Presented in the form of a debate and rebuttals are both sides of the issue, first stated by Lord Brougham in 1820, of a client's legal and moral rights to his counsel's total support. It is concluded that advocacy in law does not carry some special authority or excuse the lawyer from accepting moral responsibility for his professional choices.…

It is proposed that the most interesting ethical problems arise from the use of legal skills within the system, and a curriculum for teaching ethics in a contracts course is outlined. The approach uses personal morality to resolve ethical issues that are unresolvable by application of the Code or Rules. (MSE)

The nature of negotiation, particularly bargaining, is explored, and it is suggested that legal educators use a distributive bargaining simulation as the teaching method. Appropriate materials for such a simulation are offered, followed by an explanation of the development of the simulation. An integrative bargaining simulation is also presented.…

A cognitive approach to teaching property law is illustrated with a case in which an individual's blood sample was used to develop a valuable serum. Applicability of property rights was at issue. It is suggested that cognitive thinking can inform and improve analysis and instruction in evolving areas of law. (MSE)

Negotiation and advocacy simulations, introduced into a Torts I course at the University of Florida College of Law, are described and evaluated by the teacher using them. Extensive supporting materials for the cases in point are appended, including statements of the problems, rules and instructions, tactics, and report forms. (MSE)