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Hedge Fund Litigation
LAWS 52702
- 01
(3)
This seminar examines litigation by and against hedge funds and private equity funds, currently the world's most active and cutting-edge investors. The goal of this seminar is to prepare students to understand and engage in these increasingly high-profile and high-stakes disputes. Litigation impacts these investors in three major ways. First, these investors use litigation as part of their investment strategy as activist investors, to enforce debt claims and causes of action acquired in the secondary market, and to recoup investment losses in their own portfolios. Second, these investors are often on the receiving end of lawsuits, including those involving their short-selling strategies, proxy contests, and other alleged regulatory violations. Finally, considerable litigation arises when these investors fail, sometimes with billions of dollars of investment losses. The seminar will examine these disputes from both a legal and financial economic perspective, though no prior knowledge of finance is assumed. A student's grade will be based on a series of reaction papers, a short research paper, and class participation. Enrollment will be limited to 20 students.
Winter 2010
James B. Heaton III
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Historic Preservation Law
LAWS 61302
- 01
(3)
b
We will study the rationale for preserving our architectural and historic landmarks and monuments and other historic resources; the tension between private property rights under the constitution and the public benefits of preservation; the standards for designating landmarks; federal, state and local laws prohibiting the alteration or demolition of landmarks; tax and other financial incentives to encourage preservation of historic buildings; and governmental regulation of historic church buildings. Prior courses in land use, urban planning, municipal law or real estate are helpful but not required. Your grade will be based upon your discussion of the assigned weekly readings and a research paper. With instructor approval, writing for this seminar may be used as partial fulfillment of the JD writing requirement (SWP for JD '10; WP for JD '11 and JD '12). Limited to 15 students.
Spring 2010
Richard F. Friedman
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History of American Federalism: Origins to the Civil War
LAWS 97602
- 01
(3)
b
This seminar examines the history of American federalism, both as a constitutional value and as a product of intellectual history, from its European antecedents to modern political and constitutional debates. The federal idea has not been stable throughout the history of the Republic. Controversy over the meaning of federalism has stood at the center of many of the nation's greatest conflicts, from the Constitutional Convention to the Civil War. What was the origin of federalism's central principle of divided sovereignty? How has the meaning of federalism changed throughout American history, and how has it remained constant? This seminar will examine historical questions of causation and influence, as well as the structure and workings of the American legal system, through extensive reading and discussion of primary-source materials. Writing for this seminar may be used as partial fulfillment of the JD writing requirement (SWP for JD '10; SRP or WP for JD '11 and JD '12). Students' grades will be based on a series of short papers and class participation.
Spring 2010
Alison LaCroix
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Human Rights and Rule of Law in the Developing World
LAWS TBD
- 01
(3)
What does the struggle for human rights look like for a poor person facing the realities of life in the developing world? It is the struggle to avoid extortion or abuse by local police. It is the struggle against being taken into forced labor or having land stolen by more powerful people in the community. It is the struggle to avoid being thrown arbitrarily into an overcrowded, disease-ridden jail. For women and children, it is the struggle not to be assaulted, raped, molested, or forced into the commercial sex trade. These abuses are crimes in virtually every country, yet criminal justice systems in the developing world routinely fail to enforce such laws on behalf of the poor. This failure raises questions about the impact of a half century of human rights and development work for its intended beneficiaries. This course will explore why criminal justice systems in the developing world fail to protect the poor and whether international humanitarian agendas have devoted sufficient resources to helping build effective criminal justice systems. It will then examine historical and contemporary models for building the political will and capacity necessary for criminal justice systems in the developing world to work for the poor. Evaluation will be based on participation, a PowerPoint presentation of student research, and a substantial research paper. The course will be taught by the president of International Justice Mission, an international human rights organization that works with local police and prosecutors to seek enforcement of laws on behalf of the poor, and by a federal prosecutor who investigates and tries official misconduct and international human trafficking cases across the United States.
Spring 2010
Victor Boutros, Gary Haugen
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Human Rights I: Philosophical Foundations of Human Rights
LAWS 41200
- 01
(3)
c/l
The course aims to help us think philosophically (carefully, precisely and somewhat abstractly) about human rights. We will ask whether human rights has or needs philosophical foundations, what we need such foundations for, and where they might be found. We'll also ask some questions that tend to generate the search for philosophical foundations Are human rights universal or merely the product of particular cultures? What kinds of rights (political, cultural, economic, negative, positive) are human rights? Can there be human rights without human duties? Without universal enforcement? Do the rights we enshrine as human mark only some of us (e.g. men) as human?
Autumn 2009
-
Human Rights II: History and Theory
LAWS 41301
- 01
(3)
c/l
This course is concerned with the theory and the historical evolution of the modern human rights regime. It discusses the emergence of a modern human rights culture as a product of the formation and expansion of the system of nation-states and the concurrent rise of value-driven social mobilizations. It juxtaposes these Western origins with competing non-Western systems of thought and practices on rights. The course proceeds to discuss human rights in two prevailing modalities. First, it explores rights as protection of the body and personhood and the modern, Western notion of individualism entailed therein. Second, it inquires into rights as they affect groups (such as ethnicities, and potentially, transnational corporations) or states.
Winter 2010
Michael Geyer
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Human Rights III: Current Issues in Human Rights
LAWS 78201
- 01
(3)
c/l
This course uses an interdisciplinary approach to analyze the application of international human rights to domestic and international issues. We present several specific case studies as a means to explore the interrelationship of human rights instruments and agencies, principles such as universalism v. cultural relativism, and the role of NGOs, film and other media in advocacy efforts. Topics this fall will include the prohibition on torture at home and abroad, women's rights as human rights, cultural relativism vs. universalism, and the right to health. Students will have a mid-term paper which will lead to their final paper on a topic of their choosing.
Spring 2010
Susan Gzesh
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Human Rights: Alien and Citizen
LAWS 62401
- 01
(3)
c/l
The basic notion of international human rights is that rights are inherent in the identity of human beings, regardless of their citizenship, nationality, or immigration status. This course will address how international human rights doctrines, conventions, and mechanisms can be used to understand the situation of the alien (or foreigner) who has left his or her country of origin to work, seek safe haven, or simply reside in another country. How native or resident populations and governments respond to new arrivals has varied tremendously in the past and present. In some situations, humanitarian impulses or political interests have dictated a warm welcome and full acceptance into the national community. In other cases, alien populations have become targets of suspicion and repression. In some extreme cases, states have denationalized resident populations who previously enjoyed national citizenship. We will use an interdisciplinary approach to address such questions as (1) Why do human beings migrate? What might human rights as a measuring instrument tell us about conditions that promote refugee flows and other forms of forced migration? (2) What is the meaning of citizenship? How is it acquired or lost? What rights may societies and nation-states grant only to citizens, but withhold from others? (3) Are human rights truly universal? Are rights necessarily dependent on citizenship? (4) How do differences in rights between citizens and aliens become more important during national security crises? (5) What are the principal categories used by nation states to classify foreign visitors and residents? How do these categorizations affect the rights of foreigners? (6) How do international human rights doctrines limit actions by states with respect to certain categories of foreigners such as refugees, asylum applicants, and migratory workers? (7) Given the non-voting status of foreign populations in almost all countries, how are the rights of aliens represented in societies of settlement? How do home country governments regard their expatriate communities? The student's grade is based on attendance, participation, and a major paper.
Winter 2010
Susan Gzesh
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Immigrant Children's Advocacy Project
LAWS 65013
- 01
(1)
+, a, s
The Immigrant Children's Advocacy Project works to promote the best interests of unaccompanied immigrant children in the United States. Last year, 7,787 undocumented children - traveling by themselves, without parents - were apprehended and detained by immigration authorities as they tried to enter the United States, primarily from Central America, Mexico, China and India. The children have been transported by hired smugglers or have made the journey on their own. Most are fleeing extreme poverty, political or religious persecution, child labor and abusive family situations. The Project provides unaccompanied immigrant children with guardians ad litem (Child Advocates) whose objective it is to help figure out what brought the children to the United States and advocate on their behalf while they are subject to immigration court removal proceedings. The Project also develops policy recommendations concerning unaccompanied children nationally, informed by serving as guardian ad litem for individual children. Students will be assigned to serve as Child Advocate for individual children in federal custody as well as children living with sponsors in the Chicago area. Students will be expected to meet with the children at least once a week at the shelter on the North side of Chicago; identify the children's eligibility for relief from removal, including asylum and special visas for victims of trafficking, abuse and abandonment; accompany the children to Immigration Court, Cook County Juvenile Court, meetings with United States government officials, and meetings with consular officials from the children's country of origin; conduct legal research to support children's claim for relief from removal in cooperation with attorneys representing the children in Immigration Court, before the Board of Immigration Appeals and the Seventh Circuit; identify and represent the children's best interests; conduct factual research regarding children's presence in the United States, including reasons for departure from country of origin, journey, and time in the United States preceding apprehension, if any; research conditions in the children's countries of origin (e.g., political and economic conditions); develop written recommendations regarding children's best interests; write advocacy briefs on behalf of individual children, incorporating international human rights principles and country-specific legal and factual research; and advocate on the children's behalf with the Office of Refugee Resettlement, Department of Homeland Security and Executive Office for Immigration Review in whatever context is necessary. Students are required to have moderate language skills in Spanish, Mandarin, Hindi or Gujarati. Students will also be required to undergo a DCFS background check (which includes: Sex Offender Clearance, CANTS Clearance, Illinois State Police and FBI Clearance as well as fingerprinting) and medical clearance (tuberculosis screening). See the general rules for all clinical courses for further details governing enrollment and the award of credit.
Autumn 2009
Jennifer Nagda, Maria Woltjen
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Immigrant Children's Advocacy Project
LAWS 65013
- 01
(1)
+, a, s
The Immigrant Children's Advocacy Project works to promote the best interests of unaccompanied immigrant children in the United States. Last year, 7,787 undocumented children - traveling by themselves, without parents - were apprehended and detained by immigration authorities as they tried to enter the United States, primarily from Central America, Mexico, China and India. The children have been transported by hired smugglers or have made the journey on their own. Most are fleeing extreme poverty, political or religious persecution, child labor and abusive family situations. The Project provides unaccompanied immigrant children with guardians ad litem (Child Advocates) whose objective it is to help figure out what brought the children to the United States and advocate on their behalf while they are subject to immigration court removal proceedings. The Project also develops policy recommendations concerning unaccompanied children nationally, informed by serving as guardian ad litem for individual children. Students will be assigned to serve as Child Advocate for individual children in federal custody as well as children living with sponsors in the Chicago area. Students will be expected to meet with the children at least once a week at the shelter on the North side of Chicago; identify the children's eligibility for relief from removal, including asylum and special visas for victims of trafficking, abuse and abandonment; accompany the children to Immigration Court, Cook County Juvenile Court, meetings with United States government officials, and meetings with consular officials from the children's country of origin; conduct legal research to support children's claim for relief from removal in cooperation with attorneys representing the children in Immigration Court, before the Board of Immigration Appeals and the Seventh Circuit; identify and represent the children's best interests; conduct factual research regarding children's presence in the United States, including reasons for departure from country of origin, journey, and time in the United States preceding apprehension, if any; research conditions in the children's countries of origin (e.g., political and economic conditions); develop written recommendations regarding children's best interests; write advocacy briefs on behalf of individual children, incorporating international human rights principles and country-specific legal and factual research; and advocate on the children's behalf with the Office of Refugee Resettlement, Department of Homeland Security and Executive Office for Immigration Review in whatever context is necessary. Students are required to have moderate language skills in Spanish, Mandarin, Hindi or Gujarati. Students will also be required to undergo a DCFS background check (which includes: Sex Offender Clearance, CANTS Clearance, Illinois State Police and FBI Clearance as well as fingerprinting) and medical clearance (tuberculosis screening). See the general rules for all clinical courses for further details governing enrollment and the award of credit.
Spring 2010
Jennifer Nagda, Maria Woltjen
-
Immigrant Children's Advocacy Project
LAWS 65013
- 01
(1)
+, a, s
The Immigrant Children's Advocacy Project works to promote the best interests of unaccompanied immigrant children in the United States. Last year, 7,787 undocumented children - traveling by themselves, without parents - were apprehended and detained by immigration authorities as they tried to enter the United States, primarily from Central America, Mexico, China and India. The children have been transported by hired smugglers or have made the journey on their own. Most are fleeing extreme poverty, political or religious persecution, child labor and abusive family situations. The Project provides unaccompanied immigrant children with guardians ad litem (Child Advocates) whose objective it is to help figure out what brought the children to the United States and advocate on their behalf while they are subject to immigration court removal proceedings. The Project also develops policy recommendations concerning unaccompanied children nationally, informed by serving as guardian ad litem for individual children. Students will be assigned to serve as Child Advocate for individual children in federal custody as well as children living with sponsors in the Chicago area. Students will be expected to meet with the children at least once a week at the shelter on the North side of Chicago; identify the children's eligibility for relief from removal, including asylum and special visas for victims of trafficking, abuse and abandonment; accompany the children to Immigration Court, Cook County Juvenile Court, meetings with United States government officials, and meetings with consular officials from the children's country of origin; conduct legal research to support children's claim for relief from removal in cooperation with attorneys representing the children in Immigration Court, before the Board of Immigration Appeals and the Seventh Circuit; identify and represent the children's best interests; conduct factual research regarding children's presence in the United States, including reasons for departure from country of origin, journey, and time in the United States preceding apprehension, if any; research conditions in the children's countries of origin (e.g., political and economic conditions); develop written recommendations regarding children's best interests; write advocacy briefs on behalf of individual children, incorporating international human rights principles and country-specific legal and factual research; and advocate on the children's behalf with the Office of Refugee Resettlement, Department of Homeland Security and Executive Office for Immigration Review in whatever context is necessary. Students are required to have moderate language skills in Spanish, Mandarin, Hindi or Gujarati. Students will also be required to undergo a DCFS background check (which includes: Sex Offender Clearance, CANTS Clearance, Illinois State Police and FBI Clearance as well as fingerprinting) and medical clearance (tuberculosis screening). See the general rules for all clinical courses for further details governing enrollment and the award of credit.
Winter 2010
Jennifer Nagda, Maria Woltjen
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Independent Research
LAWS 49901
- 01
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Winter 2010
Daniel Abebe
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Independent Research
LAWS 49901
- 01
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Autumn 2009
Daniel Abebe
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Independent Research
LAWS 49901
- 01
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Spring 2010
Daniel Abebe
-
Independent Research
LAWS 49901
- 02
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Winter 2010
Douglas G. Baird
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Independent Research
LAWS 49901
- 02
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Autumn 2009
Douglas G. Baird
-
Independent Research
LAWS 49901
- 02
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Spring 2010
Douglas G. Baird
-
Independent Research
LAWS 49901
- 03
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Winter 2010
Lisa Bernstein
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Independent Research
LAWS 49901
- 03
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Autumn 2009
Lisa Bernstein
-
Independent Research
LAWS 49901
- 03
(3)
Second- and third-year students may earn course credit by independent research under the supervision of a member of the faculty. Such projects are arranged by consultation between the student and the particular member of the faculty in whose field the proposed topic falls.
Spring 2010
Lisa Bernstein
