Affichage des articles dont le libellé est L3 HOMEWORK. Afficher tous les articles
Affichage des articles dont le libellé est L3 HOMEWORK. Afficher tous les articles

dimanche 12 février 2017

L3 HOMEWORK for WEEK 3

Homework for Week 3:

ALL GROUPS: 

UNIT 2 (booklet): study the vocabulary (p.39-40)


UNIT 3, CIVIL COURTS: study the introduction (booklet + Glossaire de droit anglais) + vocabulary (end of the unit)

Prepare text 9 p. 31-32 (answer questions p. 32 "Definitions", "Comprehension")

+
G 16 and G 17: Ex. 1 p. 39. 

G 54: Finish answering the questions related to the Listening Comprehension exercise n° 8 p. 38: STORMTROOPERS, started in class. 

You may still turn in the summary of the case discussed in class (Text n° 7).

Presentation topic for Week 3: G 16, G 17, G 54

dimanche 5 février 2017

L3: HOMEWORK for WEEK 2 (semester 2)


For week 2

Homework for all groups: 

Ex 1 p. 3 sentence completion

Vocabulary Unit 1 p. 12

Study Introduction to Unit 2 (UK Supreme Court) p.14-15 (+16/20 interesting points)

+ Read and prepare the document for the presentation:

Presentation topics:

Groups 16 and 17: Unit 1, text n° 4 p. 9: The Law Explored: naked and unarmed... (by Gary Slapper)

Group 54: Unit 2, text n° 7: p. 27-28 MB (Appellant) v Secretary of State for Work and Pensions (Respondent)

lundi 12 décembre 2016

Presentation topics for week 12

FOR L2 STUDENTS

GROUP 2:

EXP 1: Amestoy Lisa / El Haddad Feriel: TEXT ? 

EXP 2: Leroux Mathilde / Lunzunza Grace-Divine

"Norman S. Fletcher served on the Supreme Court of Georgia for over 15 years and was its chief justice from 2001 to 2005" (The New York Times) ... to be confirmed

GROUP 3:

Aubergeon Léonie:

How the Electoral College Dump Donald Trump (The New York Times, Dec 2016)

GROUP 47:

EXP 1: Domingues Kelly / Salvan Gregoire: 

Donald Trump Picks John Kelly, Retired General, to Lead Homeland Security”. The New York Times


EXP 2: Saib Oriana 

From “reset” to “pause”: the real story behind Hillary Clinton’s feud with Vladimir Putin (The Washington Post)


GROUP 63:

EXP 1: Cordonnier Adèle / Degenne Zoé



EXP 2: Cogne Fanny / Buisson Elisabeth

Race and redistricting
The justices tackle racial gerrymandering
The Economist, Dec 6th 2016, 10:57 by S.M. | NEW YORK


GROUP 28:

Bou Chahine Tarek / Almouzni Paul


GROUP 29:

Felix Sixtine: text ?

GROUP 30: 

Hutin Audrey / Mesirdi Mehdi

Judges who are elected like politicians tend to act like them (Liptak, Dec 2016 The New York Times)




FOR L3 STUDENTS 

GROUP 16:

EXP 1: Regner Aude / Tolinchi Stanislas


Gun Control Advocates find a Deep-Pocketed Ally in Big law
(The New York Times, 7 Dec 2016)

EXP 2: Sefraoui Myriam / Ziessenis MArie-Ange: text?

GROUP 17:

EXP 1: Caquineau Marie / Jacob Léa

Supreme Court Allows Use of Execution Drug (2015, Adam Liptak, New York Times)

EXP 2: Meyer Arthur / Touvenin Chloé

The Supreme Court and a Life Barely Lived (Linda Greenhouse, Jan 2016, The New York Times)


GROUP 54:

EXP 1: Bionducci Lena / Haguet Quitterie

The Supreme Court is afraid of racial justice
The New York Times, June 2016
By OSAGIE K. OBASOGIE

http://www.nytimes.com/2016/06/07/opinion/the-supreme-court-is-afraid-of-racial-justice.html?_r=1

EXP 2: Nilsen Luana / Moslonka Isaure: text ?

jeudi 24 novembre 2016

L3 Presentation Topic on the Sixth Amendment (Week 10)


Presentation topic for G 16, G 17, G 54

Justices Strengthen Right to Confront Witnesses
March 8, 2004 The New York Times
By DAVID STOUT

WASHINGTON, March 8 — The Supreme Court overturned an assault conviction from Washington State today as it broadened and sharpened a defendant's constitutional right to confront witnesses against him.
In a case that has been closely watched by defense lawyers and prosecutors, the justices unanimously set aside the conviction of Michael D. Crawford of Olympia, who has been serving a 14-year sentence for stabbing a man who he apparently believed had tried to rape his wife.
The stabbing took place on Aug. 5, 1999, in the apartment of the victim, Kenneth Lee, in the presence of the defendant's wife, Sylvia. Mr. Crawford told the police that he had acted in self-defense. The case might have played out as a commonplace incident, ugly but routine, except that Mr. Crawford invoked the marital privilege under Washington State law to prevent his wife from testifying against him.

At trial, prosecutors introduced a tape recording of the statement that Mrs. Crawford had made under police questioning. They did so because there were discrepancies between the accounts of husband and wife, and prosecutors thought the wife's statement would undermine her husband's claim of self-defense.

In reversing the conviction today, the Supreme Court, in an opinion by Justice Antonin Scalia, cited the familiar phrase in the Sixth Amendment that in all criminal prosecutions the defendant shall enjoy the right "to be confronted with the witnesses against him."
"The right to confront one's accusers is a concept that dates back to Roman times," Justice Scalia wrote.
That general principle of the Sixth Amendment has not been absolute in practice. A 1980 Supreme Court decision[1] spelled out certain instances in which the testimony of an unavailable witness may be allowed at trial, among them when the trial judge deems the witness particularly reliable for various reasons.
Today's ruling effectively erased the 1980 decision and severely curtailed, while not eliminating, prosecutors' ability to use the accounts of witnesses who cannot be cross-examined during trial. The American Civil Liberties Union and the National Association of Criminal Defense Lawyers had filed briefs urging the conclusion that the court reached today.
In voiding the verdict and sending the case back to the lower courts, possibly for retrial, Justice Scalia held that the Sixth Amendment commands "not that evidence be reliable, but that reliability be assessed in a particular manner: by testing in the crucible of cross-examination."
Alluding to the 1980 decision, Justice Scalia wrote: "Dispensing with confrontation because testimony is obviously reliable is akin to dispensing with jury trial because a defendant is obviously guilty. This is not what the Sixth Amendment prescribes."
The ramifications of today's ruling may not become clear immediately, but they could affect a number of previous convictions across the country. The testimony of a witness who cannot be cross-examined during trial may still be allowed, but only if the defense has had a chance to cross-examine him or her at an earlier stage in the case.

Chief Justice William H. Rehnquist filed a separate opinion, joined by Justice Sandra Day O'Connor, in which he agreed that Mr. Crawford's conviction should be set aside. But the chief justice said Justice Scalia had swept aside the court's 1980 holding without sufficiently defining for "thousands of federal prosecutors and the tens of thousands of state prosecutors" exactly what rules they can apply.

"They need them now, not months or years from now," the chief justice wrote.
Today's ruling in Crawford v. Washington, No. 02-9410, reversed a ruling by the Washington State Supreme Court. The state high court had reinstated the conviction after it had been set aside by a state appellate court.

jeudi 3 novembre 2016

L3 Homework for Week 7: The Fourth Amendment

Groups 16 and 17: 

Study the introduction to the Fourth Amendment p. 51-52 as well as the vocabulary p. 62.

Prepare exercises 1 and 2 p. 53.

Read text 2 p. 55-56 and prepare a quick summary in five sentences. 

(Presentation topic: text 1)

Group 54:

Study the introduction to the Fourth Amendment p. 51-52 as well as the vocabulary p. 62.

Prepare exercise 1 p. 53.

Read text 1 p. 54 and prepare a quick summary in five sentences.

(Presentation topic: text 2)

jeudi 27 octobre 2016

L3 Presentations topics on the Fourth and Fifth Amendments

Presentation Topics on the Fourth Amendment

Presentation topic for G 16 and G 17:

Text 2 p. 55 Phones without Warrant

Presentation topic for G 54:

Text 1 p. 54 DNA Collection after Arrest

Presentation Topics on the Fifth Amendment

Presentation topic for G 16 and G 17:

Text 3 p. 71 (booklet): "California Supreme Court CutsBack Fifth Amendment Right to Remain Silent When Questioned by Police"

Presentation topic for G 54:

Text 3 p. 71 (booklet): "California Supreme Court CutsBack Fifth Amendment Right to Remain Silent When Questioned by Police"

+ Student in this group shall also discuss the case Salinas v. Texas referred to in the text.

dimanche 23 octobre 2016

L3 HOMEWORK for WEEK 5: 1st Amendment / The Religion Clauses + Presentations for WEEK 6

Homework for WEEK 5:

Groups 16 and 17:

Study the introduction to the unit on "The Religion Clauses" p. 24-26 (as well as the "Key Words and Definition" p. 33).

Prepare exercises 1 and 2 p. 26 as well as exercise 1 (Grammar: "If clauses") p. 33.

Read Text 3 "Town of Greece v. Galloway" p. 30-31 and make a list of the unknown vocabulary (check the definitions)

Group 54:

Study the introduction to the unit on "The Religion Clauses" p. 24-26 (as well as the "Key Words and Definition" p. 33).

Prepare exercise 1 p. 26 as well as exercise 1 (Grammar: "If clauses") p. 33.

Read Text 2 "Employment Division v. Smith" p. 27-30 and make a list of the unknown vocabulary (check the definitions)

Presentations for WEEK 6: (Second Amendment)

G 16 and G 17:
Presentation based both on Text 3 Shew v Malloy (p. 44-45) and on
Supreme Court Turns Away Challenge to Connecticut Ban on Semiautomatic Weapons

G 54: District of Columbia v Heller (p. 39-41)

samedi 15 octobre 2016

HOMEWORK for L3 students, WEEK 4: 19 October 2016 (+ presentation topics for week 5)

HOMEWORK for WEEK 4

Groups 16 and 17:

Study the introduction to the First Amendment p.11-13 (as well as the "What you need to know" section at the end of the unit.)
Prepare exercises 1 and 2 p. 13-14.
Study the Text for the presentation (WEEK 4): Schooling the Supreme Court on Rap Music.

Group 54:

Study the introduction to the First Amendment p.11-13 (as well as the "What you need to know" section at the end of the unit.)
Prepare exercises  p. 13.
Study the Text for the presentation (WEEK 4): Schooling the Supreme Court on Rap Music.


PRESENTATION TOPICS FOR WEEK 5 (26 October)

Groups 16 and 17: Greece v. Holloway (p. 16-17)

Group 54: Employment Division v Smith (p. 27-30)

HOMEWORK for L3 students, WEEK 4: 19 October 2016

Groups 16 and 17:

Study the introduction to the First Amendment p.11-13 (as well as the "What you need to know" section at the end of the unit.)
Prepare exercises 1 and 2 p. 13-14.
Study the Text for the presentation (WEEK 4): Schooling the Supreme Court on Rap Music.

Group 54:

Study the introduction to the First Amendment p.11-13 (as well as the "What you need to know" section at the end of the unit.)
Prepare exercises  p. 13.
Study the Text for the presentation (WEEK 4): Schooling the Supreme Court on Rap Music.


PRESENTATION TOPIC FOR WEEK 5 (26 October)

Groups 16 and 17: Greece v. Holloway (p. 16-17)

Group 54: Employment Division v Smith (p. 27-30)

mercredi 5 octobre 2016

HOMEWORK for WEEK 3: The Fourteenth Amendment

HOMEWORK for the whole class:

Group 54: 
Read Text 1 p. 7-8.
Prepare exercise II. (Sentence completion) p. 5.
(Study the introduction to the 14th Amendment presented in class)

Groups 16 and 17: 
Read the texts on which presentations will be given (see below).
Prepare exercise II. (Sentence completion) p. 5.
(Study the introduction to the 14th Amendment presented in class)


Presentation topic for group 54: 

Text n°1, p 7-8:


“Scholars’ Brief in Shelby County v. Holder Urges Fidelity to Text and History of Thirteenth, Fourteenth, and Fifteenth Amendments".

Presentation topic for groups 16 an 17:

The students working on the presentation will focus on the article from The Seattle TimesUntruth about 'anchor babies' and the Fourteenth Amendment (click on the link).

They may also use the following document as reference.

The whole class should carefully read these documents ahead of next class in order to be able to discuss this topic after the presentation.

"Are 'Anchor Babies' Sinking the American Economy?"
by Michealene Cristini Risley,

The Huffington Post, March 15th 2012 http://www.huffingtonpost.com/michealene-cristini-risley/the-14th_b_1343158.html

In the wake of the Civil War, many newly freed slaves were struggling to try and establish themselves. Lacking many of the same rights, these African Americans were relegated to political purgatory. This was particularly true in ex-slave states, which refused to issue even basic human rights to black Americans. To that end, Congress moved to pass the 14th Amendment, the most revolutionary shift in policy since the Bill of Rights, which passed July 9th, 1868.
The 14th Amendment, in particular, its first article, established the unprecedented policy of birthright citizenship in America. As such, any male child, born on American soil, would be afforded all the rights of national and state citizenship. Dangerously controversial at the time, its passage marked a monumental step in the efforts to curtail systemic racism.
Fortunately, time has helped to ease the horrors of slavery. Today, it is status quo for African Americans to enjoy all the rights and privileges of citizenship. Through successes like the civil rights movement, African Americans have greatly elevated their social status, allowing them to compete on somewhat equal footing in our country. In post-segregation America, very few politicians evoke the racially charged rhetoric that used to divide our nation. Yet over a century later, the 14th Amendment is still a hotly debated source of racial controversy.
Recently, the 14th Amendment has been evoked to achieve a different effect. The emphasis has dramatically shifted away from rehabilitating ex-slaves and their disenfranchised offspring. No one questions the citizenship of any citizen's children, regardless of race or gender. Everyone agrees that the children of Americans are Americans. Today, however, the 14th Amendment is being used to achieve a different purpose; one that is creating serious cracks in the infrastructure of our country.
Unfortunately, the modern interpretation of the 14th Amendment is subject to regular abuse, with non-residents exploiting its language to facilitate their own residency. The past few decades have seen a rash of pregnant foreigners intentionally giving birth on American soil, in order to ensure citizenship for their offspring, and potentially themselves.
This abuse typically takes two forms; known colloquially as either "anchor babies" or "birth tourist." The former is the practice of having a baby in America in order to immediately "anchor" the parents in our country, while the latter cases typically returns to their home nation with their infants, with the intention of sending them back to America later in life. Both types of babies are born into citizenship, and they both qualify to have their parents become citizens once they turn 21. However despite their similarities, the two practices appear to be having a dramatically different impact on the American economy.
A wealth of statistics exists indicating that anchor babies are a tremendous drain on our economy. The problem is the parents of anchor babies have no way of legally paying taxes, as they themselves are non-residents. Yet they still regularly use all the tax-sponsored services available to Americans. They birth their children in our public hospitals, fill our schools with non-English speakers, and crowd our prisons with drug crime. In just California alone, non- residents, make up nearly 30% of our prisons, costing California over a billion dollars annually in incarceration. Moreover, the violence typically associated with the Mexican drug trade has increasingly spilled across the border, affecting the quality of life across southwestern states.
As far as healthcare, illegal aliens give birth to about 340,000 children nation wide each year, imposing tremendous medical costs on hospitals. Several hospitals, including ones in Stockton, CA and Dallas, TX, report as many as 70% of their deliveries are to non-residents. Similarly, since the parents of infant citizens still qualify for welfare in order to protect the child, the Center for Immigration studies estimates nearly $2 billion dollars goes to illegal aliens annually, in the form of food stamps and free lunches.
Over 29% of all education dollars get spent on teaching anchor babies, including over $1 billion dollars teaching English as a second language, according to FAIR. Similarly, several affected states offer Spanish translation services in many public arenas, at an additional cost to the taxpayers. All told, FAIR estimates that as much as $100 billion tax dollars get spent on illegal aliens annually -- this is just in education.
Baby tourists, on the other hand, appear to be doing far less economic damage. Relative to anchor baby parents, baby tourists are usually much wealthier, affording their own medical care and largely avoiding incarceration while visiting. They come over in prearranged programs, catering to elite and wealthy families who can afford the thousands of dollars in fees. Prospective mothers pay handsomely for these services, between $15,000 and $45,000 per child. These programs include coordinated tourist programs, which involve sightseeing and opportunities to spend even more money on high-end shopping. However, this is still a program that takes advantage of the amendment.
These programs are becoming increasingly popular throughout Asia. It has become the popular craze amongst upper class women throughout the region, especially China, Taiwan, and Hong Kong as they see it as an opportunity to eventually get their children enrolled in American Universities. This creates a drain for resident students, as the increased population allows for less opportunities and higher costs for those who have lived their lives in America. Similarly, bills like the Dream Act aim to offer financial aid to nonresident children, siphoning funds from taxpaying students. South Koreans also find it attractive, as it precludes their children from mandatory military service (We pay to have American security forces in South Korea). The trend is also catching on outside Asia, with Nigeria and Turkey both reporting an explosion in birth tourism popularity.
The only area of the American economy negatively impacted by baby tourists is in our higher education. The key motivator for baby-tourist parents is to ensure in-country or in-state tuition, or even just basic access, for their children at top American universities. However since this is spread out across public and private universities, it is impossible to determine specifically how many tax dollars get spent educating such students. Instead, these students end up spending foreign dollars here in America; on things like tuition, rent, and living expenses. Plus, they have the ability to stay and work in America after graduating, contributing their advanced skills to our economy.
Baby tourists also become a much smaller problem when viewed relative to their anchor baby counterparts. The tourism happens far less often than anchor babies, 7,000 versus 340,000 per
year. The parents of baby tourists almost always pay their own medical fees, as well as additionally convenience fees that get infused into our economy. Their offspring are usually much better educated than their anchor baby counterparts, leading to more hard science jobs entering the U.S. workforce.
While revising the first section of the 14th Amendment may seem like a handy fix, it is only a part of the much larger discussion on immigration reform. We still suffer racial bigotry in 2012, and while I do believe that we must address the infrastructure costs of illegal immigration; the many reasons for the swelling tide of illegal immigrants deserves careful attention before we throw the anchor baby out with the bathwater of one of our most important constitutional guarantees. There must be more precise ways to fix this problem than a constitutional amendment.


lundi 2 mai 2016

L3: HOMEWORK for WEEK 12 Criminal Law

Go over the sub-chapters already covered in class: i.e. 27, 28, 102, 103, 104.

Prepare the following sub-chapters: 105, 106, 108, and 109.

(Study all the vocabulary related to each of these chapters)

Listen to the two videos already watched at the end of last class: p. 102-103 and prepare the following exercises: ex. 1 A and B, and ex 2.

Note that sub-chapter 105 is not mentioned in the booklet but has to be studied for the exam. 


dimanche 10 avril 2016

L3 Homework for Week 11: Criminal Law

- Study Chapters 102, 103 and 104 of Glossaire de droit anglais.

- Listen to the "Law in Action" audio document (that has been sent via dropbox) and prepare the listening comprehension exercise parts 1, 2 and 3 (booklet p. 92-93)

- Do not forget to go over what has been discussed last week (Criminal liability + Defence of Loss of Control (Text)…

vendredi 1 avril 2016

L3 HOMEWORK FOR WEEK 10 (April 6th, 2016)

UNIT 8: INTRODUCTION TO CRIMINAL LAW

Study chapters 27, 28 and 102 of the Glossaire de droit anglais, as well as the vocabulary corresponding to each unit.
We will spend less time next week discussing these introductions so make sure to study them very carefully so we can discuss the text p. 91 and do some linguistic exercises.

The text to be prepared is text n ° 6= "Infidelity plus".
Read the whole text twice (at least), pay particular attention to paragraph 4 (p. 91) : "Lord Judge accepted that the statute…"
Answer the four questions on the text p. 92.
Make a list of all the new vocabulary. Look for the corresponding definitions in English.


mercredi 16 mars 2016

L3 Homework for Week 8 (March 23rd 2016)

UNIT 6:

1. Finish exercise I A, p. 72: Complete the following sentences

2. Click on the link below and listen to the rest of the (audio) document studied in class:
What does Kim Cotton say about the situation on Surrogacy in 1985?

BBC 4 Woman's Hour 3/06/2011: Surrogacy in the UK

UNIT 7:

3. Study Chapters 127 and 128: Family Law Divorce.
(Some students may be asked to summarize some points of these chapters in class…)

4. Read text p. 79-80: Radmacher v Granatino
Answer questions 1 to 4 (Definitions) and 1 to 5 (Comprehension)

In relation to the audio documentary studied in class, note this article on Kim Cottom published a year ago in the Daily Mail:

http://www.dailymail.co.uk Kim Cotton felt cheated after she handed over a baby she gave birth to 30 years ago to a couple she never met


jeudi 3 mars 2016

L3 HOMEWORK for WEEK 6: HUMAN RIGHTS

DISCRIMINATION

1. Ex III. Listening p. 46 "It's not OK to be badly treated". Answer questions 1 to 7 and fill in the table. 



(We will also correct exercise 2 p. 46 (Sentence completion) that had to be prepared for Week 5.)

2. Study your notes on the text studied in class : "Bull and another v. Hall and another" p. 52-53.

HUMAN RIGHTS

3. Study sub chapters 57, 58, 59, 60 of the Glossaire on Human Rights.

Focus in particular on the "general information" sections and study the "glossary" and "useful expressions" sections.


mercredi 24 février 2016

L3 Homework for Week 5: Discrimination

Study:
-The introduction to the chapter on Discrimination p. 43-44 (booklet) + the glossary, p. 57-58.
- Exercises terminology: 1. a. p. 44 and 2. p. 46.

Study the points covered on Week 4 (Civil Courts + Glossary + the following cases
G14: "Flood v. The Times Newspapers" and "Birmingham v Abdulla and others"
G15 and G16: "Flood v. The Times Newpapers" and "The R.F.U. v Viagogo")

vendredi 19 février 2016

L3 Homework for Week 4 (the English Civil Courts)

1. Study the introduction to the Court System (see Glossaire p. 17)

2. Study the corresponding vocabulary!

3. Exercise 2. Read (and prepare thoroughly!) the 3 texts of exercise 2, p. 37-39 of the Booklet.
For each text, try to answer the 4 questions asked in the introduction to the exercise (see p. 37.)
We will cover the three texts in class so it is essential that you have taken the time to prepare these texts before next class.

Do not forget to make sure to have good knowledge of the introduction to the Supreme Court chapter as well as of the "Case Study" (Ex. 5 p. 24) studied in class on week 3 as two students will be asked to give an account of what we discussed last week!

jeudi 11 février 2016

Homework for Week 3 (L3 Students): The UK Supreme Court

1. Study the introduction to the chapter on The UKSC p. 14-18 + Glossary p. 32.
2. Exercise 1. A and B, p. 18
3. Exercise 3 p. 19: Sentence completion
4. Read and prepare text p. 24: CASE STUDY (Exercise 5)
Make a list of all the vocabulary that you do not understand
Look for the corresponding definitions in English.
(To do so, you may check the Online Cambridge Dictionary, the Online Oxford Dictionary or the Thesaurus.)
Archive this list so you can study it again before the exam.

jeudi 9 avril 2015

L3 HOMEWORK for groups 42, 43, 44, 51, 8 & 9 for Monday April 13th and Wednesday April 15th

Homework for groups 42, 43, 44 (Monday April 13th, 7h45, 9h20, 10h50):

Study chapters 104/105/106 of Glossaire de droit anglais, as well as the vocabulary related to these chapters.

Grammar exercises:
p. 96 of the booklet : ex A and B

Homework for groups 8 & 9 (Wednesday April 15th, 9h20 and 10h50):

Study chapters 104 / 105 / 106 / 108 / 109 of Glossaire de droit anglais, as well as the vocabulary related to these chapters.

Watch the video p. 95 of the booklet that we started discussing in class and answer the questions p. 95-96. This video illustrates several points presented in the chapters of the book.

Grammar exercises:
p. 96 of the booklet : ex A and B
+ on the document handed out in class on the Present Perfect and the Past Perfect:
Study Unit 13 + exercises 13.1 and 13.2
Study Unit 14 + exercises 14.2 and 14.3

Note that as usual, two students will be asked to summarise the points discussed in class the previous week.
p. 96 of the booklet : ex A and B

Homework for group 51 (Wednesdays 7h45):

Study chapters 104 / 105 / 106 / 108 / 109 of Glossaire de droit anglais, as well as the vocabulary related to these chapters.

Watch the video p. 95 of the booklet that we started discussing in class and answer the questions p. 95-96. This video illustrates several points presented in the chapters of the book.

Grammar exercises:
p. 96 of the booklet : ex A and B

jeudi 12 mars 2015

L3 HOMEWORK for WEEK 7, CLASS n° 8 CRIMINAL LAW


Study Chapters 27 (Introduction to Criminal Law) and 28 (Offences to the Person), p.103-108.

We will start the class by correcting the exercises on Family Law that were to be prepared for Class n° 7 (Week 6) before moving on to Criminal Law
Exercise: sentence completion p. 69 (Family law)
Exercise p. 74 / "Want"