{"id":828,"date":"2014-07-15T11:41:09","date_gmt":"2014-07-15T15:41:09","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=828"},"modified":"2014-08-08T13:59:28","modified_gmt":"2014-08-08T17:59:28","slug":"3-new-teaching-notes-available-in-time-for-fall-classes","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/07\/15\/3-new-teaching-notes-available-in-time-for-fall-classes\/","title":{"rendered":"3 New Teaching Notes Available, In Time for Fall Classes"},"content":{"rendered":"

Looking to teach decision making, leadership, copyright, or problem solving this fall? We just released three new teaching notes, free for educators, for-profit trainers, and staff at non-profit or educational institutions:<\/p>\n

\"Richard<\/a>

Richard Goldstone<\/p><\/div>\n

Reputation, Credibility, and the Goldstone Report (A)<\/a> and (B)<\/a>, a discussion-based case study from Professor Philip Heymann, teaches students how to lead and discern truth during controversy. The protagonist, Jewish South African jurist Richard Goldstone, was tasked with investigating human rights violations of the Palestinian-Israeli conflict, to the scrutiny of the international community. The teaching note outlines four \u201cdiscussion pastures\u201d: the boundaries between law and politics in international conflict, the intentions behind intervention, Goldstone\u2019s fact-finding process and judgment, and the ways a leader navigates stakeholder groups and competing objectives. Ultimately, participants consider: can fact-finding ever be objective?<\/p>\n

Goldstone Teacher\u2019s Manual:<\/p>\n

For Educators\/Non-Profits<\/a><\/p>\n

For For-Profit Trainers<\/a><\/p>\n

\"DSK\"<\/a>

Dominique Strauss-Kahn<\/p><\/div>\n

Cyrus Vance and Dominique Strauss-Kahn: Dilemmas in a High-Profile Prosecution (A)<\/a>, (B), and (C)<\/a>, a discussion-based case study also by Professor Heymann, chronicles the prosecutor\u2019s challenges during the sexual assault allegations against Strauss-Kahn, Managing Director of the International Monetary Fund. The teaching note explores discretion and the politics of prosecution, the repercussions of prosecutorial decisions, and the method of gathering evidence and hypotheses. Can prosecutions be unbiased? Should they be? And how should prosecutors judge themselves ethically? The discussion questions posed in the teacher\u2019s manual not only allow participants to consider and articulate their own ethical standards, but also walk through procedural strategies for building a strong case.<\/p>\n

DSK Teacher\u2019s Manual:<\/p>\n

For Educators\/Non-Profits<\/a><\/p>\n

For For-Profit Trainers<\/a><\/p>\n

\"JoelM_copyright\"<\/a>Ching Pow: Far East Yardies!!<\/a> is an advanced problem solving workshop case study from Professor Charles Nesson. The case itself is about a filmmaker\u2019s international quest to legally use an orphan work, but the teaching note outlines activities for a two-day or four-day workshop exploring the possibilities around a public realm registry of orphan digital works, with the Creative Commons framework as a potential model. The teaching note provides discussion questions about derivative works, the protagonist\u2019s options, stakeholders in the copyright regime, and the relationship between U.S. and international copyright law; research assignments about Creative Commons and international orphan works statutes; policy assignments proposing new models for copyright law; and an in-class activity to build consensus around the class\u2019 different policy recommendations.<\/p>\n

Ching Pow Teacher\u2019s Manual:<\/p>\n

For Educators\/Non-Profits<\/a><\/p>\n

For For-Profit Trainers<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Looking to teach decision making, leadership, copyright, or problem solving this fall? We just released three new teaching notes, free for educators, for-profit trainers, and staff at non-profit or educational institutions: Reputation, Credibility, and the Goldstone Report (A) and (B), … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":5482,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[88569,1],"tags":[],"class_list":["post-828","post","type-post","status-publish","format-standard","hentry","category-problem-solving-workshop-blog-posts","category-uncategorized"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-dm","jetpack-related-posts":[{"id":336,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/05\/22\/between-a-rock-and-a-very-hard-place-leadership-in-international-conflict\/","url_meta":{"origin":828,"position":0},"title":"Between a Rock and a Very Hard Place: Leadership in International Conflict","author":"Lisa Brem","date":"May 22, 2013","format":false,"excerpt":"New Product: Reputation, Credibility, and the Goldstone Report by Amanda Reilly, Lisa Brem, and Elizabeth Moroney When the United Nations published the Goldstone Report assessing the 2008 Israeli military strike in Gaza, it (and its main author, Jewish South African jurist Richard Goldstone) received a barrage\u2014a landslide\u2014a torrent\u2014of criticism. Certainly,\u2026","rel":"","context":"In "Case Study Program Blog Posts"","block_context":{"text":"Case Study Program Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-study-program-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/05\/800px-P10107961-500x351.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":498,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/08\/06\/conversation-starters-case-studies-for-curricular-reform\/","url_meta":{"origin":828,"position":1},"title":"Conversation Starters: Case Studies for Curricular Reform","author":"Elizabeth Moroney","date":"August 6, 2013","format":false,"excerpt":"In April, Dean Jeremy Paul of the Northeastern University School of Law and co-managing partner Alan Klinger of Stroock & Stroock & Lavan wrote for the New York Law Journal about legal curricular reform.\u00a0 Paul and Klinger outline seven improvements to current legal training, and we at the Case Studies\u2026","rel":"","context":"In "Case Development Initiative Blog Posts"","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":58,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2012\/12\/20\/information-law-and-policy-advanced-problem-solving-workshop\/","url_meta":{"origin":828,"position":2},"title":"Information Law and Policy: Advanced Problem Solving Workshop","author":"Lisa Brem","date":"December 20, 2012","format":false,"excerpt":"HLS Visiting Professor Susan Crawford taught the Information Law and Policy: Advanced Problem Solving Workshop this fall at HLS. The course combines case studies with mini lectures, classroom exercises and guest speakers to provide an interactive, participant centered experience for students. The case studies were developed in last spring's Advanced\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2012\/12\/10.16.12Crawfrd0771-300x200.jpeg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":946,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/04\/07\/new-teaching-note-legislating-intellectual-property-law-in-the-digital-age\/","url_meta":{"origin":828,"position":3},"title":"New Teaching Note: Legislating Intellectual Property Law in the Digital Age","author":"Elizabeth Moroney","date":"April 7, 2015","format":false,"excerpt":"Product: From Sony to SOPA: The Technology-Content Divide A teaching note is now available for From Sony to SOPA: The Technology-Content Divide, a classic Problem Solving Workshop background note about tensions in intellectual property law. With the Stop Online Piracy Act (SOPA) in 2011, the conflict between copyright holders, technology\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"Opponents to the Stop Online Piracy Act feared the end of free speech on the Internet.","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2015\/04\/R.I.P._Internet-500x500.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":554,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/09\/17\/the-boy-who-cried-balloon\/","url_meta":{"origin":828,"position":4},"title":"The Boy Who Cried Balloon","author":"Elizabeth Moroney","date":"September 17, 2013","format":false,"excerpt":"New Product: Balloon Boy On October 15, 2009, Richard and Mayumi Heene called 911 in a panic. Their son Falcon had gone missing, as had a large metallic helium balloon housed in their backyard. Local and federal authorities conducted a highly publicized rescue effort for the \u201cUFO,\u201d but when the\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":284,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/05\/14\/the-copyright-wars\/","url_meta":{"origin":828,"position":5},"title":"The Copyright Wars","author":"Lisa Brem","date":"May 14, 2013","format":false,"excerpt":"New Product: From Sony to SOPA: The Technology-Content Divide by Lisa Brem and Elizabeth Moroney When the Stop Online Piracy Act was introduced in the House of Representatives in the fall of 2011, the blogosphere erupted. Tech writers predicted a chilling effect on technology, legal experts feared a lack of\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/05\/untitled1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/828","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/users\/5482"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/comments?post=828"}],"version-history":[{"count":1,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/828\/revisions"}],"predecessor-version":[{"id":830,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/828\/revisions\/830"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/media?parent=828"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/categories?post=828"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/tags?post=828"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}