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Fall 2013 Course Descriptions

As of 10/31/2014 3:17:36 AM

Clinic

980   Advanced Clinical Law

This graded course is intended to give a few students who have excelled in the Child Advocacy Clinic or Clinical Law I the chance to spend another semester doing casework in the clinic. Students will work under faculty supervision on more complicated cases and will shoulder more of the responsibility for those cases. The course gives students a broader range of litigation experience at a higher level of sophistication than is possible the first time through. Students are enrolled by invitation only, after having expressed interest to one of the clinical faculty or administrators. Faculty and invited students determine the number of credits to be awarded.

910   Child Advocacy Clinic

The Child Advocacy Law Clinic provides students with an in-depth, interdisciplinary experience in problems of child abuse and neglect and of children in foster care. The clinic represents parents in one Michigan county, children in another, and the Michigan Child Protection Agency in six counties all in specific child maltreatment and termination of parental rights cases. With close support and supervision of an interdisciplinary faculty, the law student addresses the complex legal, social, emotional, ethical, and public policy questions of when and how the state ought to intervene in family life on behalf of children. Law students will work with practicing professionals, faculty, and students from social work, psychology, pediatrics, and psychiatry. The Child Advocacy Law Clinic seeks to introduce students to their new lawyer identity, the substantive and skill demands of this new role, and the institutional framework within which lawyers operate. The Clinic especially focuses on the relationship between the lawyer and other professionals facing the same social problem. Building on the field experience of actual case handling as a basis for analysis, it seeks to make students more self-critical and reflective about various lawyering functions they must undertake. Students are asked to integrate legal theory with real human crises in the cases they handle. Students will develop habits of thought and standards of performance and learn how to learn from raw experience for their future professional growth. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Child Advocacy Law Clinic meets the New York Pro-Bono requirement. CALC is a 7 credit course, 3 credits are graded and 4 are pass-fail.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

911   Child Advocacy Clinic Seminar

The Child Advocacy Law Clinic provides students with an in-depth, interdisciplinary experience in problems of child abuse and neglect and of children in foster care. The clinic represents parents in one Michigan county, children in another, and the Michigan Child Protection Agency in six counties all in specific child maltreatment and termination of parental rights cases. With close support and supervision of an interdisciplinary faculty, the law student addresses the complex legal, social, emotional, ethical, and public policy questions of when and how the state ought to intervene in family life on behalf of children. Law students will work with practicing professionals, faculty, and students from social work, psychology, pediatrics, and psychiatry. The Child Advocacy Law Clinic seeks to introduce students to their new lawyer identity, the substantive and skill demands of this new role, and the institutional framework within which lawyers operate. The Clinic especially focuses on the relationship between the lawyer and other professionals facing the same social problem. Building on the field experience of actual case handling as a basis for analysis, it seeks to make students more self-critical and reflective about various lawyering functions they must undertake. Students are asked to integrate legal theory with real human crises in the cases they handle. Students will develop habits of thought and standards of performance and learn how to learn from raw experience for their future professional growth. Students must enroll for the 4-credit clinic and the 3-credit seminar, taken concurrently. The Child Advocacy Law Clinic meets the New York Pro-Bono requirement. CALC is a 7 credit course, 3 credits are graded and 4 are pass-fail.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

929   Child Welfare Appellate Clinic

Students in the child welfare appellate clinic will get an opportunity to improve their writing, research and oral advocacy skills by representing parents in direct appeals to the Michigan Court of Appeals of orders terminating their parental rights. Students, working in teams of two, will handle all aspects of the appellate case including reviewing the record, researching the legal issues, preparing the brief and handling the oral argument. Students may also have an opportunity to work on drafting amicus briefs and applications to the Michigan Supreme Court. The four-credit clinic will be co-taught by clinical professors, Vivek Sankaran and Josh Kay, along with legal practice professor, Tim Pinto. There are no prerequisites for the course. The Child Welfare Appellate Clinic meets the New York Pro-Bono requirement. CWAC is a 4 credit course of which all credits are graded.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

964   Civil Mediation Clinic

Students will participate in a full Michigan Supreme Court Administrative Office-approved 40-hour training in facilitative mediation. Students must be able to participate in all days of this training. After completing training in late October, students begin mediating actual cases. These could involve small claims, general civil, landlord-tenant, probate, or criminal issues. Students are expected to commit at least a half day each week mediating. The experience is helpful for those who wish to mediate in their careers as well as those who will focus on representing parties in conflict.

The Clinic is a 5 credit course. Students must enroll in the 3 credit clinic and the 2 credit seminar, taken concurrently. The 3 credit clinic is mandatory limited grade (pass/fail) or "S" grade; the 2 credit seminar is mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic does not fulfill the Law School's professional responsibility requirement for graduation. The Clinic does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in 402 Ethics Colloquium section 002.

965   Civil Mediation Clinic Seminar

Students will participate in a full Michigan Supreme Court Administrative Office-approved 40-hour training in facilitative mediation. Students must be able to participate in all days of this training. After completing training in late October, students begin mediating actual cases. These could involve small claims, general civil, landlord-tenant, probate, or criminal issues. Students are expected to commit at least a half day each week mediating. The experience is helpful for those who wish to mediate in their careers as well as those who will focus on representing parties in conflict.

The Clinic is a 5 credit course. Students must enroll in the 3 credit clinic and the 2 credit seminar, taken concurrently. The 3 credit clinic is mandatory limited grade (pass/fail) or "S" grade; the 2 credit seminar is mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic does not fulfill the Law School's professional responsibility requirement for graduation. The Clinic does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in 402 Ethics Colloquium section 002.

920   Clinical Law I

General Clinic: Civil-Criminal [aka Michigan Clinical Law Program]

The Michigan Clinical Law Program (MCLP) is a 7-credit litigation clinic that gives students the chance to practice law in a variety of issue areas affecting low-income clients. Students must enroll in the 4-credit clinic and the 3-credit seminar, taken concurrently. The clinic covers many areas of the law. The civil case-load changes term to term, but may include landlord-tenant, consumer, family law, public benefits, employment discrimination, asylum and refugee, contracts, torts, and prisoners' civil rights cases. We try to keep a wide mix of work, from simple one-issue cases to class actions raising issues of first impression. On the criminal side, students handle misdemeanor cases for their short-term files, and do (mostly post-conviction) felony cases for their more complex files. Students do all of the work for their clients (under faculty supervision), including interviewing, counseling, legal research, discovery, negotiation, motion practice, bench and jury trials, and appeals. Students have "first-chair" responsibility for their cases and primary responsibility for their clients. MCLP students handle cases in the state district, circuit, and probate courts, as well as the federal district courts, state and federal administrative agencies, and appeals to all levels of both court systems. The seminar is graded but the field-work is not. The MCLP meets the NY bar pro bono requirement. A more detailed description can be found at: https://www.law.umich.edu/clinical/generalclinic/Pages/default.aspx

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

921   Clinical Legal Advocacy Sem

General Clinic: Civil-Criminal Seminar [aka Michigan Clinical Law Program]

The classroom component of the MCLP includes some trial advocacy simulations to introduce basic trial skills. Students must enroll in the 4-credit clinic and the 3-credit seminar, taken concurrently. Each student will also participate in two intensive trial practice exercises: a mock adversarial hearing at mid-term and a mock trial at the end of the term. Other class sessions address topics including the role of the lawyer, ethical issues in law practice, client-centered lawyering, the adversarial process, other related issues affecting the clinic's poor client population, and case rounds. The seminar is graded but the field-work is not. The MCLP meets the NY bar pro bono requirement. For a more detailed description, see: https://www.law.umich.edu/clinical/generalclinic/Pages/default.aspx

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

955   Comm & Econ Develop Clinic

Community and Economic Development Clinic

The Community and Economic Development Clinic provides transactional legal assistance to nonprofits and community-based organizations in the City of Detroit and surrounding areas. Students engage in the supervised practice of law, assuming primary responsibility for all matters affecting your clients. Under close faculty supervision, students are responsible for all aspects of representation -- interviewing and counseling clients; planning; researching; drafting correspondence, memos, and legal documents; managing relationships with clients and others; negotiating agreements; and implementing client decisions. The Clinic works with new and established organizations. You will learn various substantive areas of law. Most students work with several clients on several matters throughout the term.

The Clinic's goals are to provide first-rate legal services to sustain effective organizations and build institutions that provide needed services and opportunities in under-served urban communities and contribute to the economic development of the region while providing our students the opportunity to enhance their professional capabilities by doing actual "lawyering."

Students interested in corporate, government, or public-interest practice should enroll in the course. The Clinic helps prepare students for work with organizational clients, while giving them an introduction to opportunities for transactional attorneys to serve the community, as well as government, public-interest and commercial organizations, through pro bono, board service, and volunteer work.

The seminar is a time for reflections and discussion. We explore the practice of law, the Clinic's clients and issues facing the community and the region. We use simulation exercises to explore lawyering skills. Through the client work, students will identify legal issues, research them, consider different alternatives and implement client decisions.

Students receive seven credits for the Clinic: three for the seminar and four for the client work. Each component is graded separately. The CEDC meets the New York Pro Bono requirement.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

956   Comm & Econ Develop Clinic Sem

Community and Economic Development Clinic

The Community and Economic Development Clinic provides transactional legal assistance to nonprofits and community-based organizations in the City of Detroit and surrounding areas. Students engage in the supervised practice of law, assuming primary responsibility for all matters affecting your clients. Under close faculty supervision, students are responsible for all aspects of representation -- interviewing and counseling clients; planning; researching; drafting correspondence, memos, and legal documents; managing relationships with clients and others; negotiating agreements; and implementing client decisions. The Clinic works with new and established organizations. You will learn various substantive areas of law. Most students work with several clients on several matters throughout the term.

The Clinic's goals are to provide first-rate legal services to sustain effective organizations and build institutions that provide needed services and opportunities in under-served urban communities and contribute to the economic development of the region while providing our students the opportunity to enhance their professional capabilities by doing actual "lawyering."

Students interested in corporate, government, or public-interest practice should enroll in the course. The Clinic helps prepare students for work with organizational clients, while giving them an introduction to opportunities for transactional attorneys to serve the community, as well as government, public-interest and commercial organizations, through pro bono, board service, and volunteer work.

The seminar is a time for reflections and discussion. We explore the practice of law, the Clinic's clients and issues facing the community and the region. We use simulation exercises to explore lawyering skills. Through the client work, students will identify legal issues, research them, consider different alternatives and implement client decisions.

Students receive seven credits for the Clinic: three for the seminar and four for the client work. Each component is graded separately. The CEDC meets the New York Pro Bono requirement.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

927   Crim Appellate Practice

This is a clinical course in which each student is assigned to help represent an indigent defendant in the appeal of his or her felony conviction, under the supervision of attorneys from Michigan's State Appellate Defender Office. The focus of the course is on the completion of an effecitvely written appellate brief on behalf of the client, to be filed in state or federal court. The goal of the course is to develop the student's understanding and skill in all phases of appellate advocacy. The student will review the trial transcripts and lower court records, interview the client in prison (with the instructor), develop a strategy for appeal, conduct legal research, and help draft the client's brief on appeal. Feedback is provided by frequent individual meetings with the instructors, as well as oral argument before a panel of attorneys experienced in criminal law. The course gives the student the opportunity to work on a real case with real consequences for the client. While most directly relevant to those interested in criminal law, its lessons in appellate advocacy should be of general interest. Class size is limited to 12 students to assure individual attention to each student.

The Clinic is a 4 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 3 credit clinic and the 1 credit field component, taken concurrently. The 3 credit clinic and 1 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

928   Criminal Appel Pract Field

This is a clinical course in which each student is assigned to help represent an indigent defendant in the appeal of his or her felony conviction, under the supervision of attorneys from Michigan's State Appellate Defender Office. The focus of the course is on the completion of an effecitvely written appellate brief on behalf of the client, to be filed in state or federal court. The goal of the course is to develop the student's understanding and skill in all phases of appellate advocacy. The student will review the trial transcripts and lower court records, interview the client in prison (with the instructor), develop a strategy for appeal, conduct legal research, and help draft the client's brief on appeal. Feedback is provided by frequent individual meetings with the instructors, as well as oral argument before a panel of attorneys experienced in criminal law. The course gives the student the opportunity to work on a real case with real consequences for the client. While most directly relevant to those interested in criminal law, its lessons in appellate advocacy should be of general interest. Class size is limited to 12 students to assure individual attention to each student.

The Clinic is a 4 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 3 credit clinic and the 1 credit field component, taken concurrently. The 3 credit clinic and 1 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

993   Entrepreneurship Clinic

The Entrepreneurship Clinic, launched in winter 2012, is the first clinical law program focusing exclusively on providing legal assistance to student entrepreneurs. The Clinic will give law students the opportunity to provide greatly needed legal advice and services to student start-up businesses throughout the University of Michigan, training both the student lawyer and student businessperson to work together in addressing the legal issues in an entrepreneurial business.

Under the close supervision of clinical faculty, law students in the Clinic will have primary responsibility for providing legal services to their clients. Students will provide transactional legal services to student entrepreneurs in a number of areas including entity formation, contract issues, capital structure and intellectual property including trademark, trade secret, copyright and patent. Students will have the opportunity to interview and counsel clients, strategically plan cases, draft contracts, legal memoranda, correspondence and other documents, negotiate agreements and manage client relationships. In the Clinic seminar, students will explore how to effectively represent entrepreneurs, ethical issues, lawyering skills and different substantive areas of law.

The Clinic is a seven credit course. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. The 4 credit clinic is mandatory limited grade (pass/fail) or "S" grade; the 3 credit seminar is mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

994   Entrepreneurship Clinic Sem

Entrepreneurship Clinic Seminar

The Entrepreneurship Clinic, launched in winter 2012, is the first clinical law program focusing exclusively on providing legal assistance to student entrepreneurs. The Clinic will give law students the opportunity to provide greatly needed legal advice and services to student start-up businesses throughout the University of Michigan, training both the student lawyer and student businessperson to work together in addressing the legal issues in an entrepreneurial business.

Under the close supervision of clinical faculty, law students in the Clinic will have primary responsibility for providing legal services to their clients. Students will provide transactional legal services to student entrepreneurs in a number of areas including entity formation, contract issues, capital structure and intellectual property including trademark, trade secret, copyright and patent. Students will have the opportunity to interview and counsel clients, strategically plan cases, draft contracts, legal memoranda, correspondence and other documents, negotiate agreements and manage client relationships. In the Clinic seminar, students will explore how to effectively represent entrepreneurs, ethical issues, lawyering skills and different substantive areas of law.

The Clinic is a seven credit course. Students must enroll in the 4 credit clinic and the 3 credit seminar, taken concurrently. The 4 credit clinic is mandatory limited grade (pass/fail) or "S" grade; the 3 credit seminar is mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

930   Environmental Law Clinic

The clinic offers hands-on experience in cases drawn from the judicial, administrative, and legislative docket of the National Wildlife Federation's Great Lakes Regional Center in Ann Arbor. The Center's resident attorneys supervise students. Students work on natural resources and conservation issues, and participate in some of the most significant environmental legal work in the United States. Students may, among other things, draft legislation, prepare pleadings, write an appellate brief, participate in rule-making, or help negotiate a settlement. The clinic is a graded three-credit-hour offering that students may elect for one or two semesters, for a maximum of six credits. Credits should count toward New York's pro bono requirement. Courses in administrative and environmental law are not prerequisites, but would be helpful. For further information, please contact Professor Neil Kagan, Clinic Director, at 734-763-7087 or kagan@nwf.org.

The Clinic does not fulfill the Law School's professional responsibility requirement for graduation. The Clinic does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in 402 Ethics Colloquium section 002.

972   Federal Appel Litigation Clnc

Federal Appellate Litigation Clinic

In the Federal Appellate Litigation Clinic, second- and third-year law students will gain hands-on experience in various stages of federal appellate litigation. Under the supervision of attorneys from the Office of the Federal Public Defender for the Northern District of Ohio, students will prepare and file briefs on behalf of criminal defendants and/or habeas petitioners in the United States Court of Appeals for the Sixth Circuit. Each student will manage an appeal from its inception, and will gain hands-on experience by reviewing the district court record and identifying issues for appeal, developing a theory of the case, researching substantive law, and preparing the client's merits brief. When appropriate in view of timing and subject matter considerations, students will have an opportunity to write reply briefs and conduct oral arguments in Cincinnati before a panel of judges on the Sixth Circuit Court of Appeals.

Weekly class meetings will include case discussions and instruction on how to litigate effectively a federal criminal appeal. Students will meet frequently with instructors who will provide individualized feedback as students prepare their appellate briefs and oral arguments. In addition to developing their written and oral advocacy skills, students can expect to gain an understanding of the practical aspects of federal appellate litigation. While the clinic will be relevant to all students of law, it will be particularly valuable to students who plan to pursue federal clerkships or who have an interest in criminal or appellate litigation. The Federal Appellate Litigation Clinic meets the New York Pro-Bono requirement. FALC is a 4 credit course of which all credits are graded.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

951   Human Trafficking Clinic

The Human Trafficking Clinic (HTC), launched in 2009, is the first clinical law program solely dedicated to the issue of human trafficking. Also known as modern-day slavery, human trafficking is the recruitment, transportation, harboring, or receipt of people for the purposes of slavery, forced labor, and servitude.

The HTC offers students the opportunity to work on both domestic and international human trafficking issues and cases. The HTC provides a range of services, including direct representation of both domestic trafficking victims and foreign nationals trafficked into the United States, advocacy for trafficking victims, and community education and training. The HTC also provides students with the opportunity to learn, practice, and improve essential advocacy skills. Students working in the HTC obtain real-world experience by working on behalf of victims of human trafficking. They also collaborate with a variety of stakeholders, including survivors of human trafficking, law enforcement, government officials, and nongovernmental organizations, to identify solutions to combat human trafficking. Students are responsible, under supervision, for all of the cases and projects within the HTC.

The HTC is a 7 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 4 credit (mandatory pass/fail) clinic and the 3 credit (graded) seminar, taken concurrently.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

954   Human Trafficking Clinic Sem

The Human Trafficking Clinic (HTC), launched in 2009, is the first clinical law program solely dedicated to the issue of human trafficking. Also known as modern-day slavery, human trafficking is the recruitment, transportation, harboring, or receipt of people for the purposes of slavery, forced labor, and servitude.

The HTC offers students the opportunity to work on both domestic and international human trafficking issues and cases. The HTC provides a range of services, including direct representation of both domestic trafficking victims and foreign nationals trafficked into the United States, advocacy for trafficking victims, and community education and training. The HTC also provides students with the opportunity to learn, practice, and improve essential advocacy skills. Students working in the HTC obtain real-world experience by working on behalf of victims of human trafficking. They also collaborate with a variety of stakeholders, including survivors of human trafficking, law enforcement, government officials, and nongovernmental organizations, to identify solutions to combat human trafficking. Students are responsible, under supervision, for all of the cases and projects within the HTC.

The HTC is a 7 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 4 credit (mandatory pass/fail) clinic and the 3 credit (graded) seminar, taken concurrently.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

906   Int'l Transactions Clinic

International Transactions Clinic

The International Transactions Clinic (ITC) does good by doing deals. The ITC concentrates on teaching students skills that are critically important to their professional development as they enter into practice areas that involve international transactions. The transactional work of the ITC is focused on negotiating and documenting cross-border deals, particularly in emerging markets. This includes developing drafting and negotiation skills as applied to cross-border transactions, exposure to ethical issues that arise in the international commercial context, structuring and documenting investments in enterprises that primarily work in emerging markets, and an understanding of international economic and financial policy. The ITC is a full-year clinic with four credits per semester. The fall term is pass-fail; and the winter term is letter graded.

Students are strongly encouraged to participate in the ITC for at least two semesters so as to allow them to provide legal support in the negotiation and documentation of multiple international transactions. To the greatest extent possible, students will have significant client exposure in the course of working on transactions, although in some cases due to the international context of these transactions such client exposure may be "virtual" making use of email, skype, and other means of electronic communication. The ITC also makes use of practicing attorneys to help supervise the work of its student clinicians. These practicing attorneys also may be physically remote from the students.

The ITC clientele is very diverse. It ranges from not-for-profit organizations to for-profit organizations, from start-ups to well-established businesses, and from social enterprises to impact investors. What all of the ITC clients hold in common, however, is an international focus and a passion to change the world for the better. This diversity also means, however, that not every project of the ITC will meet the New York bar pro bono requirement. Students wanting to satisfy that requirement through their participation in the ITC should make that preference known to the ITC Director before first client assignments are made in the fall.

The Clinic does not fulfill the Law School's professional responsibility requirement for graduation. The Clinic does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in 402 Ethics Colloquium section 002.

952   Juvenile Justice Clinic

In the Juvenile Justice Clinic, students will represent minors charged with violations of the criminal law and status offenses in Michigan's family courts. While primarily a litigation clinic, students may from time-to-time handle appellate matters and may be involved in public policy issues such as analyzing proposed legislation.

In the course of clinic, students will develop litigation skills including case investigation, trial preparation, and presenting evidence and argument in the courtroom. Casework, which is supervised by a clinical professor, may involve client interviewing and counseling, legal research and motion drafting, negotiation with prosecuting authorities, and courtroom presentation of the case. In addition to trial advocacy and casework, classroom sessions will also focus on legal ethics, the basics of child development and other topics. The Juvenile Justice Clinic meets the New York Pro-Bono requirement. JJC is a 7 credit course of which 3 credits are graded.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

953   Juvenile Justice Clinic Sem

Juvenile Justice Clinic Seminar

In the Juvenile Justice Clinic, students will represent minors charged with violations of the criminal law and status offenses in Michigan's family courts. While primarily a litigation clinic, students may from time-to-time handle appellate matters and may be involved in public policy issues such as analyzing proposed legislation.

In the course of clinic, students will develop litigation skills including case investigation, trial preparation, and presenting evidence and argument in the courtroom. Casework, which is supervised by a clinical professor, may involve client interviewing and counseling, legal research and motion drafting, negotiation with prosecuting authorities, and courtroom presentation of the case. In addition to trial advocacy and casework, classroom sessions will also focus on legal ethics, the basics of child development and other topics. The Juvenile Justice Clinic meets the New York Pro-Bono requirement. JJC is a 7 credit course of which 3 credits are graded.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

971   Legislation Clinic

The Legislation Clinic will provide students with an opportunity to observe and participate in many facets of the legislative process and policy advocacy. The clinic is intended to expose the student to the policy issues, legal analysis, drafting, and political process required to successfully advance a proposal through the legislative process. Prior experience with child welfare is not required.

For many years the Child Advocacy Law Clinic (CALC) has engaged in occasional legislative advocacy for child welfare reforms. (Child welfare includes legal and policy issues regarding child maltreatment, children in foster care, and suspension and termination of parental rights) Over these many years, the CALC has served as legislative counsel for various clients, including reform commissions, organizations and individuals. In one instance we served as "of Counsel" to the Michigan Lt. Governor's Office and worked on a package of bills she was supporting.

Most recently Professor Duquette championed a bill stemming from the notorious "Mike's Hard Lemonade Case" in which a seven-year old boy was placed in foster care for three days because his father, a classics professor at the University of Michigan, inadvertently gave him a Mike's Hard Lemonade at a Detroit Tigers game. That legislation dramatically improves the decision-making process between the Michigan Department of Human Services and the courts and provides appropriate due process protections for the child and parents. In 2012 that bill ultimately passed both houses of the Michigan legislature unanimously.

Now we will formalize this occasional legislative advocacy in a separate clinical offering. The clinic will identify policy reform issues that seem ripe for action but might require the boost of research, drafting, developing relations with stakeholders, and collaboration with supporting legislators that law students might do. We may have specific clients for whom we would serve as legislative counsel.

Students will first jointly select projects for the semester based on a preliminary list of topics and clients generated by Professor Duquette. To learn about the process and challenges, we will hear from various speakers early in the semester including the Legislative Service Bureau, government officials, lobbyists, stakeholders and our clients. We will travel from time to time to Lansing to meet with legislative leaders and staff. Students will draft legislation in partnership with our clients, stakeholders and the Legislative Service Bureau and identify legislators willing to introduce the appropriate bills.

The legislative process is deliberate (slow) but if one or more of our projects moves quickly enough, the clinic students will work in partnership with our clients to bring about the introduction of bills drafted, develop oral and written testimony, identify additional witnesses, shepherd their bills through the committee process, and work to get the bills ultimately adopted.

Legislation Clinic is offered for 3 credits for 8 students, graded. Legislation Clinic appears to qualify for New York's pro bono requirement.

The Clinic does not fulfill the Law School's professional responsibility requirement for graduation. The Clinic does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in 402 Ethics Colloquium section 002.

976   Michigan Innocence Clinic

Founded in 2009, the Michigan Innocence Clinic was the first innocence clinic in the country to focus exclusively on non-DNA cases. In the Clinic's four-year history, it has exonerated seven individuals who had been wrongfully convicted of crimes they did not commit.

Students registered in the Clinic investigate and litigate cases on behalf of inmates who are actually innocent of the crimes for which they have been convicted. Students work on all aspects of the cases, including researching claims and the law pertaining to them, investigating new evidence, writing and editing court briefs and motions, and participating in courtroom activities when there are hearings scheduled in their cases.

This is a full-year clinic with seven credits per semester (four are ungraded and three are graded) and meets the New York Pro-Bono requirement. The Clinic features both the clinical component described above and a seminar component, where students explore in class the legal and policy issues underlying wrongful convictions. There are no exams or papers, and students are graded on their preparedness and contribution to class, the progress they make in their cases, and the quality of the work product they produce in their cases.

The Innocence Clinic's docket is diverse and relatively novel. No two cases are the same, and non-DNA innocence litigation continues to be a fascinating challenge within the field of criminal litigation. Students work with supervising attorneys to craft legal strategies and explore evidentiary avenues that would have been unimaginable even for experienced criminal litigators just a few years ago. Students interested in criminal law/procedure, appellate practice, brief writing, public interest work, innocence litigation or courtroom advocacy would be especially suitable for the Innocence Clinic. That said, there are no specific prerequisites (outside of the regular first-year courses), and no prior specialized knowledge of criminal defense or innocence litigation is required or expected.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

Those with further questions should email innocenceclinicapplications@umich.edu.

977   Michigan Innocence Clinic Sem

Founded in 2009, the Michigan Innocence Clinic was the first innocence clinic in the country to focus exclusively on non-DNA cases. In the Clinic's four-year history, it has exonerated seven individuals who had been wrongfully convicted of crimes they did not commit.

Students registered in the Clinic investigate and litigate cases on behalf of inmates who are actually innocent of the crimes for which they have been convicted. Students work on all aspects of the cases, including researching claims and the law pertaining to them, investigating new evidence, writing and editing court briefs and motions, and participating in courtroom activities when there are hearings scheduled in their cases.

This is a full-year clinic with seven credits per semester (four are ungraded and three are graded) and meets the New York Pro-Bono requirement. The Clinic features both the clinical component described above and a seminar component, where students explore in class the legal and policy issues underlying wrongful convictions. There are no exams or papers, and students are graded on their preparedness and contribution to class, the progress they make in their cases, and the quality of the work product they produce in their cases.

The Innocence Clinic's docket is diverse and relatively novel. No two cases are the same, and non-DNA innocence litigation continues to be a fascinating challenge within the field of criminal litigation. Students work with supervising attorneys to craft legal strategies and explore evidentiary avenues that would have been unimaginable even for experienced criminal litigators just a few years ago. Students interested in criminal law/procedure, appellate practice, brief writing, public interest work, innocence litigation or courtroom advocacy would be especially suitable for the Innocence Clinic. That said, there are no specific prerequisites (outside of the regular first-year courses), and no prior specialized knowledge of criminal defense or innocence litigation is required or expected.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

Those with further questions should email innocenceclinicapplications@umich.edu.

958   Pediatric Advoc Clinic

Pediatric Advocacy Clinic

The Pediatric Advocacy Clinic (PAC) was one of the first medical-legal partnerships to be based in a law school clinical setting. Through this partnership, students are able to reach families most in need of legal assistance, including immigrant and Limited English Proficient (primarily Spanish-speaking) families, and become part of a team working to improve child health. Casework includes domestic violence and family law, special education, public benefits, and low-income housing. Students in the clinic are involved in all aspects of a case and learn a range of advocacy skills, from preventive legal advocacy (focusing on identifying issues at an early stage and on developing creative, multidisciplinary approaches to addressing them) to traditional litigation skills in both administrative and trial court settings. The PAC is 7 credits (4 for the seminar and 3 for the clinic) and all credits are graded. The PAC meets the New York Pro Bono requirement.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

For more information please contact Debra Chopp (dchopp@umich.edu).

959   Pediatric Advoc Clinic Sem

Pediatric Advocacy Clinic Seminar

The Pediatric Advocacy Clinic (PAC) was one of the first medical-legal partnerships to be based in a law school clinical setting. Through this partnership, students are able to reach families most in need of legal assistance, including immigrant and Limited English Proficient (primarily Spanish-speaking) families, and become part of a team working to improve child health. Casework includes domestic violence and family law, special education, public benefits, and low-income housing. Students in the clinic are involved in all aspects of a case and learn a range of advocacy skills, from preventive legal advocacy (focusing on identifying issues at an early stage and on developing creative, multidisciplinary approaches to addressing them) to traditional litigation skills in both administrative and trial court settings. The PAC is 7 credits (4 for the seminar and 3 for the clinic) and all credits are graded. The PAC meets the New York Pro Bono requirement.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

For more information please contact Debra Chopp (dchopp@umich.edu).

933   Tax Clinic

Students in the Tax Clinic represent individuals with federal and state tax controversies through administrative advocacy and litigation in the United States Tax Court. Students can expect to gain exposure to a broad range of tax problems, both substantive and procedural, that will be valuable when working with clients of any income level in the future. Students also work with community organizations to provide information about tax issues and taxpayer rights and responsibilities to individuals who speak English as a second language.

The Clinic is a 4 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 3 credit clinic and the 1 credit field component, taken concurrently. The 3 credit clinic and 1 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

934   Tax Clinic Field

Students in the Tax Clinic represent individuals with federal and state tax controversies through administrative advocacy and litigation in the United States Tax Court. Students can expect to gain exposure to a broad range of tax problems, both substantive and procedural, that will be valuable when working with clients of any income level in the future. Students also work with community organizations to provide information about tax issues and taxpayer rights and responsibilities to individuals who speak English as a second language.

The Clinic is a 4 credit course and meets the New York Pro-Bono requirement. Students must enroll in the 3 credit clinic and the 1 credit field component, taken concurrently. The 3 credit clinic and 1 credit field component are mandatory graded and ineligible for letter grade conversion to pass ("P") election.

The Clinic fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

966   Transactional Lab

The Transactional Lab presents students with the opportunity to gain "real-world" experience working on transactional projects with major companies. Transactional Lab clients will consist of a variety of leading companies across industry sectors, and there will be opportunities for students to develop additional Lab-client relationships (and, in so doing, their client-development skills). The Transactional Lab includes a classroom component that involves readings, lectures, and discussions on the skills and knowledge that contribute to successful practice as a junior transactional attorney (e.g., client counseling, client development, communication, contract analysis and drafting, and project management). Outside of the classroom, students will spend a substantial amount of time working in small teams on projects that involve analyzing and drafting complex agreements and related documents. Students will work under faculty supervision and meet with faculty on a weekly basis. In addition, students will have the opportunity to interact directly and regularly with clients (i.e., in-house corporate counsel) in connection with project work. The Transactional Lab will be made available for 4 credits (with potential exceptions in special circumstances), all of which will be graded. Each student's grade will be based on several factors, including active engagement in the classroom, quality of work product, professional and diligent communication (including with faculty and clients), attention to client service, and successful collaboration in teams. The Transactional Lab does not meet the New York Pro-Bono requirement.

The Transactional Lab fulfills the Law School's professional responsibility requirement for graduation, but does not fulfill the New York State Bar ethics requirement unless students also simultaneously enroll in Law 402 Ethics Colloquium section 002.

Seminar

804   Advanced Corporate Law

An exploration of recurring issues in corporate law such as federal-state regulation, public and private distinctions, shareholder primacy, director and controlling shareholder duties, liability and indemnification of directors and officers, representative directors, dual classes of stock, poison pills and the meanings of "fairness", "good faith" and "public policy". The legal history of Ford Motor Company will provide examples for discussions. Enterprise organization is a prerequisite.

809   Anatomy of a Deal

An introduction to business combinations, with particular emphasis on the practical aspects of (1) a merger involving two publicly traded entities and (2) an acquisition of assets by one public entity of another public entity, including the following: strategic planning/reasons for the transactions; obligations/rights of various constituencies; due diligence; analysis of merger and acquisition documentation; drafting and negotiation of various terms of merger and acquisition agreements and of certain documentation relating thereto; principal legal concerns; and conditions to consummation, both legal and contractual.

407   CERCLA Litigation and Practice

This class is a survey of litigation and legal issues under the Comprehensive Environmental Response, Compensation & Liability Act, 42 U.S.C. section 9601 et seq. (CERCLA or Superfund). When property is contaminated with hazardous substances, who is responsible for cleaning it up? Most environmental cleanup projects are governed by the federal CERCLA statute. This Workshop will explore all facets of the CERCLA liability regime: which parties must pay for contamination, how much each party must pay, how are liability disputes resolved, and how can liability risks be minimized, etc.?

Emphasis will be on practical issues that typically arise in CERCLA litigation and practice. We will also review all of the major recent Supreme Court decisions involving CERCLA.

462   Comparative Asylum Law

In fall 2013, this seminar takes up the question of what it means to be at risk of being persecuted "for reasons of political opinion." While perhaps the most well-established ground for recognition of refugee status (the term "political refugee" being part of the vernacular), its scope is increasingly contested. Is the notion really aimed at protecting only classically defined political activists, or should anyone at risk because of their opinion on a matter broadly understood to be "political" be entitled to refugee status? For example, does "political opinion" have any application to women refusing to accept subordination to their husbands?; to whistleblowers who expose corruption, or other illegal behavior?; or to persons who refuse to give in to extortionist demands made by governments or insurgent groups? This seminar provides an overview of the issues related to the meaning of "political opinion" in international refugee law, immerses students in analysis of comparative jurisprudence and practice, and affords each seminar member the opportunity to author an independent analysis of a cutting-edge concern in the field. It is the first of three advanced seminars on this theme, leading to the next Colloquium on Challenges in International Refugee Law, slated for spring 2015.

410   Energy Law and Climate Change

Energy Law and Climate Change Policy

In this seminar, we will be learning and discussing the evolving legal issues relating to energy law and clean energy development policy solutions, and the newly emerging law of climate change. This seminar will take place in "real time" while: (1) President Obama and the United States Congress are considering federal climate change solutions legislation; (2) The federal, state and municipal governments are moving to implement the extensive clean energy development policies and financial incentives enacted in late 2008 and early 2009; (3) The private sector is rapidly accelerating investments in cleaner energy and cleaner transportation developments and strategies; and (4) The United States and the global community is preparing for the potentially landmark Copenhagen climate change treaty discussions/negotiations in December 2009.

Course requirements are engaged class participation and a final paper (20-30 page) on a seminar-related topic of the student's choice. There are no prerequisites for the seminar, although a previous environmental law or natural resources law class, and constitutional law and administrative law course(s), will be helpful.

818   Faking It

What I am after is the myriad circumstances in which we are not quite sure we are sufficiently immersed in the roles we are playing. You smile politely at a person you loathe, you feign interest in whining complaints of your friends, you go through all the moves of grieving, being in love, etc, etc and are still not sure all of you is there; you feel, in other words, that you are acting, playing a role, and because that feeling intrudes, you wonder why you cannot more fully lose yourself in the moment. No, you don't feel this way all the time, but you fear the feeling when it comes, because you feel it might blow your cover. And there are times when you wonder who or what you are amidst all the various roles you are asked to play, from mourner, to lover, to barely competent lawyer. Some people we feel might too fully immerse themselves in the roles they play, losing a kind of charm we feel resides in irony and certain forms of humor. From whence these kinds of anxieties? I want to discuss issues ranging variously among hypocrisy, politeness, courtship, apology, flattery, praise, self-deception, ritual observance, propriety and emotion display. In other words more issues than we can really handle adequately. Some readings: Goffman, The Presentation of Self in Everyday Life, Relations in Public; 12th Night, Hamlet, Notes from the Underground; Smith, Theory of Moral Sentiments; Diderot, Paradox of Acting, perhaps some of the literature on passing.

454   Financial Reform

This student-focused research seminar will provide students with the opportunity to conduct research on the Dodd-Frank Wall Street Reform and Consumer Protection Act of 2010, which enacted sweeping reforms to financial regulation. Topics include regulation and supervision of systemically important financial institutions and markets, resolution of failing firms, derivatives regulation, the shadow banking system, consumer and investor protection, and other matters. Students will also be exposed to real-world issues in legislative drafting, the legislative process, bureaucratic "turf" battles, and rule-making and implementation. Students will be expected to be active participants in class and to write a series of short papers on selected topics during the term or, with the permission of the instructor, to write a longer research paper due at the end of the term. Students are strongly encouraged, but not required, to take Financial Regulation concurrently, or to have taken Financial Regulation in a prior semester.

467   Fund of Real Estate Trans

Fundamentals of Real Estate Transactions

The school does not regularly offer a course on Real Estate Transactions, and first-year Property courses routinely ignore the subject for lack of time. This seminar aims to provide at least an introduction to the topic, focusing on Land Transfers (brokers, sales contracts, deeds, and mortgages) and Title Assurance (recording, title registration, and title insurance). There will be no written paper requirement or writing credit for this seminar. Rather that write papers, students will, with help from the instructor, prepare and lead sessions on one or the other of the topics indicated above. Materials needed to prepare and lead each session will be provided by the instructor.

894   Good Life/Government

"What Makes a Good Life? and What Should Government Do About It?"

This seminar is the continuation, under a new title, of a seminar I have given for years called "The One, The Many, and the Good". The change in title reflects the fact that the emphasis has shifted over the years from the political philosophy aspect ("What Should Government Do About It?") to the moral philosophy aspect ("What Makes a Good Life?"). But the questions are the same as they have always been (as they have been, indeed, right back to Plato): What sort of activities and projects and relationships make up a valuable human life, a life worthy of choice by a reflective person with reasonable opportunities? How does one put together and organize such a life? And, on the political side, what is the appropriate role of government in facilitating or encouraging such lives? Is the standard contemporary liberal view that government should be neutral between competing "conceptions of the good" correct? The seminar will read no legal materials and it will eschew all questions of legal doctrine. On the other hand, the sort of issues we will discuss are central to major legal problems, ranging from what mix of uses to allow in national parks to the issue of assisted suicide. We will explore some such issues along the way. The issues for the seminar are also issues each of us confronts in trying to shape a satisfactory life in (or out of) the law. I think of this as a philosophy seminar, but no formal philosophical background is required. What is required is some degree of philosophical temperament - a willingness to try to figure out what to think about questions that most people give up on at about age eight, or regard as unaswerable, or both. Although there may be some readings from philosophical classics (Plato, or Airstotle, or Nietzsche, or Rawls, for example), most of the readins will be novels or memoirs chosen to try to call up a vivid picture of what various sorts of activity or relationship are like from the inside - first-person popular science accounts, memoirs of artists or adventurers or engineers, Sherwin Nuland's "How We Die", Camus' "The Plague", Augustine's "Confessions", that sort of thing (if you can figure out what sort of thing all that is). One of the objects is just to read a variety of good books. The success of the seminar depends utterly on having students who are willing to do the reading as we go and talk about difficult and amorphous questions. I have been fortunate in this regard in the past. There is one paper required, on a topic of your choice connected to the seminar, due the first day of exams. (Incompletes are freely given, but I will want the paper by the official date if you need a grade for a bar or imminent graduation.)

409   Gun Control

Gun control raises legal issues cutting across a host of subjects central to the US legal system: constitutional powers and rights, federalism concerns and municipal autonomy, state and local legislation and regulation, law enforcement and criminal sanctions, regulatory approaches and civil liability. Underlying these more particular issues are larger questions about the difficulty to reach political and social consensus, the unique situation in the United States (when compared with other countries), and even the relationship between political freedom and citizenship access to firearms.

811   International Project Finance

This seminar provides an introduction to the basic concepts of project finance, the legal problems that typically arise at various stages of an international project financing and the techniques that are used to resolve these problems. Topics considered may include: risk identification and mitigation; structure of the project entity and relations among the shareholders or partners; concessions for BOT and similar transactions; arranging and documenting financing from commercial banks, the capital markets and public international lending institutions; inter-creditor issues; security over project assets; design and negotiation of key project documents; environmental and human rights issues; dispute resolution arrangements; and project workouts and restructuring. Some knowledge of cross-border investment or financial transactions would be useful but is not essential.

477   Investor Protection

In this seminar, we will engage in an in-depth examination of institutional, legal, and market features that offer protection to investors. We will undertake a critical analysis of these features and explore how investor protection may affect firm valuation, the development of capital markets and economic growth.

861   Law and Economics Workshop

All seminar participants will attend the Law and Economics Workshop, a series of afternoon presentations by leading scholars from around the country who are engaged in research at the intersection of law and economics. The Workshop is also attended by faculty members from the Law School, the Business School, and the Economics Department. In advance of each session, students will read the paper to be presented and prepare a two- or three-page critique. No background in Economics or in Law and Economics is required.

435   Law Firm Careers/Evolv Prof

Law Firm Careers in an Evolving Profession This seminar will expose and sensitize students to the myriad real-world considerations that will affect their legal careers in the private practice of law. It will focus on current developments within the legal profession, various law practice management issues, and will explore whether the profession is undergoing transformational change as law firms increasingly adopt business models. During the first two weeks of class students will articulate what they hope to learn about the legal profession and for the remainder of the semester, work closely with their instructor to ensure that learning. Students will read "The Curmudgeon's Guide to Practicing Law" and course materials posted on C-Tools. Leaders within the legal profession will appear as guest lecturers. Grades will be primarily based upon a research paper.

877   Law in Slavery and Freedom

The Law in Slavery and Freedom: From the Historical to the Contemporary

This seminar offers an opportunity to explore the interplay of historical research and legal analysis around an issue that was central to the constitutional history of the United States. We will analyze the ways in which slavery, long defined in the Americas as the ownership of property in human beings, interacted with the structures and practices of law, both in the United States and in the Caribbean and Latin America. We will examine how law created the category of "slave" and codified the power of slave owners. At the same time, slaves themselves were on occasion able to make use of law to advance their own interests and, in some instances, achieve their freedom.

In a final unit, we will analyze cases of contemporary slavery and human trafficking, and explore several legal strategies that have been employed to combat such practices, including the use of domestic criminal law, international law, new statutes aimed at human trafficking, and (in the case of Brazil) longstanding labor law.

Course readings include monographic works by legal scholars and historians, as well as files from Supreme Court cases and everyday legal challenges. We will pay particular attention to the cases of The Antelope; Prigg v. Pennsylvania; The United States v. The Libellants and Claimants of the Schooner Amistad; and Dred Scott v. Sandford, from the United States; and the modern case of Siliadin v. France, from the European Court of Human Rights.

Students will work together on panels for the presentation of specific cases. Each student will submit two short papers, followed by a somewhat longer (8 to 10 pages) final paper. Students wishing to carry out primary research may also enroll for a supplementary credit hour of directed research as Law 800.

459   Law&Hist:Econ Instit of Capit

Law and the History of Economic Institutions of Capitalism This seminar will focus on the formation and evolution of commercial law and institutions from the height of the medieval Commercial Revolution to the eve of the French Revolution. In the absence of strong states, how could the law support the rise of anonymous long-distance trade, early entrepreneurial activity and the ascent of financial capitalism? Major topics will consider the legal history of negotiable instruments under the lex mercatoria and codification, the institutions that governed the organization and finance of early trade, the venues for contract enforcement, the regulation of pre-banking financial intermediaries, the development of payment systems, and the organization of enterprises.

869   Legal Chall for an Aging Popul

Legal Challenges for an Aging Population: Law, Policy, and Ethics

This seminar will examine a number of practical problems that arise in the representation of elderly clients as well as public policy issues concerning the rights of the elderly. Subjects to be considered include ethical dilemmas in representing elderly clients, guardianship, elder abuse, rights at the end of life, health and long term care policy, grandparents' rights, and the elderly in the criminal justice system. Many of these issues receive consistent coverage in the media and are the subject of a great deal of current legal and public debate. Readings will include law review and policy articles and class discussion will focus in part on case studies and hypotheticals. A number of guest speakers will make presentations in class. An in-class presentation and a paper are required.

851   Legal History Workshop

The Legal History Workshop features presentations by leading scholars from around the country who work in this interdisciplinary field. It will be attended by faculty from the Law School as well as a number of other University departments. Presentations will situate legal developments in social, political, intellectual, and cultural context, exploring a range of substantive and methodological questions arising in the course of legal-historical work. The papers will address historical questions at the intersection of law and society, especially the relationship of law and modernity. Students receiving academic credit for the workshop are not required to have a background in history--just a strong interest in learning about legal history and in taking part in the kind of enterprise this seminar represents; they will be full participants in the sessions and will be expected to prepare short critiques of the presented scholarly papers.

850   Liberalism and its Critics

Readings in the history of political theory and contemporary theory.

478   Policing and Public Safety

This seminar will examine what constitutes public safety and what are the most effective ways to achieve it. We will look at the vast responsibility and discretion afforded police in responding to and addressing crime and the fear crime. We will discuss issues such as police legitimacy, police integrity, the use of force, and other related issues. We will also look at the role of the community and other stakeholders in achieving public safety. We will use legal scholarship, social science research, case law, news clippings and legislative responses to examine this complex area.

474   Problems in Media Law

This seminar explores complex issues that arise in contemporary media law. We will consider issues in defamation, privacy, infliction of emotional distress, publicity rights, student speech and publications, indecency, obscenity, access to information and governmental institutions, prior restraint, and national security, with a particular emphasis on how the Internet and social media challenge or affirm traditional approaches to these issues and to First Amendment theory more generally. Active class participation will be expected, along with preparation of a five-page exploratory essay and a twenty-five page research paper. A class in First Amendment law is helpful, but not required, background.

469   Reproductive Justice

Reproductive Justice will be a seminar reviewing legal and ethical issues surrounding decisions about pregnancy and childbirth with a focus on reproductive injustice issues. We will look mainly at United States case and statutory law on the rights of women, childbearing issues, maternal-fetal questions, as well as laws and practices restricting access to services. We will consider embryonic stem cell issues, individual rights versus societal standards, autonomy versus medical standards, post birth accommodations and sexual rights issues. We will pay special attention to how the law defines "rights" and the difference between "Women's rights" and "reproductive justice". We will use legal decisions, statutes and readings to see if/how the legal system works to resolve conflicts and navigate social policy issues.

The specific goals are: 1. To understand the impact of major legal decisions and analyze current questions about reproductive justice issues. 2. To understand relevant social and policy issues and see how the legal system plays a role in the lives of individuals. 3. To use legal and social policy approaches to help you think critically about reproductive justice and injustice in our society. 4. To think and write critically about how the legal system helps, hinders or is neutral on issues of reproductive justice. 5. To determine what the rules are, what you believe they ought to be (and why) and how to get from ?are? to ?ought?. 6. To analyze legal and ethical materials, discuss positions taken by partisans in the reproductive justice debates, formulate thoughtful questions, discuss difficult issues and create new ways of discussing these issues.

800   Seminar Supplement

Student obtains faculty permission to write a longer seminar paper or do additional work to receive additional credit. Course is taken in conjunction with a specific seminar and in the same term but does not on its own fulfill the seminar requirement for graduation.

404   SexualOrien/GenderID & the Law

This seminar will examine legal issues pertaining to Lesbian, Gay, Bisexual and Transgender people and the LGBT civil rights movement from a variety of perspectives, i.e., theoretical, historical, political, and judicial.

We are at a critical moment in LGBT civil rights history. After having lost at the ballot box 32 times in a row, the LGBT movement prevailed in November 2012 election in all 4 states where marriage equality was on the ballot (3 directly affirming marriage equality and 1 repudiating a proposed constitutional amendment banning such unions). And, of course, there are currently two cases before the U.S. Supreme Court that present fundamental questions about the extent to which the Constitution constrains the ability of states and the federal government in the definition of marriage. Both are likely to be decided by the time this course is taught (of course, whether the Court reaches the substantive questions or decides on other grounds remains to be seen).

Meanwhile, overshadowed by the marriage debate but nonetheless critical, are "on the ground" civil rights issues being legislated and litigated relating to employment protections, families (formation, recognition, adoption & parental rights, dissolution, etc.), immigration, military service (not fully resolved by the repeal of DADT), and more. These speak to LGBT participation more broadly in the social, political and economic spheres of our society and the increasing visibility of gay and transgender people in the legal arena. As with other civil rights issues, these broader questions and issues raise the question of whether the courts lead or follow on such social issues.

Over the course of a semester, students will develop a solid grounding in this growing area of law and policy and a deeper understanding of the role that social justice activism plays in developing law.

The course is an examination of the societal and legal stepping-stones that brought us to this historic moment in time, divided into eight units addressing:

1) theories of gender and sexuality, and sources of discrimination against lesbians, gays and transgender people;

2) the emergence of the gay rights movement and accessing the political process to address LGBT discrimination;

3) accessing the federal judicial system to address LGBT discrimination;

4) the backlash epitomized by DOMA and state "mini-DOMAs";

5) state and federal constitutional challenges to state marriage laws;

6) the push for federal recognition of same-sex marriage;

7) gay and transgender family law issues at the state level; and

8) the future of the LGBT civil rights movement including the need to address religious liberty issues.

897   The Law in Cyberspace

We are only beginning to formulate the laws that govern cyberspace. A variety of efforts to apply current law to the Internet have yielded a variety of different results. Efforts to draw new laws to address the distinct problems of the networked digital environment have run into logistical and political problems as well as legal ones. The seminar will examine the law in cyberspace as it develops. We will explore theories of cyberspace governance; jurisdiction over virtual conduct; legal and technological regulation of online speech; issues of privacy, anonymity, and accountability; the design of technical and legal infrastructure for online transactions; ownership and protection of digital intellectual property; and access to communications networks and informational content. Most of the assigned texts will be material available online. The majority of the material you will be reading in preparation for class over the course of the seminar will be selected by your classmates. In the first week of class, I will ask each of you to select a topic from a list of 30 of 40 topics that I will post in early August. For each topic, the person assigned to cover that topic will, after consulting with me, create a reading assignment. I will post the assignment on the web before the previous week's class, and students will have that week to read the assigned material for the topics scheduled for the following class. We will typically cover two topics each week. Your grades will consist of three, equally weighted components: (1) The reading assignment designed for the class; (2) A 20-to-30 page research paper on the same topic; and (3) Your class participation over the course of the semester.

401   Tort Theory

This seminar will explore the nature of tort law. Most generally, we will try to figure out whether tort law aims at efficiency or justice. But we will also take up philosophical questions about particular features of tort doctrine, among them, the choice between strict liability and negligence, the nature of causation, and the role that luck plays in attributions of responsibility.

Practice Simulation

730   Adv Appellate Advocacy

Students will intensively examine the practical and theoretical underpinnings of appellate practice -- record development; doctrinal analysis for purposes of argument and defense; litigation theory creation; brief writing and amicus strategies; and oral advocacy. An actual case will be used for simulated practice. The professors anticipates that practitioners and judges will speak with students. The course will meet roughly every other week. In off weeks, students will frequently work with the professor by teleconference on assigned exercises.

612   Alt Dispute Resolution

This course introduces students to the concepts inherent in resolving disputes while utilizing processes other than traditional litigation. The most basic of these processes is negotiation. A lawyer cannot be a successful negotiator without the development of analytical skills to aid in understanding the totality of the dispute and the underlying interests of the disputing parties. In addition, a lawyer must have an appreciation for interpersonal skills necessary to become effective in communication, trust building and persuasion in an informal setting. Mediation is a somewhat more structured process of dispute resolution in which an outside neutral in engaged by the parties to facilitate the negotiation. Mediation advocacy presents a unique set of challenges not typically confronted by the courtroom advocate. Similarly, the skills required of a mediator are distinctly different from those required of a trial judge. Arbitration, summary jury trials and mini-trials are examples of other forms of alternative dispute resolution processes which are designed to enable parties to resolve disputes more quickly and inexpensively.

Using case books and related materials, Jonathan Harr?s A Civil Action (Vintage paperback edition), and running simulation exercises, students will develop an understanding of these alternative dispute resolution processes, will learn to confront both strategic and ethical challenges presented in these exercises and to acquire the analytical and interpersonal skills necessary to effectively assist clients to resolve disputes without litigation. Students will learn to serve as an advocate in mediation, as a mediator and as an arbitrator of simulated disputes. In addition, we will consider issues of public policy dealing with judicial reform of dispute resolution processes.

728   Bankruptcy Practicum

This class will be offered only to students who are enrolled in (or have previously taken) the 637 Bankruptcy class. The class will focus on selected aspects of Chapter 11 bankruptcy practice, including research, writing, and drafting related to bankruptcy topics. Students will discuss these topics in class and will draft documents as if they were counsel for parties in a Chapter 11 bankruptcy proceeding. The documents and issues presented will be discussed and analyzed in class.

448   Business Planning

This practice/simulation course will cover the entrepreneurial business, from its inception to its end -- by dissolution, liquidation, merger or public offering. Like Gaul, the course will be divided into three parts, which will be covered and interfaced with each other on a continuing basis -- state enterprise law, Federal income tax law and enterprise documentation. The range of subjects will include the choice of entity (partnership vs. corporation), tax implications (equity vs. debt), bringing in others (investors, key employees, independent contractors), protecting the enterprise (covenants not to compete or solicit business or customers, protection of intellectual property and confidential information), expanding the business (form and format for subsidiaries and affiliates, acquisitions and joint ventures) and mergers, consolidations and public offerings.

479   Collective Bargain&Arbitration

Collective Bargaining & Arbitration

The purpose of this class is to familiarize students with the theoretical and practical aspects of collective bargaining and arbitration. Students will be assigned negotiation projects, asked to write arbitration awards and draft other documents commonly used in collective bargaining and arbitration.

662   Elements of Advocacy

Elements of Advocacy: Preparing, Prosecuting and Defending a Civil Rights Case

This course involves intensive instruction in developing a case theory, organizing and presenting facts and selected exercises in case preparation and trial skills. Topics to be covered may include drafting of complaints; oral argument; deposition; direct and cross examination; opening and closing arguments.

411   Entrepreneurial Bus Practicum

Entrepreneurial Business Practicum

The course focuses on the lawyer's role as an advisor to entrepreneurial businesses and their owners. We will use case studies to examine a broad range of structural planning issues with emphasis on creative planning strategies and pitfalls. We will examine the various forms of entrepreneurial businesses, covering issues including co-ownership planning, enterprise funding, choice of entity, owner compensation, structuring profit and capital interests and exit and business transition planning. The course is designed to broaden the student?s substantive knowledge of a broad range of legal issues affecting the entrepreneurial business and to help the student develop strategic planning skills as well as the ability to effectively communicate with the entrepreneurial business leader. During the first six weeks of the course, graduate level engineering students who are interested in pursuing entrepreneurial business ventures will participate in the class. During this period students will work in groups integrating the law and engineering students and we will cover the basic areas of ownership planning, choice of entity, enterprise funding, capital structure and compensation. During the second half of the semester the course will be limited to law students. During this portion of the class the issues covered will include the ethical challenges in representing an entrepreneurial business, a more in depth examination of the legal issues in capital formation and structure, drafting considerations and implementation mechanics. The course will also feature several guest speakers.

Students will be required to make presentations to the class on case studies, identifying the challenges and potential solutions raised by the case. There will be several written assignments but no final exam.

405   Envir Admin Law Practicum

Environmental law is like a Russian nesting doll: inside the outer body of federal and state statutes is an entire body of federal and state administrative regulations and procedures, and inside that are federal and state guidance documents, cleanup criteria, risk standards, and inter-agency Memoranda of Understanding. Keep opening to see the body of state and federal environmental administrative decisions, and at last is the individual agency representative, armed with powerful discretion. The environmental law practitioner must open up the nesting doll to see all these components in order to effectively handle cases and counsel clients. In this course students will gain an understanding of all these parts, and apply them to issues and fact patterns based on actual cases. Students will review and evaluate administrative orders, permit applications and denials, and other agency action scenarios. Students will visit sites of actual agency action, prepare research memoranda, and evaluate client options. Students will learn how to work with environmental professionals and consultants in order to process and apply technical and scientific standards to a case. The class will culminate in a mock contested case hearing based on an actual dispute, for which the students will develop case theories, practice witness preparation, strategize on the use of exhibits, dispositive motions, conduct direct and cross examinations, make and respond to evidence objections, and prepare written closing arguments including proposed findings of fact and conclusions of law. Throughout the semester we will obtain insights from guest speakers from agencies, the legislature, interest groups, and environmental consultants and scientists. Students will also gain an understanding of the changing regulatory landscape by analyzing and discussing current legislative and administrative initiatives at both the state and federal levels, and important case law developments involving agency action, discretion and enforcement.

628   Environmental ADR

Environmental Alternative Dispute Resolution

Environmental Dispute Resolution ("EDR") is designed to acquaint the student with the process of negotiating and mediating environmental disputes and to develop both the skills of negotiating as well as an understanding of what is necessary for a successful resolution of such disputes. EDR is different from most other negotiations because it typically involves multiple parties who have an interest in the outcome and because it requires the utilization of scientific information from which scientific predictions may be at least challenging or impossible to make. We will explore the complexities of EDR by discussing observations of leaders in the field, by studying actual negotiated and mediated cases and discussing why or why not these disputes were successfully resolved. By using the lessons learned from these cases as a framework, we will begin to negotiate environmental disputes arising from simulated fact patterns. We will discuss the effectiveness of negotiation techniques and address the nuances that arise from power imbalance and commonly occurring political implications. We will evaluate whether resolution by compromise necessarily achieves environmental justice and we will discuss ethical issues that arise in EDR negotiations. The course will conclude with a Term Paper based upon your role in preparing for and experience in negotiating a resolution of a case simulation.

402   Ethics Colloquium

This course introduces students to issues of professional responsibility by engaging them in dialogue about the ethical issues that they are encountering, or may encounter, during their clinical experience. Discussion will include topics such as scope of representation, competence, confidentiality, conflicts of interest, representing clients with diminished or otherwise limited capacity, representing organizations and other legal entities, the duty of candor to tribunals, witness perjury, transactional ethics, and pro bono service. The course will provide substantive instruction regarding the ABA Model Rules of Professional Conduct and the history and principles of professional responsibility more broadly, enhanced by classroom discussion around the real-world and real-time ethics issues arising in the clinical environment. The course will therefore also provide skills-based instruction around ethical issues, for example working with students to ensure that confidentiality is appropriately preserved in the context of course discussions. Section 001 of the course is offered for one credit hour, although students who wish to do so may switch enrollment to section 002 after the term starts and receive two credit hours by writing a research paper on an ethics subject matter under the guidance of the faculty member teaching the Ethics Colloquium. Current enrollment in a clinic is required.

428   Evidence Practicum

The course will focus on the effective and strategic use of the Rules of Evidence in litigation. We will look in-depth at several critical areas of evidence, including impeachment, hearsay, expert testimony and privileges. Our study will include both drafting exercises (motions to admit or exclude various pieces of evidence) as well as courtroom based scenarios in which students will have to dissect and apply the various Rules. The goal of the course is for students to have a functional mastery of several critical (and challenging) areas of evidence, preparing them for future work as litigators.

429   Federal Prosecution & Defense

Federal Procecution and Defense

The practice/simulation course introduces students to the major categories of federal criminal investigations -- public corruption, national security, organized crime, economic crime, drug and firearm offenses, and child exploitation -- to the law enforcement agencies that conduct these investigations, to the techniques they use (e.g. electronic surveillance, search warrants, and informants) and to the front-line constitutional issues at stake. The course then turns to the role of the prosecutor, focusing on the critical strategic decisions made by assistant United States attorneys during grand jury investigations, plea negotiations, trial, and sentencing. Caselaw and statutory materials are supplemented by guest lectures and panel discussions that include representatives from the principle federal law enforcement agencies -- FBI, ATF, DEA, ICE, and Secret Service -- as well as transcripts from recent prosecutions in the Eastern District of Michigan. Students will draft search warrants and indictments, argue from both the government and defense perspective in mock detention and sentencing hearings, negotiate plea agreements, calculate sentencing guidelines, and conduct voir dire, as well as observe first-hand ongoing federal criminal cases in Ann Arbor and Detroit.

430   Fund of Appellate Practice

Fundamentals of Appellate Advocacy

This class will focus intensively on improving students' skills as written and oral advocates. Most of the course readings address these topics directly, although some of the readings are not specifically legal. We will spent a great deal of time discussing the fine points of effective writing, e.g., the rules set forth on pages 1-33 of The Elements of Style. Students who become bored with this sort of thing should probably not take this class. The students will also work fairly hard for their credits. Each student will brief and orally argue three cases over the course of the class. The briefs typically run 10-15 pages each. Judge Kethledge presides over the oral arguments and provides extensive (but constructive) criticism of each student's briefing and argument. The course also discusses judicial decision-making to the extent relevant to effective advocacy.

476   Impact Investment Lawyering

This course concerns legal issues associated with transacting investments that are intended to generate social and/or environmental returns in addition to financial returns (also called "impact investments"). Topics include legal issues associated with entity formation, capital structures, due diligence, documentation, monitoring, and workouts of impact investments. Focus will be on cross-border impact investments but much of discussion will be applicable to US-based impact investments too. Students will be expected to present research on these issues and the topics of their papers. Students also will engage in drafting exercises in and outside of class.

494   In-House Counsel

This course is intended to examine a variety of practice and legal issues from the perspective of the in-house attorney. Practice issues would include the lawyer?s role in the corporation; organization and management of the legal department; interviews and counseling of clients who are fellow employees; formal compliance and legal audit procedures; and management of litigation and outside counsel. These issues will be explored in the context of key legal issues like SEC and Sarbanes-Oxley issues; labor and employment matters; litigation large and small and individual and numerous; transactions; and various regulatory matters. The course?s relevance is not limited to those contemplating an in-house career, since students headed to law firm practice would gain insight into the concerns of the people who will often be their principal client interface.

489   IP Strategy

Intellectual Property Strategy

The course examines intellectual property strategies for startup ventures, including building barriers to entry for competitors and reducing the risk of infringement issues. Topics will include an overview of patent, copyright, trademark, and trade secret law as they relate to all stages of entrepreneurial ventures--from the invention stage, to entity formation and financing, through exit. The course will also address intellectual property procurement (e.g., patent prosecution), technology transfer, due diligence, as well as preparing for and avoiding litigation. This course does not require students to have a technical background, although students should have an interest in launching or representing ventures based on technical innovation.

420   Litig&Advoc: K-12 Educ

The course closely examines problems of K-12 education in America's schools, paying particular attention to disadvantaged communities and schools. Some of the issues covered include: achievement gaps among racial, ethnic and economic groups; lack of sufficient resources; equity as regards teacher and administrator quality, curriculum and learning materials, and extracurricular activities; integration; and bilingualism. We will explore the uses and misuses of litigation to address these problems, identifying approaches that promote meaningful school reform. Students will design litigation plans that will require complaint drafting, selection of plaintiffs and defendants, development of discovery plans, preparation of expert testimony and deposition and cross-examination of anticipated opposing expert testimony, and identifying meaningful relief and accountability structures. Actual cases will used as models.

495   Negot Entrepreneurial Issues

Negotiating Entrepreneurial Issues

Starting a new enterprise is more than having a good idea. Negotiation skills for entrepreneurs are critically important to a startup's success. Entrepreneurs and their legal counsel must negotiate at various points during the startup or the idea may never get actualized. Whether it is settling on an innovative product or service, selecting partners, determining the prices of goods or services, dealing with vendors and leases, bank loan terms and conditions, investor issues, intellectual property rights, and more, entrepreneurs and their attorneys must learn to negotiate successfully or risk failure. This course will explore negotiation in the entrepreneurial framework along with the legal ramifications and typical solutions and milestones throughout the entrepreneurial journey.

712   Negotiation

Learning to negotiate effectively involves negotiating, observing, critiquing, and consciously applying effective strategy and skill. This course introduces students to the science, the art, and the practice of negotiation through a sequenced series of simulation exercises, which students will perform inside and outside of class. Class sessions will be used, in part, for negotiations, debriefing results, and discussion. Course readings will include negotiation literature and theory that inform effective practice. Students will be evaluated based on some combination of class participation, negotiation exercises, and periodic reflection papers.

457   Nuts /Bolts of Estate Planning

Nuts and Bolts of Estate Planning

The only certainties in life, they say, are death and taxes. Estate planning addresses both. Regardless of the area of law you decide to pursue, a basic understanding of estate planning will prove invaluable in developing client relationships.

This course will provide students with a basic overview of the applicable laws, including the law of intestacy, wills, trusts, joint ownership, beneficiary designations, planning for incapacity, and a high level introduction to federal estate and gift tax. The class sessions will include discussion and lectures on the substantive law, working with clients, and the structure and drafting of basic estate planning devices, including wills and trusts. We will use a case study approach involving hypothetical clients ranging from unmarried young adults, to married and unmarried couples, with and without children, to elderly adults. Emphasis will be on learning to work with clients and writing exercises involving the drafting of documents to achieve client objectives.

492   Prac of Renewable Energy Law

The Practice of Renewable Energy Law This course will provide students hands-on experience with legal issues faced in the renewable energy industry. The class will take the perspective of a U.S. based project development company and examine alternative subsidy schemes for wind, solar and other renewable energy technologies; a typical project procurement process; interconnection and transmission issues arising in the renewables context; materiel supply, engineering and construction issues; financing for utility-scale projects and distributed generation; competition from outside the U.S.; and related issues. Students will spend significant time working with real-world examples and related transactional documents.

499   Private Equity

This practice/simulation course covers the legal and legal practice issues of the private equity business. It covers and applies legal issues related to the formation and operation of private equity funds, starting with the negotiations between fund sponsors and fund investors, and moving through the partnership, contractual and securities issues of fund formation. It moves on to the process of the fund investing in typical private equity investments, including LBOs, MBOs, going private transactions, and roll-ups. The corporate, contractual and securities aspects of each type of transaction are covered.

406   Real Estate Transactions

This practice/simulation course will cover a commercial real estate transaction from the beginning stages through the closing (or settlement) stage. Students will be divided into two groups (Seller and Purchaser) and students will review and analyze several aspects of the real estate transaction, such as drafting the Purchase Agreement, reviewing and analyzing related transactional and due diligence documents, such as a title commitment, a financing loan commitment and loan documents, environmental reports and preparing and reviewing closing documents. We will also discuss structuring the appropriate acquisition entity and financing and income tax issues facing both parties. Students will prepare weekly written assignments based on class discussions and readings, culminating in a closing at the end of the semester in lieu of a final examination.

432   Tax Plan for Real Estate Trans

Tax Planning for Real Estate Transactions

This practice/simulation course will deal with the tax planning related to real estate transactions, including particularly the choice of entity and the acquisition, development, operation and sale or other disposition of real estate. Within this context, we will discuss a number of issues, including capitalization vs. deductibility of expenses, deferring gain on disposition through various techniques, creative financing in today's markets and the consequences of troubled real estate.

433   Transactional Drafting

In this practice/simulation course, students will begin to develop the legal skills needed to represent clients in business transactions. Among other things, the seminar covers translating the client's business objectives into legal concepts, and then incorporating those concepts into the actual language of an agreement in clear, consistent, and concise manner. Students will learn how to analyze a contract from the client's perspective, with an eye to advancing the client's interests and protecting the client as much as possible from risk. The practice/simulation course also identifies how attorneys can use drafting techniques to solve problems that arise while a deal is being done. Students will engage in simulations and exercises in class, and undertake drafting assignments outside of class.

753   Trial Practice

This course is designed to familiarize students with the basics of trial advocacy, and provide exposure to actual courtroom advocacy. To that end, the class is held in the Washtenaw County Courthouse, and students will receive an orientation to the mechanics of trial practice (motion practice, scheduling orders, case evaluation, alternative dispute resolution, settlement conferences, etc.) as background to the simulated trial tasks. Those trial tasks focus on the chronological development of a trial: jury selection; opening statement; direct examination; exhibits; objections; cross examination; impeachment and rehabilitation; experts and closing arguments. Individual critique will be provided each week by the instructor. At the end of the semester, each student team will participate in a jury trial, either against two of their classmates, or against Trial Practice students from another Law School. At that time they will receive individual critique from the jury and practicing attorneys, magistrates or judges who will serve as Judges in the trial.

Judge Connors

488   Venture Finance Law&Business

Course description is coming...

 
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