Lessons: 2L-3L Upper Level Lesson Topics

This lesson deals with how trademark protection may be lost by abandonment, i.e. the discontinued use of a mark, the licensing of a mark in gross or an assignment of a mark in gross. This lesson is intended to be used as a supplement to the student's course material. It analyzes several issues that arise from the non-use or limited use of a mark, the licensing or assignment of a mark, as well as the considerations that follow the resumption of use of an abandoned mark.

This lesson builds on the concepts that you may have been introduced to in Professor Robert Lind's lesson on the classification of marks, e.g., generic marks, descriptive marks, suggestive marks, arbitrary marks, and fanciful marks. Specifically, this lesson will concentrate on the validity of a mark for trademark protection purposes when the trademark or trade dress is not inherently distinctive. So, after completing this lesson, you should be able to identify and then analyze when a trademark or trade dress may receive trademark protection even though the mark or dress is not inherently distinctive. For your information, in most respects trademarks and trade dress are treated similarly, if not the same, by the Lanham Act. In only a few evidentiary situations will trademarks and trade dress be distinguished; for example, when determining whether a source identifier is inherently distinctive or not. This principle will be explained fully in the Trade Dress lesson.

The concept of "present value" is derived from the fact that any given sum of money has the capacity (if properly invested) to earn additional money over time. Indeed, it is this inherent earning power of money that gives rise to the requirement in most jurisdictions that "present value" adjustments must be made in every situation where damages representing future pecuniary losses are awarded. Part I of this Lessonette® tutorial is designed to explain why certain types of damage awards must be adjusted to their "present value," and to demonstrate precisely how those adjustments are actually calculated. The Lessonette also examines a variety of individual factors that should be taken into consideration in performing various types of "present value" adjustments. This Lessonette tutorial is intended for those students who already have a good working knowledge of the concept of pecuniary damages, including the various individual components of such damages, as well as how they are measured.

Part II of this Lessonette exercise addresses the related concept of adjusting future pecuniary damage awards to account for the potential effects of future economic inflation. This portion of the Lessonette examines in detail three specific methodologies for making such adjustments that were expressly articulated by the U.S. Supreme Court in its decision in Jones & Laughlin Steel Corp. v. Pfeifer, 462 U.S. 523, 76 L. Ed. 2d 768, 103 S. Ct. 2541 (1983).

This Lessonette is considerably longer than most CALI lessons, as it really contains two distinct portions, either of which can be completed separately, or at different sittings. However, the Lessonette as a whole is designed to be completed in its entirety, since adjustments to any future pecuniary damage award generally must take into account both the concept of "present value" as well as that of future inflation.

Students who are unfamiliar with any of the basic underlying damages concepts that are addressed in this Lessonette should consult subject-specific CALI lessons on damages before proceeding with this Lessonette. Finally, it should also be noted that although this Lessonette does address a number of specific mathematical formulas by which present value and related future inflation adjustments are made, students need not possess any high level of mathematical or computational skills beyond the most basic math proficiency to successfully complete this Lessonette.

Many administrative agencies have their own judicial structures (often referred to as "quasi-judicial" structures). In this lesson, we examine the development of one type of judge used in those structures, the so-called administrative law judge. This lesson is intended for students who have studied these issues in class and who wish to further refine and develop their knowledge.

This lesson will cover the general area of adoption law and is designed as an introduction for those students who have not studied the subject and as a review for those students who have.

This lesson is an analytical guide to the study of two major aspects of evidence: relevance and hearsay. The vehicle used by this guide is a step by step, nine question analysis, applicable to any admissibility of evidence problem. This lesson should help one determine whether any item of evidence is admissible under the rules of evidence pertaining to relevance and hearsay. The answers to the first four questions determine whether any item of proffered evidence is admissible under the two components of relevancy: logical and legal relevancy. If the evidence in question is a statement, then the answers to questions five through nine will determine whehter the evidence is admissible under the rules of hearsay.

There are five exercises designed to give students a basic understanding of what arbitration is and how it is conducted. The first three exercises are useful for preparing students to conduct in-class mock arbitrations in several substantive courses and offer students the opportunity to compare and contrast the effect of arbitrating a simple consumer/construction contract dispute where: 1) there is no arbitral organization or rules, 2) Better Business Rules govern, and 3) American Arbitration Association Small Claims Rules govern.

The fourth and fifth exercises are optional and more complicated, involving disputed sales and real estate brokerage commissions respectively. Both exercises are conducted under the Commercial Rules of the American Arbitration Association. They explore the differences between ad hoc arbitration agreements and those governing future disputes. Moreover, they introduce the relationship between arbitral tribunals and courts which may be called upon to compel arbitration and/or enforce awards.

This lesson examines the definition of a partnership. It highlights the definition of a partnership and how it differs from the sole proprietorship (the only other business organization that exists without first satisfying formal filing requirements).

It details the characteristics (factors) examined when answering the factual question: Is this a partnership or something else?

The answer to this question is important because different answers may give rise to different legal consequences. If there is a partnership, the parties are partners with the resulting rights and obligations. If there is no partnership, the parties have a different relationship--perhaps employer/employee (principal/agent) or debtor/creditor--with different rights and obligations.

This lesson discusses the power that an agent (or apparent agent) has to affect the legal rights of the principal. In general, an agent or apparent agent may affect the principal's legal rights only to the extent that the agent possesses the authority or the power to do so. This lesson provides an introduction to the three basic types of authority -- actual authority, apparent authority, and inherent agency power.

This lesson reviews some of the concepts needed to understand the patent law doctrine of "nonobviousness" (Section 103 of the Patent Act). Before completing this lesson students should be familiar with the doctrine of novelty under Section 102 of the Act.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson introduces students to the Federal APA with special emphasis on (1) mapping the relationship of its parts and (2) closely examining the text of the principal sections.

This lesson deals with the problem created by the Battle of the Forms. At common law, the mirror image rule requires an acceptance to be exactly like the offer. The rule is reversed under the Uniform Commercial Code, however. Under UCC § 2-207, an acceptance is still an acceptance even though it states different or additional terms from the offer. This lesson will explore the effect of such different or additional terms and when they are operative. This lesson can be worked as an introduction to the Battle of the Forms or as a review. This lesson may be a more in-depth study of UCC § 2-207 than many first year contracts courses require. However, prior to working this lesson, you should have an understanding of offer, acceptance and mutual assent.

This exercise is designed to introduce the student to the "bottom line" defense rejected by the Supreme Court in Connecticut v. Teal. The exercise explores the circumstances of disparate impact claims and affirmative action programs under which the "bottom line" defense usually arises and the arguments involved. The use of "bottom line" evidence, sometimes used in disparate treatment litigation, is also explained and distinguished. Some understanding of basic discrimination theory (disparate treatment and disparate impact) is helpful in understanding the lesson.

This exercise introduces users to the principal provisions of the California Probate Code which governs intestacy. It also illustrates the application of those provisions to typical fact situations. The exercise explores inheritance by descendants, ancestors and collateral heirs in the context of both separate, community and quasicommunity property. Finally, the program explores subsidiary problems of inheritance such as the rights of posthumous heirs, adopted heirs, illegitimate children, foster-children, the slayer of the decedent and the treatment of the simultaneous death problem.

These interactive problems are intended to be used with CANINE Chapter 11 (Enforceability in Consumer Transactions), but they may also be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 13 (Overview of Perfection by Filing), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended for use with CANINE Chapter 15 (Perfection by Possession), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 17 (Perfection as to Goods Subject to Certificate of Title Legislation), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 19 (Perfection Pursuant To Federal Law), but also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 21 (Perfection As To Investment Property), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 23 (Continuing Perfection -- The Need to Reperfect (or Refile), but also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 25 (The How and Why of Priority), but also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 27 (Secured Party Versus Buyer), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 29 (Secured Party Versus Secured Party Continued), but they also may be used alone. Problem Set 28 also deals with disputes between and among secured parties.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 30 (Secured Party Versus Trustee in Bankruptcy), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 32 (Fixtures Priorities), but also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 34 (Getting Possession of the Collateral), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 36 (Acceptance in Full or Partial Satisfaction of the Debt), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 38 (Remedies for a Secured Party's Failure to Comply with Article 9), but they also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are to be used with CANINE Chapter 4 (Scope of Article 9), but they may be used alone also.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended for use with CANINE Chapter 6 (Choice of Law), but also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

These interactive problems are intended to be used with CANINE Chapter 8 (The Specifics of Enforceability -- A Security Agreement Authenticated by the Debtor or Its Legal Equivalent), but also may be used alone.

To see the entire textbook - CANINE: Complete Article Nine, click here.

CANINE (The Complete Article Nine) is a unique set of learning materials designed to assist both law students and lawyers to be effective Article 9 practitioners. It consists of a comprehensive collection of text and interactive problems modeled after a conventional casebook or treatise. The text is designed to be used with a commercially available set of commercial law statutes. The online version has the same content as found in the hardcopy, but in addition it provides hyperlinks that allow users to pull up statutory and secondary references and a keyword search capability.

The interactive problem sets found at the end of each chapter are likely to be the most valuable section for students, and may be done as stand-alone exercises. In the online version they provide the immediate feedback that is so important for effective learning. The tailoring of feedback to fit a user's level of expertise and understanding allows a user to proceed at his or her own pace and to reexamine questions and feedback as the user may wish.

This exercise helps you to learn how to characterize a remedy as legal or equitable. This is a significant characterization, as many important substantive and procedural rights can turn on this characterization. This lesson is probably best studied in conjunction with a course in Equity or Remedies, though one can use the lesson for independent self study of the topic. You may want to study the CALI lessons History of Equity and Equitable Remedies - An Overview first. By the end of this lesson, you should be able to identify the characteristics of equity.

This lesson is intended to be used as both an introduction to Child Custody Jurisdiction and as a review for students who have already studied the material.

This lesson reviews the guidance provided to attorneys by the Model Rules of Professional Conduct on selecting, rejecting or withdrawing from the representation of clients. The Model Rules studied in particular are Rules 1.16 and 6.2. Each section can be studied separately.

This exercise provides a comprehensive review of federal environmental citizen suits, focusing on the citizen suit provision of the Clean Water Act. The student is presented with a series of hypothetical violations of the Clean Water Act and is asked questions regarding whether judicial review is available under the citizen suit provision of the Act for those violations, the jurisdictional or procedural limits that are placed on review, and limits on the type of relief that is available.

This Lessonette® exercise will introduce you to the technology-based emissions limitations for the criteria air pollutants that apply to stationary sources regulated under the Clean Air Act. It can act as an introduction to the subject, or you can use this Lessonette interactive tutorial as part of a review of Clean Air Act stationary source regulation at the end of your studies of the Clean Air Act or before your final exam. No outside resources are required to complete this Lessonette exercise. However, this Lessonette assumes that you are already familiar with Clean Air Act "stationary sources" in general; if you aren't, you should complete the Lessonette entitled "Regulated Sources Under the Clean Air Act" before continuing this Lessonette.

This lesson can serve as either a comprehensive introduction to, or a comprehensive review of, the elements of Clean Water Act jurisdiction. It refers to cases that you may have studied in your Environmental Law course, but knowledge of the cases is not required in order to complete the lesson. In addition, no prior knowledge of the Clean Water Act itself or of the implementing agency regulations is necessary in order to complete this lesson, although the lesson can also reinforce your understanding of the elements of Clean Water Act jurisdiction if you have already studied those elements.

Finally, this lesson allows you to improve your skills in looking up statutory provisions, if you so desire. If you wish to use the Statute Look-Up mode of this lesson, you should have with you a copy of the Clean Water Act before you begin. You will not need any regulations in order to complete the Statute Look-Up mode.

If you do not have a copy of the statute, or do not wish to look up the relevant provisions of the Clean Water Act, this lesson will supply all of the statutory language that you need.

This lesson is an introduction to the types of Clean Water Act permits, the terms of a permit, and the effect of a permit. It can function either as an initial introduction to this subject or as a review of material covered in class.

However, this lesson will make more sense if the student is already familiar with the basics of Clean Water Act jurisdiction. It is therefore recommended that the student review Clean Water Act jurisdiction or complete the lesson entitled "Clean Water Act Jurisdiction" before attempting this lesson.

Cohabitants may litigate to obtain property, support, a share of an estate, or for derivative benefits such as wrongful death or survivor's benefits. This lesson reviews theories of recovery for cohabiting couples who were not formally married.

The lesson explores contract, quasi-contract and equitable theories of recovery such as constructive and resulting trusts, quantum meruit, promissory estoppel and implied contract. Note that not all states allow all remedies reviewed in this lesson.

This lesson does not cover domestic partnerships or common law marriage.

The lesson can be used as an introduction to the materials or for review.

This lesson focuses on issues related to the commencement of legislative rulemaking proceedings. Accordingly, it focuses on how such proceedings are commenced and by whom. It also focuses on rules that are exempt from rulemaking requirements. This lesson is intended for students who have studied these issues in class and wish to refine and further their knowledge.

This lesson covers characterization of commingled property at divorce. It covers tracing, transmutation, differentiation between income and passive appreciation and other rules regarding characterization of commingled property as marital or separate.

Computation of the separate and marital portions of mixed pensions, a common asset of divorcing parties, involves complex issues that are beyond the scope of this lesson.

Before beginning this lesson, students must have a good understanding of the difference between community or marital and separate property, and the principles of equitable distribution. It is recommended that students first complete the lesson on property division at divorce.

Note - Some states treat all property owned by either spouse, no matter how or when it was acquired, as marital. This lesson does not apply to states that do not differentiate between marital/community and separate property. Nor does it apply to states that treat all commingled property as marital or community.

The goal of this lesson is to introduce you to the basics of conducting company and industry research. Company research is the process of gathering information about a specific company. Once you have information about a company, you may need to know how that company is faring within its industry. Industry is a group of companies that produce similar products or provide similar services. Companies within an industry can be compared to one another or an analysis of the industry itself can be done to see how it is faring.

This lesson deals with a topic more commonly known as alimony, spousal support, or maintenance. Its focus is Chapter 5 of the American Law Institute Principles of the Law of Family Dissolution. This is an introductory lesson. It assumes you have spent little or no time discussing this material in class.

The lesson is divided into three parts:

• Part I contains introductory provisions.
  
• Part II concentrates on awards based on disparate spousal earning capacity (ALI Topic 2 awards).
  
• Part III concentrates on awards based on reimbusement and rescission (ALI Topic 3 awards).
  

This lesson explores some of the rules surrounding police searches based on a citizen's consent. Students will be able to critically examine the law and the policies that permit consent searches under certain circumstances.

This lesson is an examination of the constitutional law aspects of Family Law. It builds upon lessons which provide a review of Constitutional Law in the Family Law context, but is much more detailed. It is intended as a supplement and review of constitutional doctrine as it occurs in specific Family Law areas such as marriage, divorce, parenting, procreation, sexuality, the rights of minors, and end-of life issues.

This lesson is intended as an overview of Constitutional Law principles that are important in Family Law. It can be used at the beginning of the Family Law course as a refresher of Constitutional Law. It can also be used during the course to clarify general constitutional doctrine. This lesson is related to two other lessons regarding constitutional aspects of Family Law.

This lesson provides a review of the constitutional requirements for standing in federal courts that citizen plaintiffs must fulfill in order to bring environmental citizen suits in the federal courts. These requirements apply to citizen suits brought pursuant to either citizen suit provisions in specific environmental or natural resources statutes, such as the Clean Water Act and the Endangered Species Act, or the federal Administrative Procedure Act.

This lesson assumes that students have already studied standing in their Environmental Law or Administrative Law courses.

This lesson examines the two types of secondary liability in copyright law -- contributory infringement and vicarious liability. Before attempting this lesson, students should be familiar with the exclusive rights that belong to a copyright owner, and should understand the concept of direct infringement. Note: This lesson was written while the Supreme Court was still considering MGM Studios, Inc. v. Grokster, Ltd., cert. granted, 125 S. Ct. 686 (2004), the outcome of which may alter the standard for contributory infringement.

This lesson gives the basics of copyright and trademark research, including historical background, statutes, regulations, cases, secondary sources, international materials, and current awareness tools.

This lesson covers some of the basic formalities of copyright: notice, registration, and deposit. Attention is given to changes wrought by the 1976 Act and the Berne Convention Implementation Act.

This lesson focuses on state corporation law restrictions on distributions to shareholders. It does not cover restrictions on distributions arising from other sources, such as contractual restrictions, the law of fraudulent conveyance, or federal bankruptcy law.

The lesson begins with a brief look at the required procedure to approve corporate distributions, then turns to the types of distributions covered by the legal restrictions, focusing primarily on the definition of "distribution" in the revised Model Business Corporation Act. The majority of the lesson deals with the various cash flow and balance sheet tests used to restrict distributions. The focus is on the revised MBCA and Delaware law, but earned surplus restrictions are also discussed. A separate section of the lesson discusses complications: revaluation of assets and liabilities, restating the corporate capital accounts, the effect of preferential rights, and timing issues that arise primarily when debt is distributed. The lesson also discusses the possible liability of directors for authorizing, and shareholders for accepting, unlawful distributions.

No prior knowledge of accounting is necessary for this lesson. The lesson includes a brief, minimalist introduction to the necessary accounting concepts; that material may be bypassed by students with sufficient knowledge of accounting concepts.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson will review general principles of custody disputes including terminology and factors used in resolving custody disputes. Separate lessons will cover custody jurisdiction, modification, and visitation.

This lesson deals with the basic and specific measures of damages recoverable for tortious injuries to the interest in use and enjoyment of personal property. Students will be acquainted with conceptual and pragmatic problems of valuing the interest in use and enjoyment of personal property. The several methods used by the courts for valuing the interest are explored in the context of concrete problems. Topics include: cost of renting a substitute, inconvenience, the earning power that the chattel holds, and monetary interest calculated upon the value of the chattel.

This lesson deals with basic and specific measures of damages recoverable for tortious invasions of the interest in exclusive possession of personal property.

The student will be presented with concrete situations in which to consider application of rules and concepts of the law of damages. Analytically, invasions of the interest are separated into permanent deprivations and temporary deprivations and the different rules applicable to the two different contexts are explored.

Coverage of the topic includes introduction to the problems of: determining the relevant market for reference in valuing the chattel; valuing chattels which have fluctuating value; ascertainable value and the relevance of that term to the issue of whether prejudgment interest on the value of the chattel should be included as damages; rental value as a measure of loss of use; recoverability of damages for emotional distress for the deprivation, among others.

Before working on this lesson, the student should complete the lessons on General Concepts of Damages in Torts and Fundamentals of Damages for Harms to Personal Property. Basic and specific measures of damages recoverable for tortious invasions of the interest in exclusive possession of personal property.

This lesson covers the common law rules and various statutory approaches governing recovery of damages for injuries resulting in death. Questions and problems in the lesson consider the circumstances under which and the extent to which damages are available to protect the interests of persons who die as a result of tortious injuries and the interests of the survivors of those persons.

Students working on the lesson are required to solve problems by parsing and applying statutory language of survivor statutes and wrongful death statutes drawn from eleven different states. In one question, students are invited to construct their own statutory provision to address a problem of coordination between survival and wrongful death statutes.

Students who successfully complete the lesson will have a good working grasp of the different interests addressed by survival statutes and wrongful death statutes; how to calculate damages under each; and the limitations upon recovery that such statutes are likely to contain. Completion of the lesson on Damages for Personal Injuries prior to working on this lesson is highly recommended.

This lesson examines remedial options in defamation litigation. Included within the scope of this lesson are the remedies of injunctions and damages. These remedies are examined from both a common law and constitutional perspective. This lesson is designed for students who have studied this material in class and wish to refine and develop their knowledge.

This lesson will familiarize students with the "Unocal Doctrine", a standard of judicial review under Delaware law. The Unocal doctrine applies to a board's defensive conduct when opposing a hostile takeover and attempting to prevent a change of corporate control.

The lesson is the first of two lessons concerning Delaware's heightened standards of judicial review of board action in transactions involving control. The other lesson involves the "Revlon" and "Blasius" doctrines.

This lesson examines the so-called "deliberative process privilege" (DPP) (a/k/a, "predecisional and deliberative privilege"). The DPP is a variant of Executive Privilege, and is applied to protect the confidentiality of administrative communications in various contexts. This lesson is intended for students who have studied the DPP in class, and who wish to refine and expand their knowledge.

This lesson provides an analysis of the levels of distinctiveness and the requirements for the determination of whether a term chosen as a mark is inherently distinctive, must yet acquire distinctiveness, or is incapable of trademark protection regardless of distinctiveness. The lesson is intended as a review of material that is covered early in a Trademark Law course.

This tutorial teaches the basic law and commercial background of documents of title and U.C.C. Article Seven. It is designed to introduce these topics to students who have no prior knowledge of them.

The tutorial can be used in most, if not all, commercial law courses. It prepares students to understand the roles and legal treatment of documents of title in courses primarily focused on sales, secured transactions, negotiable instruments or payment systems as well as classes devoted exclusively to documents of title and Article Seven. It also introduces students to the interaction of Article Seven with other U.C.C. Articles such as Two and Nine.

The tutorial contains text, multiple choice and true/false questions and many graphics. Students can click on "hypercode" cites to view the corresponding Official U.C.C. Text or Commentary. The program also includes document and U.C.C. appendices accessible by the click of a mouse.

Specific topics covered by the tutorial include:

• The Origin and Nature of Documents of Title
• Warehouse Receipts
• Bills of Lading
• Delivery Orders
• The Analogy Between Documents of Title and Negotiable Instruments
• Functions of Documents of Title
• The Scope of Article 7
• Negotiability and Good Faith Purchase
• The Requirements for Negotiability and Holder by Due Negotiation Status
• Rights of a Holder by Due Negotiation
• Transfer of Negotiable and Nonnegotiable Documents of Title
• Negotiation and Transfer of Delivery Orders
• Warranties on Negotiation or Transfer
• The Documentary Sale
• Bailee's Duty to Deliver to the Person Entitled Under the Document

This exercise is designed for use in conjunction with any Federal Courts, Federal Jurisdiction, or Civil Rights course that covers the Eleventh Amendment. The exercise takes the student through attempts to bring a federal lawsuit to rectify substandard conditions at a home for the mentally ill.

This lesson focuses on employee injunctive remedies against an employer. The issues raised by this lesson arise in a variety of different contexts, involving both low-level employees and famous individuals. They also involve various types of injunctive requests (e.g., attempts to enforce contracts, as well as for defamation). This lesson is intended for students who have studied these issues in class and wish to refine their knowledge.

This lesson deals with issues relating to an employer's ability to use injunctive remedies against an employee who breaches a contract. In addition to examining issues relating to affirmative and negative specific performance, it also examines covenants not to compete. The lesson is intended for students who have studied these issues in class and wish to refine their knowledge.

In this Lessonette® exercise, we examine the concept of equitable discretion and gain insight into equitable precedent on the subject. This lesson was designed for use by students who have completed study of this topic in their basic remedies class, and want to further refine and expand their understanding of the concept.

This lesson will cover two of the most powerful equitable remedies, the Constructive Trust and the Equitable Lien. This lesson is intended to supplement your classroom study of these remedial tools, and to explore their utility more deeply. Another lesson, "Equitable Protection of Restitution: The Accounting for Profits," is recommended. Taken together, students will learn when each form of relief is available, the advantages and disadvantages that each form offers and, when the choice is available, the strategic implications of choosing one form over another.

This lesson will introduce you to, or allow you to review, the major provisions of the Federal Endangered Species Act: section 4, 16 U.S.C. section 1533, which governs listings of endangered and threatened species; section 7, 16 U.S.C. section 1536, which imposes obligations on Federal agencies to protect endangered and threatened species; and section 9, 16 U.S.C. section 1538, which prohibits all persons from "taking" or trading in endangered and threatened species.

No prior familiarity with the ESA is necessary to complete this lesson. However, this lesson can also serve as a review of the ESA at the end of your course's unit on the ESA, or at the end of the term.

This lesson examines the source of ex parte communications in administrative agencies, the typical targets of such communications, and the law which governs them. It treats both formal and informal proceedings and both rulemaking and adjudication procedures.

This lesson focuses on the presidential version of executive privilege. The lesson examines the justifications for the privilege, the requirements for its invocation, and judicial handling of that privilege. The lesson is intended for students who have studied this privilege in class, and who wish to further refine their understanding of the topic.

This exercise applies hypotheticals to situations involving expert witnesses. Analysis relies primarily on the Federal Rules of Evidence. Expert testimony in both civil and criminal contexts is covered, as the exercise consists of two trials: the first is a civil case, the second a criminal prosecution. The challenge of understanding expert opinion law is addressed through a series of problems which raise issues of qualifying experts to give opinions, the proper bases for expert opinion, admissibility of fee information, cross-examination of experts, opinions on questions of law, and other applications.

This lesson explores the application of the fair use doctrine, a defense to copyright infringement, in the special context of parody, based on the guidance provided by the Supreme Court in Campbell v. Acuff Rose Music, 510 U.S. 569 (1994). The lesson builds on the foundation established in CALI Lesson CPY08, Fundamentals of Fair Use, using a series of hypotheticals and a final essay.

This exercise is the counterpart of The Definition of Hearsay and the Federal Rules, which covers the definition of hearsay under Federal Rules of Evidence 801(a)-(c). The new exercise includes graphic reviews of each subsection of 801(d), and graphic illustrations of multiple hearsay, as well as interactive flowcharts for the subsections of 801(d). The program lends itself to use by students who either (i) want a relatively quick-review, with detailed work limited to those issues they find troublesome or (ii) want to review each relevant section of the rules in some detail. Those who wish to use the exercise to check their knowledge, and review only troublesome sections in detail, should follow the relevant strategies outlined in the READ ME section of the exercise. Students who wish to review 801(d) or multiple hearsay (Rule 805) in detail, will find a series of problems on each subsection of 801(d) and on 805, and review questions.

This lesson reviews an attorney's responsibilities when setting, sharing and collecting fees. By the end of the lesson, students should be able to identify how much, by what method, and under what circumstances they can charge fees from clients, share fees with others, and take actions to collect fees.

In this lesson, you will learn about the International Court of Justice, one of the principal organs of the United Nations. After an introduction to the Court, you'll learn about some of the print reporters of the Court's decisions and online sources for these opinions. Finally, there will be a discussion of print and online digests of the Court's decisions.

This lesson explores how trademark law deals with two specific categories of marks: foreign (non-English) words and people's names. It addresses their ability to function as marks as well as how they should be assessed when determining infringement. The lesson assumes a working familiarity with the "distinctiveness" requirement, the fair use doctrine, and the likelihood of confusion test for infringement. The lesson can be used to (1) provide an overview of one or both of these specialized areas of trademark law or (2) as a means to confirm understanding of the core principles after a class on the subject.

This lesson deals with the formation of contracts under Article 2 of the Uniform Commercial Code (excluding 2-207 issues). At common law, a contract is formed often by the showing of mutual assent plus a consideration. The rule is reversed under the Uniform Commercial Code, however. Under UCC 2-204, a contract can be formed in any manner sufficient to show agreement, even if the parties leave open terms. This lesson will explore the effect of the difference in formation between common law and Article 2. You can work this lesson as an introduction to the formation of contracts under the UCC or as a review. The material in this lesson may be a more in-depth study of Article 2 than some first year contracts courses require. However, prior to working this lesson, you should have an understanding of the common law on offer, acceptance and mutual assent.

This lesson is designed to introduce students to the Fourth Amendment prohibition against "unreasonable searches and seizures." The goal is to provide students with an overview of the history of the Fourth Amendment, as well as an introduction to the warrant requirement and the concept of warrantless searches. The lesson is intended for students who have studied these issues in class, and wish to refine their knowledge.

This lesson offers an introduction to the doctrine of functionality, which operates as a defense prohibiting anyone from claiming an exclusive right in functional shapes, elements, or aspects of a product or product packaging. The protectability or registrability of a trademark depends on a factual determination of a design's functionality. The functionality doctrine attempts to weigh the public and private interest in copying design features against a trademark owner's inherently anticompetitive objective to avoid consumer confusion. After completing this lesson, you should be able to analyze when the interest in avoiding confusion will outweigh the interest of free competition and vice versa.

Because copyright creates ownership rights in original expression, the private property interests of copyright owners sometimes come into conflict with the public's interest in disseminating knowledge, expressing ideas, or simply enjoying, sharing, and building upon the protected expression. This lesson introduces the basic concept of fair use in copyright law, and offers numerous examples to test the student's ability to apply the balancing test of 17 U.S.C. § 107.

A discussion of the formation of a partnership and how to master related sections of UPA and RUPA. This topic is also discussed in Prof. Cohen's CALI lesson Are You My Partner? Is This a Partnership?

This exercise is designed to introduce students to the broad range of exceptions available under the Federal Rules of Evidence. Using hypothetical fact situations, students are asked to assume the role of the judge and to rule on the applicability of Federal Rules of Evidence 803 and 804. The exercise requires students to know the proper application of each exception and to also understand the reason underlying each exception to the federal rules. Each section covers a separate sub-rule of either F.R.E. 803 or 804. Thus, the lesson is suitable as a review for students who have completed their study, or to reinforce classroom coverage of the rules throughout the semester.

This lesson provides a basic history of equitable remedies. The student need not have read any particular materials or taken any particular law school courses in order to complete the tutorial. It can be used to provide background in courses where equity is especially relevant or to review the history of equity for use in a remedies course. The lesson will not examine doctrines of substantive equity (other than to note their existence) nor will the lesson explore the prerequisites for obtaining, defending against, or enforcing equitable remedies.

This lesson examines identification procedures in criminal cases through a short exploration of problems that can arise in making an identification, a primer on basic constitutional rules and the problem of suggestiveness, and a simple criminal case in which you act as an investigator and see the legal consequences of choosing different identification procedures. A concluding essay question gives you a chance to test your knowledge.

This lesson is intended for students who have studied equity and, in particular, in personam remedies in class, and who wish to obtain a further and deeper understanding of the topic.

This lesson examines the "informal" rulemaking process.. Under the Administrative Procedure Act, this type of rulemaking is also called "notice and comment" rulemaking. In this lesson, we examine the procedural steps that an administrative agency must follow in order to create a valid "informal" rule. This lesson is intended for students who have studied these issues in class, and wish to further refine their knowledge.

This lesson concerns the initial ownership of trademarks. It does not address the assignment or licensing of trademarks, nor the transfer of trademark registrations. This lesson is intended as a review of material covered in the trademark law course.

This is the second Lessonette® exercise involving injunctions against speech. The first Lessonette exercise focused on various aspects of injunctions against speech including injunctions against defamation, obscenity and related to national security. In this Lessonette exercise, we focus on some issues that arise in relation to injunctions against civil rights demonstrations including abortion and civil rights protests. Much of the law that governs these issues is basic constitutional law.

This Lessonette exercise is intended for students who have studied the material in class, and are seeking to review, test and refine their knowledge. It is NOT an introductory Lessonette exercise and is NOT for students who have not studied the material.

This lesson focues on problems related to injunctions against crimes and against criminal prosecutions. The lesson is intended for students who have studied the topic in class and seek to expand and refine their knowledge of the topic.

This Lessonette® exercise is one of a series on the topic of "Compensatory Damages." This particular Lessonette interactive tutorial explores the differences among each of the three main types of legally-protected "interests" most commonly involved in any damages case: the expectation interest, the reliance interest, and the restitution interest. It is designed as an "Introduction" to the basic distinctions among each of these different interests, as well as a practical guide to determining when one interest should be asserted instead of another. For beginning law students, this Lessonette interactive tutorial should not be attempted until the "Basic Terminologies in Compensatory Damages" Lessonette has been completed. Students who have already completed foundational courses in "Contracts" may wish to use this Lessonette exercise as a review of these same basic "Damages" terminologies, or to better understand more complex issues presented by other courses in which substantive Damages issues or remedies issues may be presented. For comparative purposes designed to illustrate the various distinctions among each of these three different types of legally-protected damages "interests," this Lessonette exercise focuses primarily upon contract damage examples.

International environmental law covers many subjects. For the most part, however, international agreements on environmental subjects, such as the Convention on International Trade in Endangered Species of Fauna and Flora (CITES) must be implemented through the domestic law of signatory countries. For example, the United States implements CITES through the federal Endangered Species Act.

This lesson provides an introduction both to CITES and to the Endangered Species Act's implementation of that Convention. No prior knowledge of CITES is required; however, this lesson assumes that you are familiar with the ordinary workings of the Endangered Species Act. If you are not familiar with that statute, you may want to complete the CALI lesson entitled "ESA Basics" before continuing with this lesson.

In addition, if you are completely unfamiliar with principles of international law, you may want to complete the CALI lesson entitled "Introduction to International Law for Environmental Law Students" before continuing with this lesson.

This exercise begins with some general background questions to help students place administrative agencies within the greater Constitutional scheme. These questions also address the various powers agencies wield, and the ways they are created. Then the exercise examines several print and online directory sources that offer specific details on individual agencies; it goes on to briefly discuss procedural rules, policy statements, and the process of promulgating regulations. The exercise concludes with review questions.

This lesson introduces the student to agency relationships and explores the following questions: Why are agency relationships formed? Who are the parties to an agency relationship? What elements are required to form an agency relationship? and What are the consequences of forming an agency relationship?

This Lessonette® interactive tutorial will introduce American environmental law students to general principles of international law, with some examples of how such principles create and influence international environmental law.

This lesson will provide students with an introduction to the federal regulation of proxy solicitation. The lesson begins with a short description of the process of voting by proxy. It continues with an overview of the regulatory scheme, including a detailed analysis of section 14(a) of the Securities Exchange Act of 1934, and an introduction to Regulation 14A (the Proxy Rules and Sched. 14A), promulgated thereunder by the SEC. It is recommended that students bring a print copy of the Proxy Rules with them to use in conjunction with this lesson.

This lesson is an introduction to patent issues under TRIPS, an important international agreement that impacts the national patent laws of all member countries of the World Trade Organization. This includes over 170 countries, including not only industrialized countries, but all developing and least developed countries. Because TRIPS imposes restrictions on national law in all countries, understanding TRIPS is important to understanding what changes to patent law is possible - in the United States and beyond. Some familiarity of US patent law is required, but a full patent law course is certainly not necessary.

This is one of a series of lessons dealing with the issuance of shares by a corporation. Before beginning this lesson, you should have completed the lesson "Types of Securities" or have an understanding of notes, bonds and debentures, common and preferred stock, and rights and warrants. This lesson focuses on basic concepts and terminology and addresses issues contained in what are called the legal capital provisions of corporate codes. You will encounter equity capitalization, par value, capital, capital surplus and earned surplus accounts in a balance sheet.

This is the fourth part of five related lessons concerning the issuance of securities by a corporation. These lessons should be completed in sequence.l The first lesson, Types of Securities, deals with equity and debt securities. The second lesson, Issuance of Shares Part I, deals with corporate law legal capital provisions, including the concept of par, applicable to the issuance of equity securities (shares of stock). The third lesson, Issuance of Shares Part IIA, deals with the proper type of consideration used to pay for equity securities. This lesson, Issuance of Shares Part IIB, deals with the amount of consideration used to pay for equity securities. The fifth and final lesson, Issuance of Shares Part III, deals with all other issues related to the issuance of equity securities, and also deals with the issue of preemptive rights. Students should not complete this lesson before completing the previous lessons.

The goal of this program is to teach a substantial amount of Article 2 through the study of a single case. This exercise begins with a warranty case, ITT v. LTX. At any point in the program, however, you are free to explore any other part of the program. You may, for example, explore the issues in the case, which cover a large part of Article 2 and common law contracts. You can read what each opinion in the case says about the issue, explore treatises, go to the language of the UCC, or hear what the attorneys involved in the case have to say. Cap off your experience by taking a quiz on the issue which is similar to traditional CALI lessons.

Alternatively, you can learn more about the case by exploring such materials as the complaint, the pre-trial stipulations, and the trial testimony. Read treatises on case analysis or explore the elements of a claim for breach of contract and how the elements were proven in this case. The program contains such multimedia aspects as a videotape introduced in evidence at the trial, photographs, and statements by the attorneys.

This Lessonette® exercise focuses on issues relating to injunctions against speech. It is designed for students who have studied these issues in class, and who have a strong working knowledge of the material, but who wish to further refine and develop their understanding. This Lessonette exercise has 12 main questions (and a number of subparts).

In this lesson, we explore issues relating to judicial review of an agency's issuance of a "legislative" rule -- a rule issued as a result of the federal Administrative Procedure Act's rulemaking procedures. After briefly noting the differences between so-called "formal" and "informal" rulemaking procedures, the lesson examines the standards of review applicable to each type of procedure. Thus, the lesson focuses on the "substantial evidence" test, the "arbitrary and capricious" test, and the requirement of an adequate explanation. The lesson is intended for students who have studied these issues in class and who wish to refine and expand their knowledge.

Ordinarily, when an agent acts on behalf of a principal the legal rights of the principal are affected, but the agent is not personally liable to third persons with whom he or she has dealt. This lesson looks at those somewhat unusual situations where the agent may be personally liable to third persons.

Likelihood of confusion is a core concept in trademark law. This lesson is designed to teach the basics of confusion, as well as some more advanced aspects of the topic. It requires students to work through the multifactor analysis used by courts with specific problems. It also includes a discussion of the different forms of confusion.

This lesson defines and applies the concept of literal infringement in patent law. It also examines the process through which the patentee establishes a prima facie case of literal infringement.

This lesson addresses the formal and substantive regulations imposed on the right to marry. The lesson discusses the difference between annulment and divorce and compares void and voidable marriages. The putative spouse doctrine and the marriage presumption are also covered. This lesson assumes prior coverage of this material in class and is designed to help you review theses concepts. If you want to study the constitutional aspects of substantive regulations of marriage in more depth, see the CALI lessons, Constitutional Aspects of Family Law and Same Sex Relationships. The lesson contains 21 questions and should take 30-45 minutes to complete.

This lesson examines the process of incorporation by allowing students to explore some typical articles of incorporation by clicking on hot spots. The lesson provides a guided tour through the various provisions of the articles of incorporation. The lesson also looks at what happens when the incorporation process is not carried out correctly.

This lesson is the second lesson reviewing Miranda v. Arizona, 384 U.S. 436 (1966). This lesson explores issues relating to the assertions by a suspect of the rights provided by Miranda--the right to silence and the right to an attorney prior to questioning; the application of the exclusionary rule to violations of Miranda; and exceptions to and limits on the Miranda rule.

Another lesson, Miranda I, reviews the reasoning and holding of Miranda; examines the issues of custody and interrogation--the two "triggers" set forth by the Court for when the protections become available to a suspect; and explores what constitutes a waiver of the protections of Miranda. Although the lessons can be completed in any order, it may be helpful to complete Miranda I before moving on to Miranda II.

This lesson presents students with hypothetical factual situations and asks whether certain conduct would violate the Code. The is a branching tutorial and includes follow-up questions, dialogue, and new questions based upon changes in the original hypotheticals. The Preliminary Drill exercise, above, is intended to serve as preparation for this exercise, though students could also prepare for it by reading the Model Rules and taking notes. Students should have a copy of the Model Rules of Professional Conduct with them when doing this lesson.

This lesson was revised in accordance with the Model Rules of Conduct, as amended through August 2003.

This lesson focuses on the problem of modifying injunctions. As we shall see, even though an injunction is labeled as "permanent," it is subject to modification or alteration. Indeed, some injunctions, even some far reaching ones, are not intended to last forever. In this lesson, we examine the standards and criteria by which courts decide whether to terminate or modify existing injunctions. This lesson is intended for students who have studied these issues in class, and wish to refine and enhance their knowledge.

The New Ranch lesson is the successor to the Ranch lesson. As with the Ranch, the New Ranch lesson leads students through the steps necessary to perfecting a security interest under Article 9 of the Uniform Commercial Code (UCC) in a multi-state contact situation. The exercise also assists students to understand many other provisions of Article 9, including those dealing with classification of collateral and those governing the place of filing within a particular state.

The New Ranch differs from the Ranch in that it deals with a completely revised version of Article 9, referred to in the lesson as "new Article 9." New Article 9 will be effective in most states on July 1, 2001. However, understanding new Article 9 requires understanding existing Article 9. Moreover, there will be some difficult transition issues the resolution of which will require understanding both existing and new Article 9. For these reasons, the New Ranch lesson explores the application of both existing and new Article 9 to the questions posed in the lesson.

As with the Ranch, the New Ranch is built around a basic fact situation that poses a problem for students to solve. Students are required to identify and explain the steps that must be taken to perfect a security interest in collateral located in one state, when the secured party or debtor are located in different states. Because students are pressed for reasons for as well as answers to questions posed, they learn not only what must be done but why. Various "branches" of the exercise lead students through "mini tutorials" on such sometimes difficult tasks as properly characterizing collateral for purposes of deciding what steps are required to perfect security interests in the collateral. By changing the facts along the way, the exercise seeks to test the degree to which students actually understand the conclusions they have reached. Because the exercise is set in the context of advising a client (actually a senior associate or partner), it provides a sense of "real world" activity that is often absent from the abstract learning experiences encountered in the classroom. The UCC sections needed to give the advice sought are provided in the exercise.

This lesson covers the availability of non-economic damages; evidentiary issues in proving these damages; and issues in the argument to the jury of these damages. This lesson gives you an opportunity to explore the "how to" of non-economic damages, particularly damages for pain and suffering and mental or emotional distress. The lesson is designed for upper-level students in remedies, advanced torts, or trial practice courses. Students should have some basic knowledge of both tort law and evidence law. First-year students may find the lesson accessible by making use of the pop-up screens providing background on concepts and rules.

This lesson works through the details of patent law's novelty requirement as set out in Section 102(a) of the Patent Act. It also briefly covers Section 102(e) and inventorship. It does not deal with Section 102(b) statutory bars.

A general understanding of the nature of claims and the application process is assumed background context. The lesson can be used as supplemental preparation for class, to confirm your understanding afterwards or as a final self-test before the exam.

The Contents listing is broken down into sub-topics allowing direct access if only a specific issue is of interest. The final "Putting It All Together" section contains a number of review problems. As indicated in the "Approximate Completion Time" the various sections can also be done as stand-alone exercises

In addition to the limitations imposed upon interrogations by Miranda, the Due Process Clause of the Fourteenth Amendment and the Sixth Amendment right to counsel also constrain law enforcement authority in the interrogation context. This lesson will discuss those additional constitutional limitations. Although it isn't necessary to have mastered the Miranda limitations at this point, some familiarity with those standards will be helpful.

This lesson deals with the dissociation of partners under the Revised Uniform Partnership Act (RUPA). It discusses the events that result in dissociation under Section 601 of the RUPA, whether dissociation is wrongful or not, and touches on the consequences of wrongful dissociation.

This is the first of three lessons dealing with dissociation and dissolution under the RUPA. The second lesson in the series discusses the causes of partnership dissolution and the Article 7 buyout right for dissociated partners when the partnership is not dissolved. The second lesson also covers liability issues that arise after the dissociation of a partner. The third lesson in the series discusses the consequences of dissolution--the winding up process and the payment of partner accounts.

If you intend to complete all three lessons, it would make sense to complete this lesson first.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.

This lesson is best used after studying the material in class. Unlike many of CALI's other lessons, this lesson takes a more problem oriented approach to learning the material. The lesson provides students with additional problem sets to work through, allowing students to refine their ability to apply the Code and Regs. to a variety of situations.