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This seminar is part of a broader program on Social Entrepreneurship at CDDRL in partnership with the Haas Center for Public Service. It will use practice to better inform theory. Working with three visiting social entrepreneurs from developing and developed country contexts students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, gender, democracy, development and justice. It interrogates current definitions of democracy and development and explores how they can become more inclusive of marginalized populations. This is a service learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning.

Today, the international community faces increasingly complex security challenges arising from transnational criminal activities. Effective international cooperation among national and local police agencies is critical in supporting efforts to combat cross-boundary criminal threats like terrorism, human trafficking, narcotics trafficking, and cybercrime. INTERPOL--the world's largest police organization--strives to innovate to adequately respond to the evolving threat landscape and remain at the forefront of global policing efforts. INTERPOL recently launched INTERPOL 2020 Initiative to review the Organization's strategy and priorities and develop a clear roadmap for strengthening its policing capabilities. INTERPOL 2020 will provide the strategic framework to ensure the Organization remains a strong and respected voice in global security matters. Students in this practicum will contribute to the INTERPOL 2020 Initiative. The practicum will focus in particular on comparative governance practices for international organizations. The practicum will consider other organizations' decision-making processes (acknowledging their respective mandates) and involvement of stakeholders; frameworks for regulatory compliance and accountability; and other good governance practices. The work product developed during the course of this Practicum would serve as a framework for INTERPOL to guide and support the development of its governance model. Select students of the Practicum may have the opportunity to pursue a summer internship at the Office of Legal Affairs, INTERPOL General Secretariat in Lyon, France and/or at INTERPOL Global Complex for Innovation in Singapore. The practicum is open to graduate students from outside the Law School with demonstrated interest and background in global security and international law, organizational behavior, and strategic management. 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. Elements used in grading: Class participation, Written Assignments, Paper. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline. Cross-listed with LAW 805Z.

Comparative approach to sustainable cities, with focus on international practices and applicability to China. Tradeoffs regarding land use, infrastructure, energy and water, and the need to balance economic vitality, environmental quality, cultural heritage, and social equity. Student teams collaborate with Chinese faculty and students partners to support urban sustainability projects. Limited enrollment via application; see internationalurbanization.org for details. Prerequisites: consent of the instructor(s).

This policy practicum will engage students to perform research on a number of topics related to the financing of election campaigns, with a particular eye on developments that have taken place in the 2016 election. The client is a national campaign finance task force led by former White House Counsel Robert Bauer and former Romney and Bush campaign Counsel Ben Ginsberg. Research areas would include: How has the financing of campaigns changed following Citizens United? How have candidates, parties and groups altered spending to account for the rise of the internet as a medium of political communication? Have developments in outside spending affected the power of political parties? How has primary campaign spending changed as a result of rising political polarization? This policy practicum will not meet regularly; each student will meet periodically with Professor Persily to determine a research topic and a strategy for developing a paper to be handed in by the end of the term. Elements used in grading: Final Paper. -- NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Directed Writing, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

(Formerly Law 413Z) Medical decisions toward the end of life can be crucial and difficult for patients, doctors, and the families of patients. Law and medicine have been struggling to find ways to strike a balance between what the patients might want (or say they want), and what makes medical, economic, and ethical sense. People have been encouraged to fill out "Advanced Health Care Directives," which give guidance to doctors and surrogates (usually a family member) on what to do when faced with end-of-life dilemmas. Another form, adopted in just over half the states (including California) is the POLST form (Physician Orders for Life-Sustaining Treatment). The two types are supposed to complement each other, but they are different in important ways. The Advanced Health Care Directive expresses what a person wants, or thinks she wants, and/or appoints a surrogate in case the patient is unable to express her wishes. Anybody can fill out a Directive, at any time of life. Ideally, a copy goes to the surrogate, if one is appointed, and another to the primary care physician. The POLST form is meant for people who are seriously ill. It is a one page form, printed on bright pink paper. It is signed by patient and doctor. The directives (for example "no artificial nutrition by tube") are supposed to be controlling; the patient, of course, can change her mind; but there is no surrogate. It is an agreement between the patient and the doctor. Who uses these forms? How effective are they? To what extent and in what situations are they useful? In what situations are they not useful? Can they be made more useful and, if so, how? Students will look at some of the current literature on the topic and work from past practicum work, but the main point is to find out what local hospitals and nursing homes are doing. Students will conduct interviews with doctors, nurses, and other health care specialists in order to find out what one might call the living law of the Directive and of POLST. The aim is to get a more realistic picture of the situation in the area: How are these forms used? When are they used? What is the experience of health care professionals with the forms? What is the experience of patients and family members? The ultimate goal would be policy recommendations for improvements in the forms themselves and in associated laws, along with recommendations to improve how the forms can be used - or whether some entirely different approach might be needed. Stanford Hospital and Clinics will be the client in researching and addressing the above questions. Elements used in grading: Written Assignments, Final Paper. -- NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Directed Writing, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

Students will participate in the Native Amicus Brief Project, http://nativebrief.sites.yale.edu/, a national non-profit that tracks Indian law cases in the lower federal courts and, where warranted, students will research and assist in drafting amicus briefs. Because federal Indian law is complex and often requires knowledge of tribes' unique histories and cultures, amicus briefs can play a crucial role in fostering greater understanding and awareness of Indian law issues. Using Bloomberg Law, students will identify cases involving Indian law issues and summarize them for upload into the Tracking Wiki. Key current issues in federal Indian law cases include questions of federal power and tribal jurisdiction, race and equal protection, gaming, and environmental law and policy. Students will also have the opportunity to conduct research for future amicus briefs in Indian law cases, and may also have opportunities to assist in brief drafting. Extended research opportunities are possible for students enrolled in Section 02, which meets the Research requirement. After the term begins, students accepted into the course can transfer from Section 01 (2 units) into Section 02 (3 units), which meets the Research requirement, with consent of the instructor. Elements used in grading: Class participation, individual meetings with professor; written research memoranda. -- NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Directed Writing, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

This practicum is conducted at the request of a major foundation which, among other things, is focused on the apparent dysfunctionality of the American political system. The research team will work closely with this client to assess the current so-called "fake news" phenomenon, with the goal of producing recommendations to guide the foundation on funding priorities that would counter the problem. The practicum will explore the "fake news" issue from the point of view of its prevalence, its origins, its consequences, and the need possibly to rebrand or more narrowly define the issue given the frenzy surrounding the use of the term "fake news" in many quarters. The scope of the problem will then be examined in various contexts including social media, traditional media and print, and political advertising, among others. An important aspect of this research will consider the behavioral science that has examined the efficacy of trying to intervene in how people form their opinions. The research will also examine the dangers of over-reacting to the problem in counter-productive ways. Finally, and most importantly, the practicum teams will advise the client on possible solutions, including, subject to student interest and the client's preferences: 1) governmental regulation and litigation, 2) engagement with traditional media and print to promote more resistance to "fake news", 3) self-regulation by social media outlets, 4) supporting mechanisms to get truthful information to those whose information sources make them more vulnerable to "fake news", 5) support for independent watchdog or rating mechanisms to put pressure on those disseminating "fake news", 6) civic education initiatives. The practicum seeks to assemble a research team with complementary skills drawn from law, public policy, social science, psychology, communications, journalism, and computer science. Students from these fields are encouraged to apply. Students will work either individually or in small groups on different aspects of the problem. The instructor will hold weekly meetings with the entire group and additional individual and, as needed, small group meetings at regularly scheduled times. Students will produce research memos to be incorporated into a final report and oral briefing for the client at the conclusion of the Spring Quarter. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from Section 01 (2 units) to Section 2 (3 units), which meets the R requirement. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

The two key enablers of renewable energy today are storage and transmission. Storage -- using batteries, thermal systems, compressed air, water pumping and beyond -- is critical to dealing with the intermittency of solar and wind by shifting the use of electricity from when it is generated to when there is greater customer need and economic value -- whether over an hour, day or month. Transmission is critical because resource-rich areas of generation tend to be located far from urban load centers, plus local variations in sun and wind can be smoothed out with significant inter-regional transmission connections. Transmission development in the U.S. is inadequate today largely because of conflicts at the state and federal level over siting and cost allocation. Storage is relatively immature technologically, the costs of a number of promising options are high, and key state and federal policies governing its deployment need further development. Yet, without rapid and cost-effective deployment of storage and transmission, the environmental and economic promise of renewables will not be realized. Dan Reicher and Jeff Brown, who teach energy courses at the Stanford Law and Business schools, will guide the I-REST Policy Practicum research team in exploring policy, finance and technology tools that could accelerate the development and deployment of U.S. storage and transmission projects. Student researchers will work closely with Dan and Jeff to address key issues. Some examples of these issues include: 1. Many storage technologies are not fully cost competitive in the absence of an adequate price for avoided carbon emissions. As a result, gas turbines often have to fill the gap when solar and wind are not available. Without a significant price on carbon, what are the optimum federal policy and finance tools to incentivize storage projects -- grants, tax credits, loan guarantees, MLPs/REITs, contract for differences, credits for low-carbon capacity, etc? 2. Storage is part of a larger package of options -- demand response, efficiency, grid management, fast-firing gas turbines -- to deal with intermittent renewables. What are the state and federal policy options, and associated investment vehicles, that can best ensure smart and cost-effective integration of these approaches. 3. Recent multi-state transmission projects have pitted developers against the states that are in the path of the line but do not benefit from either the generation or sale of the green electricity. In some situations the federal government has had to assert its eminent domain authority, including through the DOE-controlled Power Marketing Administrations. How do we better balance these various interests in siting multi-state transmission projects? 4. Like storage options, major, regionally dispersed transmission networks might be an effective way to move renewable and low-carbon energy to demand centers in response to hourly, daily and seasonal variations in renewable energy production. However, these transmission lines tend to be challenging financially because of relatively low usage levels. What policy and financing tools might advance this different business model? 5. Typically high voltage alternating current (A.C.) transmission lines become economically challenged at distances beyond 600 miles, with load losses and carrying capacity dropping rapidly with distance. More robust and efficient, direct current (D.C.) lines require special converter stations and other major equipment to rejoin local grids. How should federal government policymakers and regulators weigh in on this technological issue and what are potential financing tools? Research results, in the form of memos and an overall white paper or report will help guide the transition team for the new President, the incoming Administration, and the new Congress in formulating policies and supporting investment that can help advance progress on transmission and storage thereby enabling accelerated renewable energy deployment and reductions in greenhouse gas emissions. Associated briefings in Washington, D.C. may be arranged with students making the trip. As described above, storage and transmission issues present a complex set of legal, regulatory, engineering, economic and financial challenges. Therefore, the research team seeks graduate students from law, business, engineering, economics, and public policy. Through this interdisciplinary research and learning environment, the team will leverage approaches across fields to produce a robust, integrated set of research findings that will also be featured on both the Policy Lab and Steyer-Taylor websites. After the term begins, and with the consent of the instructor, students accepted into the course may transfer from Section 01 (2 units) to Section 2 (3 units), which meets the R requirement. Elements used in grading: Class Participation, Attendance, Written Assignments, Final Paper. -- NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Directed Writing, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.

I apologize in advance for the fact that there are no paragraph breaks in this description. It is not my fault. Please contact me directly if you have questions about the class and I will email you a more readable description. Thanks, MLD. This is the Policy Lab component for Rethinking Campus and School Title IX Policies and Procedures ( Law 7047). Seminar with Concurrent Policy Lab: Rethinking Campus and School Title IX Policies and Procedures. Policy Lab Client: National Women's Law Center: Over the past six years, the issue of campus sexual assault has exploded into the public discourse. While definitive figures are difficult to obtain due to the necessarily private nature of these events, several recent studies estimate that between 20-25% of college women (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as around 5-10% of male students) experience sexual assault. Survivors have come forward across the country with harrowing stories of assault followed by an insensitive or indifferent response from college administrators, launching one of the most successful, and surprising, social movements in recent memory. Statistics are equally disturbing in the middle and high school context. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 250 colleges and universities currently under investigation for allegedly mishandling student sexual assault complaints. At the same time, students accused of sexual assault have complained of botched processes driven by a "campus rape over-correction" that denied them a fair disciplinary hearing. It is clear that schools are struggling to develop and implement policies and procedures that satisfy their legal obligations in this area. While the future of federal enforcement under the Trump Administration is uncertain, schools are still subject to federal and state law that require them have policies and procedures to address sexual harassment and violence. This course focuses on the legal and policy issues surrounding the highly challenging area of investigation and adjudication of sexual assault and other gender-motivated violence on college campuses and in K12 schools. It will cover the federal and state legal frameworks governing these procedures including Title IX, the Violence Against Women Act, and the Clery Act, and examine current cases as well as the rapidly-evolving legal, federal regulatory, and political environment surrounding this issue. Guest speakers working in the area will help to broaden the class's understanding of the subject matter. Students in this seminar will have the opportunity to participate in the invitation-only national conference entitled The Way Forward: Title IX Advocacy in the Trump Era, which will be held May 1-2 at Stanford Law School and is organized in conjunction with the National Women's Law Center. See [ http://conferences.law.stanford.edu/thewayforward-title9/] for more information on the conference. Concurrent Seminar and Policy Lab: The seminar is taught concurrently with the Policy Lab (also entitled "Rethinking Campus and School Title IX Policies and Procedures"). All students registered for the seminar participate in the Policy Lab, which works with the National Women's Law Center toward the development of a set of evidence-based and legally compliant model policies and procedures. Given all the controversy, surprisingly little is actually known about the policies and processes that are currently in use, nor is there any way of easily ascertaining what the majority of an institution's "peer schools" are doing with respect to solving a challenge or addressing an issue. There is no set of "best practices" to which school administrators can easily turn. Students will analyze cutting-edge issues related to school-based gender-motivated violence and work on a white paper for the NWLC that includes both legal and empirical research into the policies and procedures currently in use around the country. Throughout the class, students will have the opportunity to reflect on what they are learning and how it applies in a professional context. The eventual goal of this Policy Lab is the development in conjunction with NWLC of a free, web-based, open-source set of adaptable model policies and procedures that are targeted for different market segments (i.e., large private, large public, small private, HBCU, community colleges, and k12). Course Schedule and Optional Travel: The first three weeks of the class there will be two meetings per week, on Tuesday and Thursday from 4:15 to 6:15. Students will meet with Fatima Goss Graves, Senior Vice President for Program at the NWLC during week 2 to hear her expectations regarding the project and ask questions. During weeks 4-6 the class will meet once per week, on Thursday from 4:15-7:15 and small groups will work on their assigned sections of the project. On Thursday, May 4 (week 5), the class will meet with special guest Catherine Lhamon, former Assistant Secretary of Education for Civil Rights and have the opportunity to discuss the project with her and receive her feedback. During Week 7, the class will take an optional trip to Washington DC to present the completed project to the staff of the NWLC on Friday May 19. The class will be housed at Stanford in Washington from Thursday May 18, and will attend a hearing of the U.S. Civil Rights Commission in the morning of May 19 and then present their project in the afternoon. Travel expenses (other than incidentals) are provided. On Saturday, May 20 we will have the option to meet with other policy makers and activists as well as sightsee (including an attempted visit to the National Museum of African American History). We will return to Stanford on Sunday May 21. There will be no class during week 8. Enrollment, Assignments, and Evaluation; The Seminar and concurrent policy lab are both open to law students, graduate students, and advanced undergraduates. The seminar has two sections. Section 1 is a 2-hour seminar and students enrolling in Section 1 must also enroll in the Policy Lab (1-hour). Section 2 is a 3-hour seminar, and students may enroll in that Section without concurrent enrollment in the Policy Lab. Regardless of the section of enrollment, all students will do the same assignments and be evaluated on the same criteria. All students will complete written work equivalent to a 26 page research paper. Law students will receive "R" credit for the seminar. Elements used in grading: Performance, Class Participation, Written Assignments, Final Paper. -- NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Directed Writing, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.