies ( FEMGEN 143) and Sociology ( SOC 188/288).

This course will consider a number of current issues of law and policy that achieved prominence during the Presidency of Barack Obama and remain unresolved. These issues include: 1) immigration law reform and DACA, 2) the role of the Department of Justice in reforming local and federal criminal law enforcement, 3) the role of government policy in regulating the economy and financial system, in facilitating heath insurance, and in remedying economic inequality, 4) the proper balance between national security and civil liberties/human rights, as exemplified by the debates over the status of the Guantanamo Bay detention facility and drone warfare. In each of these areas, and others, debates about law and policy had reached a seeming, or potential, consensus in early 2009, but that consensus quickly fell apart. In each area, the gap between differing formulations of law and policy that had existed until recently has widened. Keeping in mind the time limitations of this course, we will briefly examine most of these of law and policy -- the governing legal doctrines and policies, their evolution since 2009, and their present and future prospects. The course will ask: What accounts for these differing visions of law and policy? What accounts for the inability of the political and legal system to resolve them? What are the possible ways forward? Class format will consist mainly of readings and class discussion, and students are encouraged to bring their own perspectives to bear on these difficult and timely issues. Class will meet Monday-Thursday, January 8-11, 7:15 PM to 9:15 PM and Tuesday of the following week, January 16, 6:20 PM to 7:20 PM. Elements used in grading: Class Participation.

This is the one unit, Mandatory P/R/F component to Federal Indian Law ( LAW 7030). Enrollment is by consent of instructor. See LAW 7030 in the SLS Course Catalog for details. Students will meet five times over the quarter. Meeting dates to be arranged with the instructor. Elements used in grading: Attendance, reading assignments, and a short paper.

Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units. Cross-listed with Education ( EDUC 374), Political Science ( POLISCI 334) and Sociology ( SOC 374).

Human decision making is increasingly being displaced by algorithms. Judges sentence defendants based on "risk scores;" regulators take enforcement actions based on predicted violations; advertisers target materials based on demographic attributes; and employers evaluate applicants and employees based on machine-learned models. A predominant concern with the rise of such algorithmic decision making (machine learning or artificial intelligence) is that it may replicate or exacerbate human bias. Algorithms might discriminate, for instance, based on race or gender. This course surveys the legal principles for assessing bias of algorithms, examines emerging techniques for how to design and assess bias of algorithms, and assesses how antidiscrimination law and the design of algorithms may need to evolve to account for the potential emergence of machine bias. Admission is by consent of instructor and is limited to 20 students. Student assessment is based on class participation, response papers, and a final project. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website ( https://law.stanford.edu/education/courses/consent-of-instructor-forms/). See Consent Application Form for instructions and submission deadline.

Intimate sexual relationships are central to most people's lives. Marriage has long been the primary locus of such relationships, the foundation of family life. In recent decades, though, marriage has undergone unprecedented changes. Sustained political advocacy and judicial decisions have opened marriage to same sex couples. Yet marriage equality has triumphed at a time when marriage is less universal and less robust as a social institution than ever. More American adults than ever are unmarried; more than a third of those who do marry will divorce. Unprecedented numbers of children are now born to unmarried parents. And marriage rates and stability have diverged across racial and socioeconomic groups as never before. What is one to make of these changes? And how should law and policy respond? The course will examine the constitutional and statutory doctrine governing marriage and other intimate relationships. Throughout, we will consider the cultural and social understandings that undergird our past and current approaches to regulating intimate relationships. Elements used in grading: Attendance, Class Participation and Exam.