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441 - 450 of 461 results for: LAW

LAW 7828: Trial Advocacy Workshop

This lawyering skills course gives students an orientation to and constant practice in most basic pretrial and trial advocacy skills areas. Topics include: taking and defending depositions, trial evidence, including admission of trial exhibits in evidence and use of prior witness statements to refresh and impeach a witness, jury selection and voir dire, opening statements, direct and cross-examination of witnesses, expert witnesses, and closing arguments. Students will try a full jury case through to verdict with use of jurors and usually before a real judge in the courthouse in Palo Alto at the end of the course. Students will also have a chance to watch the jurors deliberate and talk with them after their verdict. The course takes place during seven weeks of the Autumn Quarter with two classes (one lecture and one workshop) per week on most weeks from 4:15-9:00 PM (these usually occur on M, W, or Th), plus the final weekend of jury trials, Saturday and Sunday November 16 and 17. Each more »
This lawyering skills course gives students an orientation to and constant practice in most basic pretrial and trial advocacy skills areas. Topics include: taking and defending depositions, trial evidence, including admission of trial exhibits in evidence and use of prior witness statements to refresh and impeach a witness, jury selection and voir dire, opening statements, direct and cross-examination of witnesses, expert witnesses, and closing arguments. Students will try a full jury case through to verdict with use of jurors and usually before a real judge in the courthouse in Palo Alto at the end of the course. Students will also have a chance to watch the jurors deliberate and talk with them after their verdict. The course takes place during seven weeks of the Autumn Quarter with two classes (one lecture and one workshop) per week on most weeks from 4:15-9:00 PM (these usually occur on M, W, or Th), plus the final weekend of jury trials, Saturday and Sunday November 16 and 17. Each day's ending time will vary; most sessions will end before 9:00 PM. For details, please refer to the 2019 Trial Advocacy Workshop Schedule at https://tinyurl.com/TrialAd2019. The format for each topic begins with a lecture/discussion featuring video vignettes of various techniques and a live demonstration by an expert trial lawyer. Following the discussion portion of each topic are small group sessions during which each student practices the skills involved. Constructive feedback is given after each exercise by two of our faculty of very experienced Bay Area litigators and judges. Most exercises are also videoed for further one-on-one critique by another faculty member. The central philosophy of the workshop is that skills are best acquired in an experiential manner by seeing and doing. Frequent short, well-defined exercises followed by immediate constructive feedback in a non-competitive, non-threatening atmosphere provide the core of the program. The workshop directors are Tim Hallahan, Judge Sallie Kim and Sara Peters. Tim has taught similar programs at Harvard Law School, the University of San Francisco School of Law, Berkeley Law, the California Continuing Education of the Bar, and in private and public interest law firms around the country. Sallie is a United States Magistrate Judge in San Francisco and was a partner in a civil litigation firm and also previously taught a class at SLS and served as Associate Dean for Student Affairs. Sara is a trial attorney for a personal injury law firm in San Francisco. She graduated from Stanford Law School in 2008 and coaches the Stanford Law School mock trial team. Special Instructions: If you haven't taken Evidence you must contact Tim Hallahan before the course begins for some brief pre-course reading assignments. There are no papers or tests, but attendance at every session is required. Since we will begin our trial advocacy exercises on the first day of class, all students who are interested in taking the course (whether enrolled or on the wait-list) need to be present for the first class. (Students who are not present will be dropped from the class or waiting list unless they have made previous arrangements with the professor.) Add-drop decisions need to be resolved at the first class; no drops will be permitted thereafter. Exceptions to this rule will be made by petition only. Mandatory attendance. Elements used in grading: Attendance and in-class assignments. In addition, the Trial Advocacy Workshop is approved to offer Experiential Learning (EL) Credit. 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.
Terms: Aut | Units: 5

LAW 7830: Topics in American Legal Practice

(Formerly Law 733) This course is designed to introduce international students to American legal practice. To do this, the course begins in the spring quarter by working with students to look ahead to their summer experience and begin to identify ways in which the culture or norms of the practice setting might be distinctive, or otherwise differ from the legal, political, or workplace culture of their home country. Then in the fall quarter, students are asked to write a 10-page paper, situated in the relevant literature(s), that uses the summer experience to examine one such set of issues. Elements used in grading: Final Paper.
Terms: Aut | Units: 1 | Repeatable for credit

LAW 7831: Transition to Practice: Selected Topics

This course is designed to explore issues of professional identity for students transitioning into the legal profession. It will begin in the spring quarter and continue into the fall quarter, and will require the writing of a paper. Elements used in grading: Final Paper.
Last offered: Spring 2019 | Repeatable for credit

LAW 7833: Spanish for Lawyers

The Spanish for Lawyers course offers students the opportunity to enhance existing Spanish communication skills in legal practice. The course will emphasize speaking and listening comprehension through in-class presentations and dialogue. Students will also be given assignments to be completed outside of class. The course will introduce Spanish legal terminology in areas such as immigration, consumer protection, criminal, employment, housing and family law. Students will learn how to apply these language skills as future legal practitioners interacting with clients who possess limited English proficiency. Native or fluent guest participants will expose students to legal terminology, concepts and dialects from various Spanish-speaking countries. The goal of the class is to enable students to, at a minimum, conduct intake interviews with a Spanish-speaking client without the assistance of an interpreter in a culturally competent fashion. Class instruction will take place exclusively in t more »
The Spanish for Lawyers course offers students the opportunity to enhance existing Spanish communication skills in legal practice. The course will emphasize speaking and listening comprehension through in-class presentations and dialogue. Students will also be given assignments to be completed outside of class. The course will introduce Spanish legal terminology in areas such as immigration, consumer protection, criminal, employment, housing and family law. Students will learn how to apply these language skills as future legal practitioners interacting with clients who possess limited English proficiency. Native or fluent guest participants will expose students to legal terminology, concepts and dialects from various Spanish-speaking countries. The goal of the class is to enable students to, at a minimum, conduct intake interviews with a Spanish-speaking client without the assistance of an interpreter in a culturally competent fashion. Class instruction will take place exclusively in the Spanish language. The course is designed to be beneficial for students with varying levels of Spanish language ability, up to and including students who are native speakers of Spanish. The level of difficulty of the course presupposes that students already have familiarity with the essentials of Spanish grammar and can engage in basic verbal communication. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Spr | Units: 2

LAW 7836: Advanced Legal Writing: Appellate Litigation

This course will bring the Instructor's decades of experience in high-stakes legal writing to bear on the drafting of appellate briefs: what's good, what's bad; what works, what doesn't; and how to get from here (your frustratingly blank computer screen) to there (a finished brief that assists, persuades, and impresses appellate judges). Through a combination of lectures, discussion, selected readings, and writing exercises (both individual and collaborative), we will cover most of the key topics in appellate writing, including: The differences between appellate and trial-court writing; How appellate judges think, and how to give them what they need; Basic appellate procedure; The pervasive influence that the standard of review has on everything in the brief; Identifying and articulating winning issues and themes (and the difference between the two); Framing appellate issues to advantage your client and neutralize your opponent's best arguments; Getting your arms around the trial-court more »
This course will bring the Instructor's decades of experience in high-stakes legal writing to bear on the drafting of appellate briefs: what's good, what's bad; what works, what doesn't; and how to get from here (your frustratingly blank computer screen) to there (a finished brief that assists, persuades, and impresses appellate judges). Through a combination of lectures, discussion, selected readings, and writing exercises (both individual and collaborative), we will cover most of the key topics in appellate writing, including: The differences between appellate and trial-court writing; How appellate judges think, and how to give them what they need; Basic appellate procedure; The pervasive influence that the standard of review has on everything in the brief; Identifying and articulating winning issues and themes (and the difference between the two); Framing appellate issues to advantage your client and neutralize your opponent's best arguments; Getting your arms around the trial-court record; The components of an appellate brief, their purposes, and what it takes to make each component successful; Crafting a narrative that grips the imagination; Structuring appellate arguments; Constructing great headings and subheadings; Writing clear, graceful, properly constructed sentences devoid of brain-killing ambiguities; Linking the entire brief together--using headings, paragraphs, sentences, and individual words--so that it seems to flow effortlessly from point to point to reach the seemingly ineluctable conclusion that your client should win; Lessons from scientific studies of cognition and reading; Cultivating the critical distance you need to edit your own writing; Editing other lawyers' writing effectively; Obtaining discretionary appellate review; and Typography and layout. Elements used in grading: Attendance, Class Participation, Written Assignments, Exam.
Terms: Aut | Units: 3
Instructors: Hirsch, S. (PI)

LAW 7837: Advanced Legal Writing: Public Interest Litigation

Public-interest litigation is often an uphill battle. Lawyers and clients representing public interests have difficulty prevailing even when their fact patterns are sympathetic, often because the law is either undeveloped or unsupportive. Yet when public-interest litigation does succeed it can change the legal landscape and galvanize social movements. This class will focus on the research and writing skills necessary to litigate public-interest lawsuits. The class will employ briefs from important public-interest cases and other readings to unpack the rhetorical and analytical tools needed to persuade judges across the ideological spectrum. Students will also learn how to conduct advanced legal research; develop tools for constitutional, statutory, and case law interpretation; and hone their ability to be clear and creative. Students will practice the skills they learn by preparing multiple drafts of two pleadings in a single case, and will receive detailed feedback on their writing fr more »
Public-interest litigation is often an uphill battle. Lawyers and clients representing public interests have difficulty prevailing even when their fact patterns are sympathetic, often because the law is either undeveloped or unsupportive. Yet when public-interest litigation does succeed it can change the legal landscape and galvanize social movements. This class will focus on the research and writing skills necessary to litigate public-interest lawsuits. The class will employ briefs from important public-interest cases and other readings to unpack the rhetorical and analytical tools needed to persuade judges across the ideological spectrum. Students will also learn how to conduct advanced legal research; develop tools for constitutional, statutory, and case law interpretation; and hone their ability to be clear and creative. Students will practice the skills they learn by preparing multiple drafts of two pleadings in a single case, and will receive detailed feedback on their writing from the instructor and their peers. Grading will be based on a Mandatory P/R/F system, taking into account writing as well as class participation. SPECIAL INSTRUCTIONS: Students on the waitlist for the course will be admitted if spots are available on the basis of priority. Early drop deadline: Students may not drop this course after first week of class. Elements used in grading: Attendance, Class Participation, Written Assignments.
Terms: Spr | Units: 3
Instructors: Sanders, M. (PI)

LAW 7838: History of Civil Rights Law

This is a seminar that uses U.S. history to examine canonical civil rights law. We will investigate the historical context behind the enactment of particular laws and judicial decisions. We will also discuss the meaning and implications of the term "civil rights law." Readings will include cases, law review articles, primary sources, and history articles. Topics will include segregation, abortion, workers' rights, and disability. 14th Amendment is not a prerequisite for the seminar. Requirements for the course include regular class participation and, at the students' election, either response papers or a historiographical essay. Students may also elect to complete a research paper with the instructor's approval, in which case they will receive 3 units and "R" credit. 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. Automatic grading penalty waived for submission of r more »
This is a seminar that uses U.S. history to examine canonical civil rights law. We will investigate the historical context behind the enactment of particular laws and judicial decisions. We will also discuss the meaning and implications of the term "civil rights law." Readings will include cases, law review articles, primary sources, and history articles. Topics will include segregation, abortion, workers' rights, and disability. 14th Amendment is not a prerequisite for the seminar. Requirements for the course include regular class participation and, at the students' election, either response papers or a historiographical essay. Students may also elect to complete a research paper with the instructor's approval, in which case they will receive 3 units and "R" credit. 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. Automatic grading penalty waived for submission of research paper. This class is limited to 16 students, with an effort made to have students from SLS (10 students will be selected by lottery) and 6 non-law students by consent of instructor. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper. Cross-listed with History ( HISTORY 361D).
Terms: Spr | Units: 3
Instructors: Belt, R. (PI)

LAW 7843: Community-Led System Design

This class engages students in participatory/collaborative approaches to redesign complex systems. They will answer the question: how do we make our social legal systems better for people -- and how do we put people at the center of this redesign? The seminar has two parallel components: (1) Learn from a series of experts who have been taking a community-led approach to remaking a legal system (or analogous ones). Guest experts will present their current case studies to illustrate strategy and process design. (2) Select one of two system redesign challenges (see below) and develop their own prototype launching workshop. [For those students interested in continuing with the project, there will be a companion policy lab in the Spring Quarter 2018. This seminar is a prerequesite for the policy lab.] The two prospective system-leader partners are on the verge of major new overhauls of their current systems: (a) California Self-Help Services' guardianship/kid's custody redesign, with Bonnie more »
This class engages students in participatory/collaborative approaches to redesign complex systems. They will answer the question: how do we make our social legal systems better for people -- and how do we put people at the center of this redesign? The seminar has two parallel components: (1) Learn from a series of experts who have been taking a community-led approach to remaking a legal system (or analogous ones). Guest experts will present their current case studies to illustrate strategy and process design. (2) Select one of two system redesign challenges (see below) and develop their own prototype launching workshop. [For those students interested in continuing with the project, there will be a companion policy lab in the Spring Quarter 2018. This seminar is a prerequesite for the policy lab.] The two prospective system-leader partners are on the verge of major new overhauls of their current systems: (a) California Self-Help Services' guardianship/kid's custody redesign, with Bonnie Hough and the California Judicial Council as a partner, as they try to figure out how to remake the legal system for parents and family members (without lawyers) trying to get custody worked out for kids. (b) New York Chief Justice Task Force housing court/eviction redesign, with the Chief Judge Janet DiFiore's task force as the partner, as they try to figure out how to make the eviction system work better for users. Students will develop their own preliminary plan and prototype for a user-centered process for their partner. Students will learn about new approaches to policy-change, as well as the fundamentals of participatory design and community lawyering. They will operationalize these different approaches, to make them relevant and actionable in an actual legal system. They must synthesize a recommendation to their partner-leader about how they might create a better process to redesign a given court process/system. And they must create a prototype of a launching workshop, that can demonstrate how a wider process would work, while also testing their plan. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper.
Last offered: Winter 2018

LAW 7846: Elements of Policy Analysis

This one-credit course is designed to support students undertaking public policy analysis projects in the Policy Lab and in other policy-based courses. The course will help students gain facility with basic policy methods and approaches common to public policy research and Policy Lab projects. The core session of the course consists of three hours of classroom instruction on a Saturday morning (the Saturday at the end of the first week of classes) with emphasis on thinking like a policy analyst (as distinguished from an advocate or lawyer), scoping policy problems, promoting and assessing evidence quality, and making valid (and avoiding invalid) inferences. The afternoon session offers three hours of instruction focused on designing and evaluating programs to improve individuals' lives (for example programs aimed at reducing homelessness or opioid addiction). Then, during the early part of the term, students may choose at least two topics from among a series of short workshops includin more »
This one-credit course is designed to support students undertaking public policy analysis projects in the Policy Lab and in other policy-based courses. The course will help students gain facility with basic policy methods and approaches common to public policy research and Policy Lab projects. The core session of the course consists of three hours of classroom instruction on a Saturday morning (the Saturday at the end of the first week of classes) with emphasis on thinking like a policy analyst (as distinguished from an advocate or lawyer), scoping policy problems, promoting and assessing evidence quality, and making valid (and avoiding invalid) inferences. The afternoon session offers three hours of instruction focused on designing and evaluating programs to improve individuals' lives (for example programs aimed at reducing homelessness or opioid addiction). Then, during the early part of the term, students may choose at least two topics from among a series of short workshops including (1) interviewing clients and other stakeholders (especially where ethnic and cultural differences may be salient), (2) policy research tools and strategies, (3) design thinking for law and policy, (4) charting, graphing, and visualizing data, and (5) policy writing. With guidance from their faculty instructors, students may then draw on the skills developed in this introductory seminar to analyze a public policy problem, develop potential strategies to address it, weigh the pros and cons of strategy options, and produce a final product that may offer options or recommendations to a policy client, suggestions for implementing such recommendations, and techniques to assess the effectiveness of implementation. Attention Non-Law Students: See Non-Law Student Add Request Form at https://law.stanford.edu/education/courses/non-law-students/ to enroll in this class. Elements used in grading: Attendance, Performance, Class Participation.
Terms: Aut, Win, Spr | Units: 1

LAW 7847: Nonviolence: Conflict Transformation in Divided Communities

This course explores and investigates the theory and practice of disciplined nonviolence in the Gandhi-King tradition to powerfully confront, transform and overcome injustice and systemic violence in divided communities. We will examine the role of nonviolent direct action, negotiation and mediation in a variety of historical, present-day and simulated cases in order to identify and analyze strategic lessons from successes as well as failures. We will inquire into the relationship between direct action campaigns, and legal processes and political decision-making. After examining transformative campaigns led by Gandhi, King, and the Student Nonviolent Coordinating Committee, we will explore case studies such as the anti-apartheid movement, and truth and reconciliation process, in South Africa; and racial and environmental justice movements and anti-gun violence campaigns in the United States in recent years until the present day, including Black Lives Matter, March for Our Lives, and th more »
This course explores and investigates the theory and practice of disciplined nonviolence in the Gandhi-King tradition to powerfully confront, transform and overcome injustice and systemic violence in divided communities. We will examine the role of nonviolent direct action, negotiation and mediation in a variety of historical, present-day and simulated cases in order to identify and analyze strategic lessons from successes as well as failures. We will inquire into the relationship between direct action campaigns, and legal processes and political decision-making. After examining transformative campaigns led by Gandhi, King, and the Student Nonviolent Coordinating Committee, we will explore case studies such as the anti-apartheid movement, and truth and reconciliation process, in South Africa; and racial and environmental justice movements and anti-gun violence campaigns in the United States in recent years until the present day, including Black Lives Matter, March for Our Lives, and the fossil fuel divestiture movement. Students will participate in several simulated negotiation and mediation exercises to develop experiential learning in the field from the perspective of multiple stakeholders, including activists, community leaders and government officials. In several sessions we will engage in dialogue with leading scholars and activists of transformative nonviolence, and we will engage together in a nonviolence training workshop. Students will have an option to enroll in an R-paper section with the permission of the instructor. 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: Attendance, class participation, written assignments, final paper.
Terms: Win | Units: 3
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