A remix of the original OER called 5R's of Visual Reference. I added bold and italicized text in the subtitles to appeal to visually impaired readers.
This PDF was found in the the SUNY OER Community Course files.
In this course, you will analyze the essential elements of probation and parole by examining the history of sentencing and post-sentence release from its beginnings to the contemporary institution to which it has evolved. Integrated within this study, a variety of topics will be examined through anantiracist lens. The juvenile justice system, probation administration, sentencing, community-based corrections, the theory of rehabilitation, probation and parole officers, special programs, intermediate sanctions, and the future trends and issues related to probation and parole will all be considered with a key focus on social justice.
In this module we will provide a comprehensive description of the legal landscape of the assistive technology locally and on an international level as well as best practices.
The Access to Justice Legal Apps Challenge Modules intend to get participants to think of new ways to use technology to better increase access to justice, and to ultimately design a concept for a legal app to address an access to justice issue.
The set of five modules are intended to operate as a “mini-course” for Ontario high-school students. Each module contains background information on the topic to help instructors prepare for the lessons. The background information has sources to support instructors and students delving further into topics of interest. The modules are designed so that they can be used in either an in-person or virtual learning environment.
This textbook provides context and essential concepts across the entire range of legal issues with which
managers and business executives must grapple. The text provides the vocabulary and legal acumen
necessary for businesspeople to talk in an educated way to their customers, employees, suppliers,
government officials—and to their own lawyers.
Mayer, Warner, Siedel and Lieberman's Advanced Business Law and the Legal Environment is an up-to-date textbook with coverage of legal and regulatory issues that are more technical than the topics in the authors' Foundations of Business Law and the Legal Environment.
Written for students and instructors in an advanced legal research course, this book uses the steps of the legal research process to facilitate skills practice, collaboration, and reflection. It proposes a hypothetical as a basis for practicing the research process steps and encourages students and instructors to contribute other hypotheticals. The text also includes sample assignments, demonstration videos, and discussion and reflection questions, with opportunities for students and instructors to contribute additional questions. This text uses an approach that emphasizes student reflection on the development of research skills, with the benefit of repeated and consistent formative feedback.
This is a syllabus for the course "The Age of Human Rights" (Capstone course – International Relations & International Law) designed for the University College Groningen (UCG), University of Groningen (the Netherlands). The syllabus is designed by taking into consideration the UCG’s focus on project-based education and it is further inspired by the design thinking approach to education.
This course aims to do two things. Firstly, to provide a good knowledge base on what international human rights are and what mechanisms exist to implement, supervise and enforce them. Secondly, to discuss in a critical manner how international human rights thinking has become inextricably linked to almost all areas of international cooperation. Students are asked to critically analyse specific human rights issues from a multi- or interdisciplinary perspective, thereby drawing upon information from the various disciplinary fields that they have covered in their programmes.
The first part of the course (6 sessions) is used to create the relevant knowledge base through interactive lectures. In the second part of the course (12 sessions), students are asked to work in small subgroups on particular issue areas which will be chosen in consultation with the instructors. The course concludes with a half-day conference on human rights in which the participating students act as panel members (this may be subject to change).
Graphic Novel and Student Discussion Guide on the central ideas of John Stewart Mills work on the necessity of free speech in a democratic society.
An interview conducted by the ACLU in March of 2005, preceding a Supreme Court hearing in the case of Castle Rock, Colorado v. Gonzales. This case determined the accountability of local law enforcement for failing to enforce court orders that protect victims of abuse by a spouse or acquaintance.
American Contract Law for a Global Age by Franklin G. Snyder and Mark Edwin Burge of Texas A&M University School of Law is a casebook designed primarily for the first-year Contracts course as it is taught in American law schools, but is configured so as to be usable either as a primary text or a supplement in any upper-level U.S. or foreign class that seeks to introduce American contract law to students. As an eLangdell text, it offers maximum flexibility for students to read either in hard copy or electronic format on most electronic devices.
Why “American” Contract Law? Nearly all American contract law texts focus on U.S. law. This volume simply makes that focus explicit. Modern American lawyers face an increasingly global world, and the book makes it clear that American law is not the only important commercial law regime in the world. But much of the value that the cosmopolitan and transnational American-trained lawyer brings to the table is an understanding of the contract law of the United States. To this end, the venerable English cases that exemplify common law doctrine are here presented not in their hoary 19th century settings. but in the 21st century forms that students can intuitively grasp.
Many textbooks mention the Trail of Tears, but fail to mention that this early displacement of an ethnic minority is only the one of many legally-sanctioned forced relocations. This lesson will address the displacement of American Indians through the Trail of Tears, the forced deportation of Mexican Americans during the Great Depression, and the internment of Japanese American citizens during WWII.
Antarctic Expedition involves a multi-issue negotiation between two university professors over resources for a proposed joint expedition to the Antarctic. Antarctic Expedition encompasses key negotiation concepts such as the best alternative to a negotiated agreement (BATNA), the worst alternative to a negotiated agreement (WATNA) and the zone of possible agreement (ZOPA). Students are also invited to examine the role of principled negotiation, and the applicability of standards and criteria. This simulation has been designed for third level students studying negotiation. Whilst it can be used at an introductory level, it is suggested that it is most appropriate for students who have already been introduced to fundamental negotiation concepts.Teaching Notes include General Instructions, Confidential Instructions for Andy Balfe and Confidential Instructions for Gerry Hopkins.
This text Provides a detailed analysis of whether the substantive applicable law in investor-state arbitration, national, international, or a combination of both.
This is a writing assignment on the topic of environmental justice for a philosophy-oriented "Philosophy and the Environment" course. It provides somewhat realist scenarios for students to demonstrate their understanding of several theories and practices emerging from environmental ethical issues including race, class, gender, indigenous peoples, and international law and economics.
Ardmara Concert is a multi-party, multi-issue negotiation between a concert promoter, representative of the Residents' Association, representative of the Parents' Association, local TD (politician) and representative of the Business Association over the staging of a concert by a controversial performer. Ardmara Concert is designed for third level students studying negotiation and may be used to introduce students to multi-party negotiation. It also serves as an example of a values-based dispute, in which parties have ethical concerns regarding the impact of the concert.
The Assessment of Authentic Learning Rubric focuses on the areas of agency and authenticity, concepts derived from the Student as Producer and Social Pedagogies frameworks. The rubric consists of five areas: learning tasks, learning process, social core, learning assessments, and lifelong learning. Each of the five areas contains statements that course designers can use to evaluate their course/s. Instructors may elect to use the rubric as a self-evaluation tool or might elect to work through it with support from an instructional designer. The rubric can be used for course taught in a variety of modalities including online, hybrid, and face-to-face.
This assignment provides the opportunity for students to:Compare and contrast the nontax operational features of various entity forms including formalities, rights and duties of owners, liabilities, effect of bankruptcy and dissolution.Develop a list of questions to ask a business owner/client in order to perform an analysis and determine the appropriate entity form for the business.Interview a business owner to determine the owner’s specific needs concerning control, rights and duties, liabilities, taxes, formalities, effect of bankruptcy, and dissolution.Evaluate the owner’s answers to the questions concerning specific needs related to control, rights and duties, liabilities, taxes, formalities, effect of bankruptcy, and dissolution.Recommend an appropriate business form based on the business owner’s specific needs.Justify choices in making a recommendation (justification based on readings).Draft appropriate entity paperwork you would file with the Idaho Secretary of State.Communicate effectively by writing documents that are clear, concise, and compelling.
The Authenticity and Agency rubrics are based on elements from two frameworks: Student as Producer and Social Pedagogies. The rubrics were created for instructors and instructional designers to use as they develop authentic learning experiences in the course design process.