Initial Reading Assignments

Instructor: Professor Andrew H. Lupu
Email: lawahl@hofstra.edu
Office: To be arranged
Phone: 516-784-6101

Lectures:   
Tuesdays, 6:30-8 p.m., Koppelman Room 0238
Thursdays, 6:30-8 p.m., Koppelman Room 0238

Office Hours: By appointment

Text: Modern Antitrust Law and Its Origins, 6th Edition, Thomas D. Morgan, Richard J. Pierce, Jr.  

• Week 1
  • Class Dates: August 11, 13
  • Reading Assignment: Read the Preface and End of the Book First! The Foreseeable Future of Antitrust Law Common Law through Trans-Missouri
  • Pages: v - vii, 948 – 955, 1 – 57
• Week 2
  • Class Dates: August 18, 20
  • Reading Assignment: Remainder of the First Period (to 1914)
  • Pages: 57 – 116
• Week 3
  • Class Dates: August 25, 27
  • Reading Assignment: Remainder of the First Period (to 1914), The Rule of Reason Period (1914 - 1939),  Read US v. Apple, pp. 1-104 and Appendix A
  • Pages: 117 – 186 (See TWEN)

TEXTS:

• Federal Rules of Evidence
• Broun, Mosteller, and Bilionis Problems in Evidence (latest ed.)
• McCormick’s Hornbook on Evidence (latest ed.)

I will post a full semester course syllabus on Blackboard within the next week. There also will be a set of hypotheticals that we will use for the first class. I will post that on Blackboard as well the week of 3 August. You do not have to do anything with the hypotheticals. We will review them together in class on 12 August.

The description for our first week's class is the following:

• WEEK 1
  • Introduction to the course; demonstration, discussion and introduction to evidentiary argument. Review FREs 401 - 403

Mondays 10:10am – 12:10pm,
Room 242
CRN: 93932

Hello,

I hope you and your families are doing well.  Please be advised that there is no reading assignment for our first class on August 17.  I will be giving an overview of the class.  The textbook, Legal Reasoning Case Files by Kris Franklin, is available at the Bookstore and on Amazon. A syllabus will be e-mailed to you prior to the first class.  Also, I will be creating a TWEN page and will give its password during the first class.

For those of you attending in-person on August 17, please pay careful attention to the Face Mask policy that was distributed to you by the administration (which will also appear in your syllabus).

Please let me know if you have any questions.  I looked forward to seeing everyone on 8/17!

Regards,
Prof. Lefton
(Nicole.R.Lefton@hofstra.edu)

Please be advised that there is no reading assignment for our first class; I will be giving an overview of the course.  The textbook, Legal Reasoning Case Files by Kris Franklin, is available at the Bookstore and on Amazon. A syllabus will be e-mailed to you before the first class.   Also, I will be creating a TWEN page and will give its password during the first class.

Bankruptcy Law 3794-A
Professor Scarcella – Fall 2020
Reading Assignment for Classes 1 and 2

Professor Scarcella’s contact information:
Email: louis_scarcella@nyeb.uscourts.gov
Telephone: 631-712-6278
Faculty Assistant: Ms. Jennifer Calautti – Office 223

Class time and location:
Tuesdays, 4:10 p.m. – 7:10 p.m.
Room 242

Course Materials

• Epstein, Markell, Nickles & Ponoroff, Bankruptcy: Dealing with Financial Failure for Individuals and Businesses (4th ed.) (West 2015)
• Bankruptcy Code, Rules and Official Forms, 2020 Law School Edition, Charles J. Tabb (West Academic)

Reading Assignments
Please read the Bankruptcy Code sections discussed in the reading materials and as set forth below in the reading assignments. The Bankruptcy Code sections are in Bankruptcy Code, Rules and Official Forms.

The reading assignments are intended as background for the concepts that we will be discussing in class. Please do not feel obligated to outline the cases in the textbook. For the most part, we will spend a lot of our class time doing what lawyers do--working through problems to see how various rules apply to realistic fact scenarios.  I strongly encourage you to spend some time working through the problems in advance. We will work through a number of these problems in class, although we will not have time to address every problem in the assigned reading.

Reading Assignment for Class 1 (August 11, 2020)

1. Introduction to Bankruptcy
   1. Pages 1-8 (up to Fraudulent Transfers; omit problems 1-1, 1-2)
   2. Pages 12-14 (omit problem 1-6)
   3. Pages 18-30, 35-36, 87-92 (omit problems 4-1, 4-2, 4-3, 4-4, 4-5) 
   4. Bankruptcy Code §§ 101(13), 109, 301, 302. 303
   5. Official Form No. 1
2. Basic Bankruptcy Concept:  Claims 
   1. Official Form 6F
   2. Pages 58-60, 71, 131-35 (omit problems 5-23, 5-24); Bankruptcy Code §§ 101(5), 501, 502(a), 502(b)(1), (2), (6), 1111(a)
   3. Pages 136-41 (omit problems 5-27, 5-28, 5-29); Bankruptcy Code
      §§ 507(a)(1), (2), (4), (5), 503(b)(1), (2), (9), 707(a)(3)
3. Basic Bankruptcy Concept:  Secured Claims
   1. Official Form 6D
   2. Pages 73-78 (through problem 3-18); Bankruptcy Code § 506(a)(1), (2)
   3. Class Discussion: Effect of bankruptcy on secured claims

Reading Assignment for Class 2 (August 18, 2020)

1. Basic Bankruptcy Concept:  Secured Claims (continued)
2. Basic Bankruptcy Concept:  Equality of Distribution
   1. Pages 51-52
3. Basic Bankruptcy Concept:  Property of the Estate
   1. Official Forms 6A and 6B
   2. Pages 52-57 (omit problems 3-11, 3-12)
   3. Bankruptcy Code §§ 541(a)(1), (3), (5), (6), 1115, 1306
4. Basic Bankruptcy Concept:  Stay
   1. Pages 107-110, 118-122 (up to problem 5-13) (omit problems 5-10, 5-11, 5-12)
   2. Bankruptcy Code §§ 362(a)(1)-(7), (b)(1),(2),(4), (c)(1), (2)
   3. Serial bankruptcy filings – Bankruptcy Code §§ 362(c)(3), (c)(4)
   4. Relief from the Stay Bankruptcy Code §§ 362(d)(1), (2), 362(g)

Dear Students:

Welcome to Broker/Dealer Regulation for the Fall of 2020.

This is an Upper Division class.  

Please consult the Syllabus for your first class readings (as well as the subsequent ones). 

The first class is Monday, 17 August 2020. 

Specifically, the first class readings are:

Chevron, U.S.A. v. Natural Resources Defense Council, 467 U.S. 837 (1984); Blue Chip Stamps v. Manor Drug Stores, 421 U.S. 723 (1975). 

See you in class.

Prof. Sabino 

ALBERT & LYMAN, LLC MEMORANDUM

TO: My favorite corporate associate
FROM: Miriam R. Albert, Senior Partner
RE: For our first class
DATE: August 13, 2020

Welcome to the firm! For purposes of this class, we’ll be assuming that you are a recent law school graduate who has just joined our illustrious firm. I realize that, to the extent that law school courses train students for the practice of law, the training, for the most part, centers on litigation and the representation of clients in adversarial situations.  Law students are taught to look at the facts in order to develop arguments to support a position in an adversarial situation and to determine the likely outcome of the controversy.

The role of the commercial lawyer is different.  Of course, there can be adversarial aspects to every commercial transaction; however, the difference between the typical litigation and the typical commercial transaction is that the commercial transaction usually involves at least two parties trying to reach some sort of agreement on an issue.  As a result, commercial lawyers must learn to appreciate what issues are important to each party.  Sometimes the issues are irresolvable and so a deal cannot be reached.  However, the job of the commercial lawyer is to avoid this possibility at all costs, as long as it remains in the client’s best interest to go forward with the deal.

In our work together, I will introduce you to the practice of commercial law, through a review and analysis of the necessary underlying substantive corporate law, and through the drafting and negotiation of some documents typically prepared in a general corporate practice. 

My purpose is not to teach you how to write a particular kind of agreement, or how to deal with a particular issue.  Rather, my purpose is to help you develop a way of thinking and approaching some of the issues you will encounter in a commercial practice.  That said, you have a number of agreements to draft in our time together, and a number of issues to think about.

The successful practice of corporate law requires, among other things, keen analytical skills, good drafting and editing skills, and well-developed negotiating skills.  Each of our sessions together will consist of some combination of lecture, class discussion, and drafting to assist you in developing the following skills:

Analytical skills: the syllabus lists the required readings from our textbook, and some outside readings, to assist you in thinking about issues in corporate practice, and to facilitate your active participation in useful classroom discussion.

Drafting skills: you will work on drafting exercises, some during class and some outside of class.  During our time together, we will “do” an acquisition, from start to finish.

Reading assignments: we are using Transactional Skills: How to Structure and Document a Deal, 2d Edition, by Stephen L. Sepinuck and John Francis Hilson, West Academic Publishing, 2019, and a variety of articles and book excerpts, as well as my sometimes-voluminous slides. 

Before our first class, please:

1.  Register on the TWEN site: Register on the TWEN site for this class with an email address that you check regularly. Registration and participation are an essential part of this course. 

2.  Please read the following for our first class: S&H Chapter 1: Introduction

• http://www.dos.ny.gov/corps/busguide.html#
• http://www.dos.ny.gov/corps/lpcorp.html#certlp
• http://www.dos.ny.gov/corps/llcfaq.asp
• http://www.dos.ny.gov/corps/llpfaq.asp

3.  Please review the syllabus posted on TWEN for our first class.

See you in class!

Welcome to Bus Orgs.  Before the first class, please sign up for the TWEN site, download the course introduction and syllabus, post an introduction, and prepare the assigned reading.

First Class Reading Assignment 

• APSAC Handbook Chapters 1-3, 9, 10
• Supplementary Materials- see TWEN

First Assignment

Text: Choper, Dorf, Fallon, and Schauer, Constitutional Law, 13th edition, plus 2020-2021 Supplement (possibly not yet available)

Assignment for the first week (Tuesday August 11 – Thursday August 13):

• Incorporation, Text pages 409-425
• Reproductive Freedom, pages 425-484

Section A
Fall 2020

Welcome to Constitutional Law II with Professor Freedman. For assistance with administrative matters, please contact Joyce Amore Cox, tel. 516-463-6339, Joyce.A.Cox@hofstra.edu.

1ST ASSIGNMENT

1. Register for this class on Blackboard and make sure you have access to this course. This is where you will find the Syllabus and Appendix.
2. Download the Syllabus and Appendix*.
3. Read the entire Syllabus with care.
4. Prepare the reading assignments for the first week of class as indicated in the Syllabus.

* Joyce will advise if and when a copy of the Appendix and Syllabus will be available in the copyroom for pickup.

First Assignment

The case book for the course is Erwin Chemerinsky CONSTITUTIONAL LAW (6th Edition). The first assignment is pages 1177-1185 and 1308-29.

• Syllabus (PDF)

COURSE GOALS AND OBJECTIVES:
This is a 2-credit course which will teach students advanced trial techniques and the fundamentals of trial advocacy using courtroom technology. 

By the end of this course, students should be able to:

1. Conduct full trials with advanced trial advocacy skills of examinations and statements;
2. Utilize courtroom technology software and create state of the art exhibits and documents;
3. Recognize, make and respond to potential objections.

GRADING:
100% of the grading will be based on classroom performance and preparation of trial documents. Each week you will receive a grade based on your performance, which will total 70% of final grade.  Your final trial will be 30% of your final grade. 

ATTENDANCE AND CLASS PARTICIPATION:
Regular and prompt attendance is required in all courses. In accordance with ABA standards, students shall be permitted absences up to, but not exceeding 20% of the regularly scheduled classes in any course. Any student who fails to comply with law school attendance policies in a given course may be withdrawn from that course.  If you miss a class and a performance, you will receive zero points for that portion.  After each advocacy performance you have 48 hours to submit your self-assessment.  

Provost's Fall 2020 Regulations for Face Mask 
Hofstra University has a zero-tolerance policy that mandates the wearing of masks in buildings on campus (other than your own residence hall room or when you are alone in your own office). Masksmust be cloth masks or single use procedure masks based on CDC guidelines. For appropriate/acceptable masks, see cdc.gov/coronavirus Website). The mask must cover your nose and mouth without large gaps.  Masks with a valve or vent or bandanas will not be permitted. Based on the mask mandate, food or drink will not be permitted in class. Any student refusing to wear an appropriate mask or in a proper manner will be asked to leave the class immediately. If the student does not leave immediately the class will be dismissed. The student will also immediately be officially withdrawn from the class, given a grade of W for the course, and be otherwise subject to additional discipline. Face masks help prevent the spread of COVID-19. As it is possible to have coronavirus without showing symptoms, it is necessary for every person in our Hofstra community to wear a mask even if you think you are healthy.

CLASS ASSIGNMENTS:

Week 1:  Students must be prepared to analyze Addison v. Peyton, (2nd Edition) case. Students will discuss potential themes and theories for the plaintiff/prosecution and defense.  List good and bad facts for each side.  iPads distribution and discussion of software. 

Readings:

• People v Anderson, 2017 NY Slip Op 02589 [29 NY3d 69]
• The Sneakiest Way Prosecutors Get a Guilty Verdict: PowerPoint, Wired Magazine (December 2014) by Ken Armstrong.
• Technology Corner: Visualing Forensic Data: Evidence Guidelines, Journal of Digital Forensics, Security and Law, Volume 8, Number 2 (2013).

DDC Crash Course:
Overview, Course Goals, Removal Proceedings & Relief 

DDC Manual
EOIR Pract Manual (esp. L-1 – M-2)
Removal proceeding documents:

1. Notice to Appear (NTA); pleadings
2. Hearing Notice
3. E28 for EOIR; G28 for USCIS/ICE
4. USCIS Form Filing Tips

Optional:¹

1. CLINIC MTR Practice Advisory
2. CAST T Visa Tips Practice Advisory
3. IJ Decision: false gang allegations PSG

¹ See also the optional resources sent via e-mail prior to the first class.

The First Two Weeks of Class

Material you will receive, or have already received, by email:

1. the syllabus
2. A PDF titled “Criminal Statutes Compared”
3. A PDF titled “Chapters 1 and 5.”
4. A Word file titled “DNCS – classes 1 & 2”
5. Another Word file: “DNCS – classes 3 & 4"

By 8 am on Saturday, August 8, you should receive all the above by email. If not, contact me at Richard.k.neumann@hofstra.edu. The Word files are for exercises that require you to rewrite badly drafted provisions. See the syllabus, pages 5 and 6.

Textbooks: See the syllabus, pages 2 and 3. Drafting Book Parts 1 and 2 will be available in the law school copy room beginning on Monday, August 10. But you won’t need them for the August 12 class. I’m sending you Chapters 1 and 5 (see above). You will, however, need Part 1 from the copy room for the August 17 class. If it will be very difficult for you to get to the law school during the week of August 10-14, send me an email quickly.

Amount of Reading During the Semester: You’ll do more reading at the beginning to prepare you to draft documents — and less reading later while you’re drafting.

Assignments

For Wednesday, August 12 —

• Read the syllabus.
• Read Ch. 1 (pp. 3–15)
• Read the PDF titled “Criminal Statutes Compared”
• Read Ch. 5 (pp. 57–67)
• Do Excs. 5-A and 5-B (pp. 67–70). For Exc. 5-B, use the Word file titled “DNCS – classes 1 & 2”

For Monday, August 17 —

• Read Chs. 2 and 3 (pp. 17–42)
• Read Appendices A & B (pp. 515–521)
  • Note: Appendices normally appear at the end of a book. But because you’ll read Appendices A and B with Chapter 3, they are printed at the end of Drafting Book Part 1 rather than Part 2. In Part 1, the page after p. 208 is p. 515. The omitted pages are in Part 2. Don’t worry about that. (See the syllabus, page 3.)
• Read Ch. 6 (pp. 71–79)
• Do Exc. 6-A (pp. 79–80) (but not the 2d item on p. 80) — use the Word file “DNCS – classes 1 & 2"
• Read Ch. 7 (pp. 81–100)
• Do Excs. 7-A, 7-B, 7-C, and 7-D (pp. 100–101) — use the Word file “DNCS – classes 1 & 2"

For Wednesday, August 19 —

• Read Ch. 8 (pp. 103–115)
• Do Exc. 8-A (p. 115) — use the Word file “DNCS – classes 3 & 4

Class Time: Wednesdays, 8-10 p.m.

Professors Jeffrey G. Abrandt, Esq. and Robin Burner Daleo, Esq.

Schedule of Topics

Class 1: Aug. 12th

• Introduction to the Course
• Review Syllabus
• Elder Law Defined
• History of Elder Law
• Elder Law Practice
• Reading: Textbook Chapter 1 and “The Developing Field of Elder Law Redux: Ten Years After”, Lawrence A. Frolik, University of Illinois Elder Law Journal, Vol. 10, p. 1, 2002 (locate it online)

Textbook: ELDER LAW: CASES and MATEIALS, Sixth Edition, Frolik, Lawrence A., Barnes, Allison; LexisNexis.

FIRST CLASS ASSIGNMENT

READINGS FROM TEXT: Employment Law
Cases and Materials, Ninth Edition
Rothstein, Liebman, Yuracko, Garden
Foundation Press

Read pages 3-42 including notes and questions.
Be prepared for class discussion on readings.

Section A
Fall, 2020

Assignments for First Week of Class

1. Go to Blackboard and make sure you have access to this course.
2. Download the first installment of the syllabus and read with care the pages through Unit I.
3. Prepare the assignments for the first week of class as indicated in the syllabus.
4. In the event of any logistical difficulties, contact Joyce Amore Cox, Joyce.A.Cox@hofstra.edu, tel. 516-463-6339.

E.M.F.

Welcome to Evidence.

This is a participatory course and we will dive into the material beginning on the first day; be prepared. 

You will find the syllabus, including the first assignment, on Blackboard.  

You will need your text book (Fisher, Evidence 3d edition) and a printed copy of the Federal Rules of Evidence with you for every class.  

Prior to the first class, in addition to preparing the required reading, please post an introduction on Blackboard. The purpose of this is to help me and your fellow students get to know you in this large, remote, class. So tell us something about what is important to you.

Daniel JH Greenwood
daniel.greenwood@hofstra.edu

Welcome to FLWS for Fall 2020. I look forward to working with you.

Find the Course site on Blackboard. This will be our principal communications vehicle. You should be able to find the Zoom llink for our classes on the site. Also be sure you can acess all the parts of Blackboard site.

Here is the assignment for our first class

Monday, 8/19/19

1. Getting to Know You and Each Other
2. Course Overview and Policies, etc.
3. Family Law: Past and Present

Getting to Know You Questions:
You will be assigned a partner in advance of class. Contact your partner via Zoom in advance of class and interview him or her on the following questions;

• Name and year (2L, 3L)
• Where are you from?
• What is your experience with Family Law (you don’t need to have any)?
• What do you want to get out of the Course?
• Fun fact about you that you are willing to share (e.g. I was the Tuba player in my high school marching band)

Be prepared to introduce your partner to the class based on how he or she answers the interview questions.
OV (Oliphant & Ver Steegh) 3-24 (this is our course textbook)
Blackboard

• Course Overview, Course Due Dates and Course Schedule and Assignments (these are different documents but they are coordinated). They can all be found in the Syllabus Section of the Course Blackboard site
• Opening Day Folder of Materials found in Assignments section of Blackboard site. The materials in the Opening Day folder include:
• Brooke S.B. v. Elizabeth A. C.C., 28 N.Y.3d 1, 61 N.E.3d 628 (2016)
• Opening Day Questions – You will find the questions in the Opening Day materials folder. You should post an answer to the questions indivually to these questions by Monday, August 11th at 5:00 pm in the appropriate Discussion Board on the Course Blackboard site.

I. Marbury and the Nature of the Federal Judicial Function
In addition to the casebook material below, please read, or at least skim, the Court’s July 9, 2020 decision in Trump v. Vance

• 6th edition Casebook pp. 49-80 (please read for the first class)
• 7th edition Casebook 49-81
• Marbury v. Madison,
• Note – Historical Background,
• Note – Jurisdictional Holdings,
• Note – Arguments for Judicial Review,
• Note – Function of Adjudication,
• Supreme Court and the Models,
• Discretion, Prudence, and the Judicial Function

Syllabus and additional information is on the class blackboard/portal.

The casebook for the course is Freeland, Lathrope, Lind & Stephens, Fundamentals of Federal Income Taxation (19th edition 2018). 

In addition, we will be using Lathrope, Selected Federal Taxation Statutes.  The 2019, 2020 and 2021 editions are acceptable.

For our first session (Wednesday, August 12, 2019), please read casebook pages 18 through 38.  A pdf of the assigned pages is available on the course Blackboard page for students who do not yet have their books.

Assignment for Large—Group Class – August 12:  Introduction to the Course

Readings: ELS chs. 1, 2 (pp. 3-24) and 10 (pp. 175-84)

The first class in the course will be the large-group class on Wednesday, August 12.

All the materials for the course have been or will be posted on Blackboard for course Law_3200.  I have posted on Blackboard the course syllabus and assignments for large-group classes and skills labs.

In our August 12 class, I will start by reviewing the goals of this course and providing a general overview of the topics we will cover.  I will also answer any questions about the course, the syllabus, or evaluation process.

Then, I will show the class a clip from a film and ask you to identify all the significant facts that are shown.  For this exercise, we will focus on the discussion in chapter 10 of the text.

FIRST CLASS ASSIGNMENT

The assignment for first class meeting on Wednesday August 12, 2020:

Casebook pp. 1-9; 9-13 (incl. notes); 14-32 (incl. notes 1, 2 and 4, excluding Problem).

Katskee v. Blue Cross/Blue Shield of Nebraska

Text:

1. T. Alexander Aleinikoff, David A. Martin, & Hiroshi Motomura, Immigration and Citizenship (8th edition)
2. T. Alexander Aleinikoff, David A. Martin, & Hiroshi Motomura, Immigration and Nationality Laws of the United States: Selected Statutes, Regulations & Forms.

Week 1: Aleinikoff, 8th edition, pp. 151-195 and 235-246.

• 8/11 T: Introduction.  Immigration law in contemporary America.
• 8/13 Th: Constitutional sources of immigration law.

Readings

Reading assignments are drawn from the following text:

Daniel Chow and Thomas Schoenbaum,
International Business Transactions (4th ed. 2020) (CB)

For the first day of class on Tuesday, August 11, please read the following:

I. Introduction

• What is “International Business Transaction LAW?” - CB 1-37; 45-60

Welcome to International Law! Please read the assignment below for our first class and be prepared to answer the accompanying questions. These questions (or advance organizers) are intended to frame the reading. Read them carefully before you begin reading the text so you will know what to look for.

Please register for the class on TWEN as soon as possible. The Revised Syllabus will be posted there as well as the link for the zoom class.

See you soon.

BS

Revised First Assignment/ International Law  
Fall 2020 
 
Professor Barbara Stark, Room 116 (Library) 516-463-5994
e-mail:  barbara.j.stark@hofstra.edu or lawbjs@hofstra.edu

TEXT
Janis, Noyes, & Sadat, International Law:  Cases and Commentary (6th ed. 2020)
There is an e-book or a print edition.

Class #1
pp. 1-17
Chapter 1.  The Nature of International Law

1.  The History of International Law
2.  An International Law Sampler
   McCann v. United Kingdom

Notes and Questions

1. What is the international rule elaborated by Article 2 of the European Human Rights Convention (EHRC)?
2. Are the rules in a treaty more like an international contract or an international statute? How are they different?
3. Why did the United Kingdom consent to the rules set out in the EHRC?  
4. Why did the United Kingdom consent to the jurisdiction of the ECHR?
5. Why did the United Kingdom comply with the court’s decision? What did it cost? (in addition to £40,000?)

Texts: Assignments are from Bryan D. Hull, United States and International Sales, Lease and Licensing Law (2^nd Edition 2012) Wolters Kluwer

Class web page: You are required to register on the TWEN site for this class with an email address that you check regularly; the website facilitates the exchange of ideas and provides interested students with an opportunity to participate in online discussions.  Registration and participation are an essential part of this course.  Students should check the website regularly throughout the semester. 

Please note: I use power point slides in class, and will post them on the TWEN site under “slides” at least 24 hours before each class. 

Assignment: Please review the syllabus on our TWEN site and please read Chapters 1 and 2 for our first class.

Thanks!

Syllabus: For our first class, please review the syllabus on the TWEN site. There is no required book for this class; I’ll be providing the necessary materials for our drafting work on our TWEN site. 

Class web page: You are required to register on the TWEN site for this class with an email address that you check regularly; the website facilitates the exchange of ideas and provides interested students with an opportunity to participate in online discussions.  Registration and participation are an essential part of this course.  Students should check the website regularly throughout the semester. 

See you on Thursday August 13 at 10:10.  I’ll post the link for the Zoom meeting on our TWEN site.

Zoom Meeting:
Tuesday 7–9 p.m.

Professors:
Gariel Kutner: gariel.nahoum@gmail.com
Jennifer Mastronardi: dimariaj@gmail.com

Online Materials
There is no textbook for this class.  Reading assignments will consist of a series of articles and other materials (please see BlackBoard for document entitled “Handouts” for assigned readings [to be posted throughout the semester]). 

The reading for Class 1 will be spread over the first two classes so don’t worry if you do not get to everything for Class 1.
We look forward to meeting you on August 11!

Course Date: Class 1 – August 11, 2020

Topics to be Discussed:

• What is Compliance?
• What is Risk?
• Types of Risk
• Overview of the Legal and Regulatory Structure Governing Asset Managers
• Overview of Key Constituents (asset management departments and personnel, board of directors, shareholders and regulators

Assigned Reading From “Online Materials” Document:

• The Importance of Compliance in Business
• Ethics vs. Compliance
• Risk Management
• Asset Management Risk Management and Compliance
• PwC State of Compliance Study (available on Blackboard)

First Class Assignment
Fall 2020 Semester

Readings from Cox & Bok’s Labor Law Cases and Materials
Sixteenth Edition, Foundation Press

Session 1 (Tues. August 11) – Overview of Course Objectives

The historical development of the regulation of the Labor-Management relationship in the United States.

During this session we will cover the following cases:

• Vegelahn v. Guntner,  Cox, p. 5-13
• Cox, p. 13-21
• Loewe v. Lawlor, Cox, p. 20-23
• Cox  p. 25-36
• Thornhill v. Alabama, Cox, p. 37-41
• Wagner Act  (NLRA– Creation of the NLRB and its Structure and Procedure
  Power Point Presentation by Professor
• Cox-p. 41-56
• Jurisdiction under the NLRA – Cox p. 56-59
  History of jurisdictional standards
  Board Authority to cede jurisdiction
• Jurisdiction over religious affiliated organizations, Bethany College, 369 NLRB #98 (6/10/20) discussing First Amendment issues (separation of church and state) with discussion of Supreme Court case, Catholic Bishop, 440 US 490 (1979) (jurisdiction issue over lay teachers at religious high school)
• Jurisdiction over entities established or controlled by a political subdivision under Supreme Court test laid out in NLRB v. Natural Gas Utility District of Hawkins County, 402 US 600 (1971)

Course Materials: There is one required textbook:

Tyler, Lawton, Conroy, Sandel and Zuckerman: Poverty, Health and Law: Readings and Cases for Medical-Legal Partnership, Carolina Academic Press, ISBN 978-1-59360-779-0 (hereinafter “PH&L.”)

Additional materials will be posted on Blackboard.

Classes: During the first seven weeks of the semester, this class will meet on Thursdays from 9-11 a.m. in Room 243.

Blackboard: We have set up a course page for this class on Blackboard. Blackboard gives us a quick way to reach all of you with any announcements, Syllabus changes, handout materials, interesting links, etc. It also gives us a way to extend class discussion beyond the classroom hours.  If you are not already registered, you should register for this course on Blackboard by the end of the first week of classes.

Week One-Social Determinants of Health I: Why Are We Here? Readings:
PH&L Chapters 1 & 2 (pp. 3-61)
Consider Questions For Discussion – pgs 51 & 63

Karp, Jack, “Virus Turns Up Pressure on Medical-Legal Partnerships.” Law 360, 19 July 2020

Day One Assignments

1. I have set up a course page for this class on TWEN. TWEN gives me a quick way to reach all of you with any announcements, Syllabus changes, handout materials, interesting links, etc. It also gives me a way to extend class discussion beyond the classroom hours. You must register for this course on TWEN by Noon on August 7, 2020. Certain readings noted below are available on TWEN
2. Download and read the syllabus from TWEN
3. Read day following first day introduction and materials from the syllabus:

INTRODUCTION (week 1)

Who are in-house counsel and what do they do?  An overview of the degree to which lawyers are employed by business, governmental and non-profit organizations to provide them legal advice for a salary (and perhaps bonus, stock or both) instead of any other fee arrangement.  A foreshadowing of the effect of this on their advice, independence, perceived independence, licensing, and their exposure to liability. Questions of in-house counsel's role as clients, as lawyers, and a preview of questions of who acts for the organization.

Materials:

• Excerpt from The Inside Counsel Revolution by Ben Hieneman, former GC, GE.
• Becoming In-house Counsel, ACC.  READ ONLY THROUGH END OF III, PAGE NUMBERED 19.
• Is an in-house counsel job right for you? ABA
• Management expectation
• 2019 GC Landscape (READ ONLY the bold headings and the charts-graphs-graphics)

Hello, Please find below the reading assigned for our first class on Monday, August 17th. The actual reading material has been uploaded, along with the full syllabus on the class TWEN site so please be sure to register and sign on to our class TWEN site on Westlaw.  Looking forward to class. 

Professor Folami

Reading Material Themes:

*NOTE: These reading material themes may change as we progress in the class and are provided now as a broader overview.  The Actual Reading Material will be posted on TWEN.

1. Introduction: Leadership Theory and Lawyer Leaders in Theory
   Anticipated Reading:
   • Article “Are Leaders Born or Made? A True Story”
   • Excerpts “A New Vision of Leadership for Lawyers” and “Piloting the Boat by Looking at the Wake” from Dangerous Leaders: How and Why Lawyers Must be Taught to Lead by Anthony Thompson.
   • Excerpts “Lawyers as Leaders” and “The Nature of Leadership” from Lawyers as Leaders by Deborah Rhode
   • Excerpts “Premise,” “Live an Amazing Life,” “Forget Work-Life Balance” and “Double Your Resilience” from Your Oxygen Mask First by Kevin Lawrence

Topic 1
Assignment Memo

Rules
Model Rules: Preamble, Scope, 1.0, 1.1, 1.3, 1.4, 1.6, 1.15, 5.4, 5.5, 5.7, 8.1, 8.3, 8.4, 8.5

Please do the following prior to class:

• Purchase the 2020 Model Rules of Professional Conduct (available on amazon or on the ABA website).
• Read the Rules assigned above.
• Listen to the 50-minute Buried Bodies podcast (link available on Blackboard).
• Read the following (all documents available on Blackboard):
  • ABA Formal Opinion 481 (4/17/18).
  • In re Application of Baldwin, 116 N.E.3d 1269 (Ohio 2018).
  • In re Application of Jones, 114 N.E.3d 189 (Ohio 2018).
  • Matter of Schorr, 166 A.D.3d 115 (1st Dept. 2018).
  • SDNY Ban.
  • DHS “Inaccurate” Statements.
  • Texas Bar Racist Posts.

Questions to Consider

1. Consider the questions listed below regarding the case described on the Buried Bodies podcast: 
   1. How did Armani address the fact that he had never handled a murder case before representing Garrow?  Does that comport with Rule 1.1?
   2. Do you think it was ethical of Armani and Belge to go and view the “buried bodies”?  Is that consistent with Rule 1.3?
   3. How did the promise of confidentiality help Armani and Belge in their representation of Garrow?
   4. Does the current Rule 1.6 contain an exception that would have allowed Armani or Belge to contact the police about the buried bodies?  If not, do you think it should?
   5. Do you think it was proper for the prosecutor, in assessing whether or not to accept the plea deal presented by Armani and Belge, to consider whether he would “look bad” if he accepted the deal?
   6. Aside from the ethics rules, what do you think would have been the right thing for Belge and Armani to do regarding disclosure of the bodies’ location? Is it ok if the “right thing” is different from the ethics rules?
2. Do you think lawyers should be required to tell clients about every mistake they make on a case?  If not, what types of mistake should be communicated, if any?
3. How far do the ethical rules reach? Do they include conduct that occurs before a person becomes a lawyer? Conduct you observe but don’t engage in? Conduct that does not occur in the course of representing a client? Conduct that occurs in a different legal jurisdiction?
4. Do you think the law graduates in In re Application of Baldwin and In re Application of Jones should have been disciplined professionally for their actions? If so, what sanction do you think would have been appropriate? What about the lawyer in Matter of Schorr?
5. Do you think the sanction imposed on the lawyer in the “SDNY Ban” materials is too harsh?  Too lenient?  Just right?
6. Read the documents in the “DHS Inaccurate Statements” and “Texas Bar Racist Posts” materials. Do you think the DHS attorneys committed an ethical violation? If so, which rule? Do you think Larry McDougal committed an ethical violation? If so, which rule?

Welcome to Lawyers Ethics.

The first assignment is posted on Blackboard. It is:

1. Fill out the Survey and send to me by August 10
2. For April 11
   • Gillers, Regulation of Lawyers,
   • Preface and The What Who How and Why of Legal Ethics
   • xxvii- p.15
   • Defining the Attorney Client Relationship
   • 15- 22 
   • Rules 1.1,1.6
3. Confidentiality Materials on Course Content
   • Alton Logan Video
   • Wrongful Convictions Resolution

Hello Perspectives Students!

We are so looking forward to teaching you this semester. Critical to the Perspectives course will be your use of Barbri’s online platform, Matrix. All of you assignments, online quizzes, and instructional videos will be available to you through the Matrix portal.

Once Barbri enrolls you (between August 5 and 6) you’ll receive automated emails containing your login information (User ID & password, the URL to the Matrix login page, etc.), and instructions on how to access your account. Please be on the lookout for these emails from Barbri, and make sure to check your Spam folder!

If you have not received anything from Barbri by August 7, please contact Professors Lefton, Louis, or Caporale.

Assignment due prior to our first class

You will need to complete the MBE Pre-Test prior to our first class. Once you have logged into your Martix account by following the steps provided in the Matrix account emails,  complete the MBE Pre-Test by opening the link provided in the first Module (at the top of the Matrix classroom).

We look forward to seeing you all!

Best,
Profs. Lefton, Louis, & Caporale

Fall 2020

• Week 1, 8-11-2020
  • Introduction
  • Purpose of Course/Form of firm/litigation teams/written assignments/client interviews/retainers/time sheets/best billing form
  • Prepare Retainer agreements (hourly, contingent fee, money up front, flat fee, hybrid?), other documents for client signature
  • Handbook pages 3-14, 92, 93
• Week 2, 8-18-2020
  • Client Interviews Handbook pages 14-28
  • Each litigation team will conduct an intake interview of its client (the adversary team will be asked to leave the room during the interview); all other members will attend (it will be necessary to protect privileged information)
  • Discuss elements of case (PJI) Discuss Ethical Question
  • Plaintiff teams to prepare complaints; complaints to be e-mailed to Judge Cozzens no later than noon on Monday, August 17th. (bcozzens@nycourts.gov)
• Week 3, 8-25-2020
  • Complaint Review Handbook pages 20-24
  • Review complaints/prepare client correspondence/prepare investigation correspondence/discussion of discovery and e-discovery
  • Ethics Question
  • Defendant teams to prepare answers with affirmative defenses and counterclaims (follow e-mail timing and procedure, send by 8-24) (Assignments to be e-mailed no later than Monday before class)
• Week 4, 9-01-2020
  • Answer Review Handbook pp. 26-53
  • Discuss Discovery Demands/responses to discovery demands/preparation and conducting of depositions
  • Prepare discovery demands (follow e-mail procedure) Week 5  9-08-2020 (Time Sheets to be submitted)
  • Discovery Review
  • Investigation Ethical Question
  • Prepare discovery responses (follow e-mail procedure) Handbook pp. 24-26
• Week 6, 9-15-2020
  • Discovery Responses and objections Preparation for depositions
• Week 7, 9-22-2020
  • Depositions
  • Conducting of plaintiff depositions
• Week 8, 9-29-2020
  • Completion of Depositions
  • Conducting of defendant depositions Discussion of pre-trial memos
• Week 9, 10-06-2020
  • (2nd Time Sheet Due) After the deposition
  • Handbook pp. 53-60
  • Post-deposition review; further investigation; reports to clients; motions, further discovery, expert determination and retention
• Week 10, 10-13-2020
  • Client Counseling Handbook pp. 60-84
  • Review case with client and options for resolution; Trial mode (jury or non-jury)
• Week 11, 10-20-2020
  • The Business
  • Business Development
  • Trial Preparation (witness/document subpoenas)
  • Motions in Limine/pre-trial briefs/jury charge (PJI)/ evidentiary issues (Richardson)
• Week 12, 10-27-2020
  • Dispute Resolution and Negotiations
  • Conduct settlement negotiations with a mediator Handbook pp. 83-93
• Week 13, 11-03-2020
  • Preparation of stipulations of settlement, stipulation of discontinuance, and releases.
• Week 14, 11-10-2020
  • FINAL ASSIGNMENT DUE

Grading: Each student will submit his/her own document preparations for individual grading. Those students with Writing II requirements will receive their grade based upon the final document and additional assignment. (Memorandum/motion submission)

Office Hours: Subject to the Law School Protocols, I will be at the front of the Library each class day at 5:00pm to answer questions and discuss the Class. I can also be reached for questions at my e-mail address.

First Assignment–Fall 2020

Text: Religion and the Constitution by McConnell, Berg & Lund (4th ed. Wolters Kluwer 2016), plus 2020 Supplement

For Tuesday, August 11, 2020, read:

• Defining Religion - pp. 665-684, 696-700
• History - pp. 13-20, 50-61

Full syllabus will be available on Blackboard.

FIRST ASSIGNMENT

Subject matter jurisdiction of the New York State court system

Textbook : Chase and Barker pgs viii – x, 122-154; problem A; CPLR 325

Fall 2020: First Assignments

The assignments for our first week of classes are described below.  With minor exceptions, our seminar classes will take place from 6:30 p.m. until 8:00 p.m., on Tuesdays and Thursdays through Zoom links that are accessible via the Seminar’s Blackboard site. 

Course Materials

• Wortham, Scherr, Maurer and Brooks, Learning from Practice: A Text for Experiential Legal Education, 3rd edition (West, 2016) [“Text”]
• U.S. Constitution and various statutes
• ABA Model Rules
• Publicly available materials

TUESDAY, AUGUST 18: Introduction to Externships and Seminar Overview >

• Text, Introduction for Students, pp. xv-xviii
• Text, Chapter 1, pp. 1-13
• Text, Chapter 2, pp. 15-32
• HLDC Self-assessment, p. 24, Student Manual, posted on Blackboard
• HLDC Daily Time Log, posted on Blackboard
• Somin, How Liberals Learned To Love Federalism
• New York State Pro Bono Form

THURSDAY, AUGUST 20: Learning from Supervision and Journals

• Text, Chapter 3, pp. 33-43, pp. 49-57
• Text, Chapter 8, pp. 203-219, pp. 228-235
• HLDC Goals and Objectives Matrix, posted on Blackboard
• HLDC Sample Journal Entry, posted on Blackboard
• Note: Your “Goals and Objectives” journal entry is due 2 weeks after you begin your placement

Required Course Materials: The required text is Katharine T Bartlett, Deborah L Rhode, Joanna L Grossman and Deborah Brake, Gender and the Law: Theory, Doctrine, Commentary (8th Edition, 2020). (“Gender and the Law”)

Administrative Details:
Class meetings: Tuesdays and Thursdays: 8:10 -9.40am.
Email: Charis.J.Damiano@hofstra.edu
Office hours: By appointment
Assistant: Jennifer Calautti, Room 223
Course webpage: TWEN (please refer to TWEN for further details of the course)

First Assignment: The first class will be on Tuesday, August 11th 2020. Please read pages 1-8 and pages 37-58 before that class meeting.

Points for discussion:

1. Consider the various theoretical frameworks presented on pages 1- 8 and how they interplay in the field of sex discrimination law;
2. When reading the cases, try to identify the source of the discriminatory practice, the legal rationale that was given to try to justify the discriminatory practice and the harm it caused to women at the time;
3. Compare and contrast the different legal reasonings provided by the Supreme Court in the cases of Muller v. Oregon 208 U.S 412 (1908) and Goesart v. Cleary 335 U.S 464 (1948). Think about how they are alike and how they differ.
4. Please read the Declaration of Sentiments, Seneca Falls Convention on pages 12-14 and make a list of the issues addressed in this Declaration. Consider the various ways that the authors argue that a women’s right to work and be employed are affected by the list of discriminatory acts and practices set out in the document.

Instructor’s Name: Charis Damiano
Email address: Charis.J.Damiano@hofstra.edu 
Telephone Number: 516 816 3272
Faculty Assistant:  Jennifer Calautti, Room 223.
Office Hours: By appointment.
Classroom: Koppel 205.

SEX- BASED DISCRIMINATION SYLLABUS

Purpose of the Course: The purpose of this course is to explore sex-based discrimination legislation and cases in detail. During the course, we will explore the history behind sex discrimination legislation, both under the Constitution (principle of Equal Protection) and Title VII of the Civil Rights Act of 1964. We will also focus on the definition of sex discrimination in an employment context, considering both direct and indirect discrimination, as well as sexual harassment, pregnancy discrimination, and sexual orientation discrimination. We will also review the text of the discrimination legislation set out in Title VII, the Pregnancy Discrimination Act, and the Equal Pay Act of 1963 and consider ways to remedy past discrimination, including affirmative action programs which address gender inequalities in the workplace. We will also compare and contrast US sex discrimination laws with European sex discrimination laws, with a particular focus on the United Kingdom. We will also consider best practice when bringing a sex discrimination complaint in the court as well as the importance of proper workplace policies and training which address sex-based discrimination and harassment.

Course Materials: We will be using the following course materials:

Required: Gender and Law: Theory, Doctrine, Commentary.8 th Ed. (2020). Katharine T. Bartlett, Deborah L. Rhode, Joanna L. Grossman and Deborah Brake.

On occasion, given the law is constantly evolving in sex-based discrimination, I may assign specific cases (not in the course materials). If this is the case, I will give you advance warning and provide details of which cases to read and links to the cases.

Professionalism: You are expected to conduct yourself in a professional manner during class and in your dealings with me and your classmates. Your attendance, preparation and participation is required and may contribute to your final grade.

Attendance Policy.  The rules of the New York State Court of Appeals, the American Bar Association, and the Law School all require law students to be in good and regular attendance in the courses for which they are registered.  To comply with these rules, you must attend at least 85% of your regularly scheduled classes.  A student enrolled in a three-credit course may thus miss no more than 5 hours and 15 minutes of scheduled class time.

I will provide sign-in sheets for each regularly scheduled class, which shall be the dispositive evidence regarding your absence from a given class.  Each student is responsible for signing in. Please sign in at the beginning of the class, not the end. Falsification of sign-in sheets is a violation of the Code of Academic Conduct.

If you exceed the permitted absences by failing to sign in, you will be administratively withdrawn from the course.  No prior notice may be given, and you will receive notification from the Office of Academic Records indicating the withdrawal. Any such withdrawal may have serious ramifications for your financial aid, academic standing, and date of graduation. 

If you believe you must be absent from class for more than the permitted number of classes, you should contact the Office of Student Affairs (not to me) as soon as possible.  Accommodations will be made for students who must be absent for religious reasons and in cases of truly compelling hardship.  Any request for an exception made to the Office of Student Affairs must be accompanied with appropriate documentation. 

Lateness:  Students are expected to be on time to class.  However, it is better to come to class late than not at all. You may walk in late if you have a good reason, as long as you don’t abuse this privilege and it is the exception and is not habitual.

Participation: I reserve the right, in my discretion, to raise or lower your grade by a +/- to reflect your attendance (including lateness), preparation and participation.

Remote Learning

Students who have health conditions, symptoms, or concerns that would prevent them from attending an in-person class may attend a particular class session or sessions ‘remotely.’ Students should inform their instructors that they will be attending remotely. To get credit for attendance, such students must attend class live (they cannot simply review a recording afterwards) and sign in via the chat function.

You are not permitted to tape record this class. 

“TWEN” (The West Education Network):  I have set up a course page for this class on TWEN. TWEN gives me a quick way to reach all of you with any announcements, Syllabus changes, handout materials, discussion points for classes and interesting links, etc. I will also post the slides from class on TWEN under the “Course Materials” tab.  It also gives me a way to extend class discussion beyond the classroom hours.  You must register for this course on TWEN by the first day of our classes, August 11 2020. Please use an email that you check regularly. Go to www.lawschool.westlaw.com and select TWEN from the menu of items at the top of the page next to the current date. You will then be asked for your Westlaw password and for registration information (including your email address – this need not be the address issued by the Law School).  To maximize the effectiveness of the TWEN system, please be sure to provide all requested information.  You will then be given the opportunity to register for the TWEN website dedicated to the Sex-based Discrimination course (by choosing “Drop/Add a Course”). 

The website facilitates the exchange of ideas and provides interested students with an opportunity to participate in online discussions.  Registration and participation are an essential part of this course.  Students should check the website regularly.

Learning Outcomes:

The following are learning objectives for the course. By the end of the course, students should:

• Have advanced their proficiency in extracting rules and policy from cases, statutes, and administrative regulations and analyzing, interpreting and arguing differing interpretations of rules and statutes;
• Have advanced their ability to construct arguments and identify flaws in an argument;
• Have improved their ability to identify legal issues in facts and apply rules and policy to facts as well as weigh evidence to reach factual inferences;
• Have a thorough knowledge of the law of sex-based discrimination, including Equal Protection under the Constitution, and discrimination laws relating to sex discrimination, harassment, pregnancy discrimination, equal pay and sexual orientation discrimination;
• Have learnt how to compare the sex-based discrimination laws of the United States with similar and equivalent European discrimination laws;
• Have acquired and deepened their knowledge and awareness of the current events and developments affecting sex-based discrimination laws in the US and Europe;
• Have acquired practical legal skills in relation to the bringing of a sex-based discrimination claim in the court, including drafting techniques for pleadings and witness statements.

Expected Student Workload: The American Bar Association requires that you spend at least 6 hours per week, on average,outside of class studying for this 3-credit course. This is in addition to the 2 hours 30 minutes a week we spend in class.  The ABA has a formula for determining the requirement.  In other courses, the required number of out-of-class hours may be different.

Final Grade for the Course: 
The final grade for the course will be determined as follows:

• 15% class participation: You are expected to contribute meaningfully to class on a regular basis. Sometimes, I will provide discussion questions in advance on TWEN and you are expected to have prepared short answers to these questions. Further, during the semester, I may assign individuals “Putting Theory into Practice” questions to prepare and present to the class.
• 85% final exam: The final exam may consist of essays, short answers, multiple choice questions or some combination thereof.  I will provide more information about the final later in the semester. Students should be prepared to take the exam in-person.

Computer Policy:  In this course, you may not use a laptop, tablet, smart phone, cell phone, or any other electronic device during in- person classes.  An exception to this policy exists for any student who has been designated by the Office of Student Affairs to take notes for another student receiving an accommodation. If you are a designated note taker, please sit in the last row of the classroom. I will post copies of the slides on TWEN.

Communications:  The best way to communicate with me is by email at Charis.J. Damiano@hofstra.edu.  I will get back to you within 24 hours.  While I do not maintain regular office hours, if you need to speak with me in person, we can set up an appointment either before or after class.

ASSIGNMENT SCHEDULE

The following table sets out the assignment schedule for the first 6 classes. This is a guideline only and may change, depending how long we spend on specific cases or pieces of legislation during a class.

I will post assignments in advance on TWEN going forward.

• Class: 1
  • Date: 08/11/20
  • Topic: Introduction to the course and Background to Sex-based Discrimination laws.
  • Assignment: Page 1-8 and 37-58 of Gender and the Law
• Class: 2
  • Date: 08/13/20
  • Topic: Formal equality and the Constitutional Right to Equal Protection.
  • Assignment: Pages 58- bottom of page 74 Gender and the Law
• Class: 3
  • Date: 08/18/20
  • Topic: Formal equality and the Constitutional Right to Equal Protection.
  • Assignment: Pages 74 -92 of Gender and the Law
• Class: 4
  • Date: 08/20/20
  • Topic: Formal Equality in Employment: Equal Pay
  • Assignment: Bottom of page 92 to 105 of Gender and the Law
• Class: 5
  • Date: 08/25/20
  • Topic: Formal Equality in Employment: Equal Pay
  • Assignment: Page 105 to top of page 120 of Gender and the Law and consider the following pieces of legislation:
    • California Fair Pay Act
    • New York Equal Pay Act
• Class: 6
  • Date: 08/27/20
  • Topic: Formal Equality in Employment: What is discrimination “because of sex”?
  • Assignment: Read the case of McDonnell Douglas Corp v. Green  (411 U.S 792) and pages 120 – to top of 130 of Gender and the Law

• Syllabus (PDF)
• Quality Inns Decision (PDF)

Hello, Please find below the reading assigned for our first class on Wednesday, August 12th. The full syllabus, along with additional course material, has been uploaded onto the class TWEN site so please be sure to register and sign on to our class TWEN site on Westlaw.  Looking forward to class. 

(Week of 8/10)

Hours 1 & 2

WEALTH TRANSFER UPON DEATH: THE FUNDAMENTALS

1. Introduction
   1. Wescot t v. Robbins, 40 S.E.2d 461 (N.C. 1946).
      (You may download the case off of TWEN from the “Other Course Materials” link).
   2. Dead Hand. Pgs. 1-15.
   3. Economics of inheritance. Pgs. 16-28.
   4. Transfer of Decedent’s Estate. Pgs. 40-51.

Best regards,
Professor Folami

First Class

Read pp. 1-32 (note that we will not discuss Shaw Family Archives).

We will have a policy discussion regarding testamentary freedom. Be prepared to discuss Hodel v Irving (p.30) at the end of first class or (more likely) the beginning of the second class. For the second class, peruse pp. 519 - 546 (dealing with community property and the elective share – subjects we will touch upon in connection with our discussion of Hodel).

After completing the discussion of Hodel, we will discuss Shapira (p.5).