lecture recording on 10 March 2025 at 15.19.35 PM

Group Formation

• Instructor Discussion: The instructor leads a comprehensive session on the importance of group formations for the upcoming project, highlighting how collaboration can enhance learning outcomes.

• Group Search: Students are instructed to raise their hands if they require a group, initiating a proactive search for potential team members within the classroom. This approach promotes interaction among students who may not have previously worked together.

• Submitting Names: Students who do not secure a group by the end of class are required to submit their names to the instructor by the following Wednesday for assignment purposes. This submission ensures that everyone is accounted for and has the opportunity to participate in the project.

• Emphasis on Connectivity: There is a strong emphasis on the importance of ensuring all team members are connected and sharing contact information. Effective communication is crucial to the success of group projects.

Group Logistics

• Peer Engagement: Students are encouraged to actively engage with their peers to form groups. This collaboration can foster a sense of community and teamwork within the classroom.

• Prompt Submission: Groups are advised to finalize their members quickly and submit names to avoid delays in project preparation and organization.

• Participation Importance: The instructor clearly outlines the negative consequences of non-participation, warning that it could significantly impact grades, potentially resulting in a zero for the project if students do not contribute.

Communication Platforms

• Use of Discord: The instructor introduces Discord as the preferred platform for group communication, detailing its advantages for real-time collaboration and message exchange.

• Usernames Collection: Students are prompted to share their Discord usernames for setting up group chats, streamlining communication.

• Exchange of Contact Information: Group members are strongly encouraged to exchange personal contact information, such as phone numbers or emails, to facilitate collaboration outside of class hours.

Project Requirements

• Upcoming Projects: Students are reminded of the two critical projects on the horizon: a group project and an individual research project. It’s emphasized that both projects together will account for a total of 50 points, directly impacting overall grades.

Exam Details

• Upcoming Exam Reminder: Students are reminded of the forthcoming exam, which will cover all topics discussed in class. This serves as a guidance for their studying efforts.

• Required Materials: Specific materials are mandated for the exam:

  • Scantron: 882-E thin green scantron sheets are necessary for answering machine-scored questions.

  • Pencils: Students must bring pencils (not pens) due to grading issues associated with ink smudging.

  • Index Card: An optional resource includes one standard-sized index card of notes (both front and back) that can assist students during the exam.

Fun Fact Segment

• San Diego Highlights: The instructor lightens the mood by sharing a fun fact related to San Diego, known for its unique military presence and renowned cuisine, including dishes like langostina.

• Personal Connection: The instructor shares a personal anecdote about their connection to the San Diego Padres, including their plans to attend spring training, which helps to foster a more relatable classroom atmosphere.

Legal Concepts in Review

• Differences Between Criminal and Civil Law: The instructor outlines fundamental differences:

  • Remedy Sought:

    • Criminal Law: Focused on deprivation of freedom through imprisonment.

    • Civil Law: Centered on monetary compensation for damages incurred.

  • Burden of Proof:

    • Criminal: Prosecutors must prove guilt beyond a reasonable doubt.

    • Civil: The individual seeking damages must establish the preponderance of evidence (greater than 50%).

  • Pursuer of Action:

    • Criminal: Usually represented by the District Attorney (DA), acting for the state.

    • Civil: Initiated by a plaintiff, an individual seeking compensation for damages.

Key Definitions

• Negligence: The instructor highlights five key elements that must be established: duty, breach, cause in fact, proximate cause, and damages.

  • Case Discussion: The example of Paulsgraf v. Long Island Railroad is used to illustrate these concepts in action.

• Damages: Students learn about two main types of damages:

  • General Damages: Often unquantifiable losses, such as pain and suffering.

  • Special Damages: Quantifiable losses, such as medical expenses.

• Contract Law: The fundamental elements of a contract are detailed, including:

  • Offer

  • Acceptance (following the mirror image rule)

  • Consideration (the value exchanged between parties)

• Statute of Limitations: Timeframes are specified for filing lawsuits:

  • Oral Contracts/Negligence: 2 years

  • Fraud: 3 years

  • Written Contracts: 4 years

• Conditions Precedent and Subsequent: Explanation of conditions that can affect the enforceability of contracts.

Important Cases Discussed

• Hadley v. Baxendale: A landmark case exploring consequential damages in contract disputes.

• Plessy v. Ferguson: Established the legal precedent for segregation; upheld the doctrine of 'separate but equal.'

• Brown v. Board of Education: Significantly overturned Plessy v. Ferguson, declaring the unconstitutionality of segregation.

• Roe v. Wade/Dobbs v. Jackson: Examination of recent legal changes regarding abortion rights and the shift of powers to the states.

Torts and Intentional Torts

• Assault vs. Battery: The instructor distinguishes between assault (the apprehension of harm) and battery (unwanted touching).

• Overview of Intentional Torts: Discussion on types of intentional torts and the emphasis on punitive damages that can be claimed in these cases.