Thinking about racism as solely a problem among a certain set of biased or prejudiced individuals can lead us to underestimate the problem of racism. This module describes a systemic approach to understanding racism and the implications of such an approach in psychology. Systemic approaches emphasize the important roles historical, cultural, legal, political, and economic systems have in reproducing contemporary forms of racism. By engaging this module, students will be able to better understand the implications of a systemic (versus individualistic) approach in psychology for anti-racist research, anti-racist practices, and anti-racist interventions.

This curriculum grew out of the Circle For The Child Project which was started by the authors in 1995 as a grass roots effort to promote the United Nations Convention on the Rights of the Child through education and political action. This Minnesota-based project joins a worldwide effort seeking to ensure human rights for all. Raising Children With Roots, Rights & Responsibilities is designed for two-hour sessions. The curriculum can be adapted to any setting where families gather to learn. Such groups as Early Childhood Family Education (ECFE), parenting classes, child care centers, family child care homes, faith communities, YMCA/YWCA programs, Scouts/campfire groups, neighborhood and play groups, community schools, after school programs, and home schoolers can use this curriculum. This curriculum is best suited for children ages three to six, their parents and educators.

This unit provides an overview of the regulation of healthcare, including regulatory and professional organizations, the regulation of safety in medicine, and key legal aspects of medicine. This unit also covers compliance issues including privacy violations, reimbursement and fraud and abuse.

This casebook features nearly sixty cases from American courts that involve, in some important way, religious belief and action. The book is divided into sections: First Principles, Establishment, Free Exercise, and Special Problems. Each section includes landmark or otherwise influential cases that have influenced American law and religious practice. Most cases come from the U.S. Supreme Court but the lower federal and state courts are also represented.

In the contextual introductions to each section and subpart, I have tried to give the reader a basis for understanding how the cases came about and why I chose them for this book. I have tried to minimize editorial comment. I have cited some scholarship where I think it would be helpful, but please do not mistake this as an attempt to produce a comprehensive treatise on the subject of religion in the law. It is a casebook, and a short one, all things considered. At the end of each introductory part is a short “further reading” list. I chose those articles because I found each of them interesting and useful to under-standing the topics that precede them. Their selection is not necessarily an endorsement of each author’s arguments, though I do agree with some of them.

I designed this casebook specifically for my own use in a 400-level undergraduate seminar called Law & Society. Class sessions using this book are intended to be student-led, roundtable talks with the professor acting as discussion prompter and neutral mediator. Generally, two cases are assigned for each class session. I selected, edited, and arranged the cases to complement each other thematically and chronologically to the best of my ability. Many of the cases include overlapping topics and could fit into multiple categories, so I took some liberties in their arrangement. Your mileage may vary.

This course is an introduction to real-world dynamics of public policy controversies. Topics to be considered include national, state, and local policy disputes, such as smoking, hazardous waste, abortion, gun control, and education. Using a case study approach, students study whether and how those disputes get resolved. Students conduct debates and simulations in addition to writing a series of short essays.

This course is an introduction to real-world dynamics of public policy controversies. Topics to be considered include national, state, and local policy disputes, such as smoking, hazardous waste, abortion, gun control, and education. Using a case study approach, students study whether and how those disputes get resolved. Students conduct debates and simulations in addition to writing a series of short essays.

Rules and Laws for Civil Actions is an open-access resource for law students containing the U.S. Constitution, Federal Rules of Civil Procedure, Federal Rules of Evidence, Federal Rules of Appellate Procedure, and selected federal and state statutes. The book was created by a team of faculty members at the University of Iowa College of Law to supplement the study of Civil Procedure, Evidence, Constitutional Law, and other law school courses. In addition to containing the official text, each legal source found in Rules and Laws for Civil Actions is accompanied by an introductory section written by an Iowa Law professor explaining its significance and background.

Sales and Leases is a coursebook for a 3-credit course in personal property sales and leases – the subject matter of UCC Articles 2 and 2A. Adjustments could be made for other credit allocations and chapters can be used on a stand-alone basis. The course is designed so that students both review the rules and principles they studied in their first-year course in Contracts and learn the rules that apply to the subset of contracts for the sale and lease of goods. Students taking this course should be well-prepared to solve legal problems in contracts and sales, and should be well-prepared for those parts of the bar exam as well.

While the course in Contracts focuses on the rules of common-law contracts, the focus of this course is the rules found in legislation. Therefore, instead of emphasizing case analysis, the book contains a good deal of narrative that assists students in working through the complexity of the statutes. Students will need to supplement the book with a complete copy of the UCC that includes the Official Comments. Discussion of other statutes, such as UETA and Magnuson-Moss, is incorporated where appropriate.

The approach is problem-based, which we believe is more appropriate for an upper-division course based primarily on statutes. The narrative is interspersed with problems for class discussion that require students to apply the principles and rules to particular fact situations. Many times there is an issue of interpretation or policy in the Code, however, and therefore each chapter also contains at least one case that explores an issue arising under the statute.

In this action, Plaintiff Matt Sissel challenges the constitutionality of the Individual Mandate

provision of the Patient Protection and Affordable Care Act (Act). The Individual Mandate requires

most Americans, including Sissel, to either buy and maintain federally approved health insurance,

or pay a hefty penalty beginning in 2014.

This lesson will investigate how rocketry works, and the role of Newton's Second and Third Laws of Motion in explaining rocket motion.

What do balloons have to do with rockets? Find out in this episode of ISS Science with Astronaut Randy Bresnik.

This game is designed to test, reinforce, and enhance students' understanding of Social Security Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).

Institutions are structures of society that fulfill the needs of the society. Not only are they essential to the society's needs, they also help to build the society itself.

At its most basic definition the practice of law comprises conducting research to find relevant rules of law and then applying those rules to the specific set of circumstances faced by a client. However, in American law, the legal rules to be applied derive from myriad sources, complicating the process and making legal research different from other sorts of research. This text introduces first-year law students to the new kind of research required to study and to practice law. It seeks to demystify the art of legal research by following a “Source and Process” approach. First, the text introduces students to the major sources of American law and describes the forms the various authorities traditionally took in print. After establishing this base, the text proceeds to instruct students on the methods they will most likely use in practice, namely electronic research techniques and the consultation of secondary sources. Sources of Law incorporates screencasts currently hosted on YouTube that actively demonstrate the processes described in the static text. Finally, the text illustrates how the different pieces come together in the legal research process.

Sources of Law focuses on realistic goals for 1Ls to learn in a relatively small amount of instruction time, and so focuses mainly on the basics. It does introduce some advanced material so that 1Ls can recognize pieces of information they may encounter in research, but it does not fully cover researching materials outside the scope of the traditional 1L course. As such, it is best-suited for introductory legal research courses for 1Ls.

This game is designed to test, reinforce, and enhance students' understanding of Special Education Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).

This is a PowerPoint presentation about Sports Agents and Sports Contracts of the class SM43401 Sport & Exercise Legal Issues. It is viewed from a student's perspective. 

St. Colmcille’s Hospital involves a dispute between a hospital employee and a representative of the board of management. This simulation is designed for use as an experiential learning exercise in teaching mediation to third level students (intermediate / advanced level). St. Colmcille’s Hospital is a useful exercise to explore more advanced concepts in negotiation and mediation, such as the effects of emotions and values on the outcome of the negotiation, and unequal power dynamics. This simulation may also be used to demonstrate the role of a mediator in dispute resolution, particularly regarding challenges to preserving mediator neutrality which may arise.Teaching notes include General Instructions, Confidential Instructions for Colm O'Donnell, Confidnetial Instructions for Anna O'Meara and Confidential Instructions for the Mediator. 

This book, revised as the Third Edition July 2019, is designed to teach contract doctrine beginning with the most fundamental concepts and building on these until the structure of contract doctrine as coherent and cohesive regulation appears. The order of presentation is, in fact, the order in which contract doctrine developed historically, but it is also, in general, the order in which arguments are introduced in litigation.

The book begins with the most basic, core concept of contract law—exchange. The book teaches exchange using simple cases drawn from the actual development of the exchange concept’s most obvious manifestation—the doctrine of consideration. These cases have basic but engaging facts. They do not take long to read, but they must be read carefully. They make an excellent introduction to law study.

Logically, every doctrine of contract formation is centered on whether and when a fair exchange occurred. In litigation, the plaintiff alleges a promise and consideration—an exchange (a plausible one, and therefore fair enough at that point). Defenses to formation are a response to the allegation that a fair exchange occurred. Allegations of both promise and consideration show that the defendant assented. As between assent and exchange, exchange is the more fundamental concept, but because the law talks so often about assent, assent is covered at length afterward so that the function of the assent doctrines is apparent.

Other doctrines, such as remedies (just an introduction in this first volume), waiver, seals, the Statute of Frauds, definiteness, and general public policy limitations are placed where students can best grasp their import in the context of the other doctrines.

Along the way, most of the doctrines in the book are repeated in the cases, questions, or in class discussion. This repetition cements understanding, builds trust, and also allows students to see how the doctrines mesh together to regulate coherently.

This book is intended for use in the first three-credit half of a six-credit course.

This book is a companion volume to Volume I, "The Story of Contract Law: Formation." Volume I introduces students to law study and teaches basic doctrines of contract formation along with formation defenses. This book, Volume II, The Story of Contract Law: Implementing the Bargain, covers the rest of basic contract doctrine, namely, laws that
1) determine the content of the bargain (plain meaning, usage and custom, good faith, mistake in transmission, parol evidence, and express and constructive conditions);
2) govern the effect of events that occur after formation (impracticability, frustration, failure of consideration, and risk of loss);
3) set remedies—rescission, damages, specific performance—available to courts when liability exists; and
4) establish the rights of third parties in contracts by assignment or delegation or as third-party beneficiaries.

This book includes many classic teaching cases and introduces new ones. The book also includes many problems, most based on actual cases. The book takes especial care with the doctrine of concurrent conditions, a common-law rule adopted in the late 1700s that required doctrinal readjustment across all the law governing contract performance and remedies.

This volume also continues several themes from Volume I. Volume II continues to tie rules to contract law’s central structural idea, that of fair exchange. Also, to the extent helpful to student understanding, Volume II explains doctrines in part through their chronological development. The book introduces the doctrines in the order best conducive to students’ understanding contract law as a regulatory whole; for this volume, it is the order in which the doctrines arise in litigation. Finally, where possible, this volume repeats ideas at helpful points and suggests ties between doctrines so that the structural coherence of contract doctrine becomes easier to understand.

I use this exercise to introduce myself to students and to get them thinking and writing about basic interviewing skills such as asking open and closed questions and using active and passive listening techniques. Students read (fictional) transcripts of two interviews. I ask them to explain in writing which interviewer did a better job and to provide at least three examples of what the interviewers did or didn’t do that made one interview better than the other, with citations to relevant line numbers from the transcripts.