As one of the original pioneering composers of the American experimental music movement and a well known scholar of classics, Christian Wolff has long been active as a significant thinker and elegant writer on music. With Occasional Pieces, Wolff brings together a collection of his most notable writings and interviews from 1950 to the present, shining a new light on American music of the second half of the twentieth century. The collection opens with some of his earliest writings on his craft, discussing his own proto-minimalist compositional procedures and the music and ideas that led him to develop these techniques. Organized chronologically to give a sense of the development of Wolff's thinking on music over the course of his career, some of the pieces delve into connections of music-making to social and political issues, and the concept of indeterminacy as it applies to performance, while others offer insights into the work of Wolff's notable contemporaries including John Cage, Morton Feldman, Earle Brown, David Tudor, Frederic Rzewski, Cornelius Cardew , Dieter Schnebel, Pauline Oliveros, and Merce Cunningham. An invaluable resource for historians, composers, listeners and students alike, Occasional Pieces offers a deep dive into Christian Wolff's musical world and brings new light to the history of the American experimental movement.

This book discusses comprehensively the use of Flipped Classrooms in the context of legal education. The Flipped Classroom model implies that lecture modules are delivered online to provide more time for in-class interactivity. This book analyses the pedagogical viability, costs and other resource-related implications, technical aspects as well as the production and online distribution of Flipped Classrooms. It compares the Flipped Classroom concept with traditional law teaching methods and details its advantages and limitations. The findings are tested by way of a case study which serves as the basis for the development of comprehensive guidelines for the concept's practical implementation. As Flipped Classrooms have become a very hot topic across disciplines in recent years, this book offers a unique resource for law teachers, law school managers as well as researchers in the field of legal education. It is a must-have for anyone interested in innovative law teaching methodologies.

Christian Wolff's natural law theory was founded on his rationalist philosophy and metaphysics, which were strongly influenced by the philosophy of Gottfried Wilhelm Leibniz. Like Leibniz, Wolff was convinced that justice and morality were based on universally valid principles of reason and that these principles were accessible to human understanding without the aid of religious revelation. Wolff did not therefore follow the voluntarist tradition of natural law, which was characteristic of Germany's two other famous natural jurists of the early Enlightenment--Samuel Pufendorf and Christian Thomasius. The laws of nature, Wolff argued, were not just because God had willed them; rather, God had willed them because they were just. According to Wolff, this natural law was the foundation of the law of nations. Wolff's work considered central issues such as the duties of nations toward themselves and other nations, the laws of war and peace, and the laws governing the treatment of diplomatic representatives. With the Liberty Fund edition, Wolff's work, heretofore relatively unknown to the English-speaking world, will again become available to scholars and students alike.

Written by an award-winning professor with over 25 years of experience, this book explains comprehensively the different facets of law teaching from the law teacher's perspective. It uniquely covers numerous topics which have been ignored by the legal education literature so far, but which are of immense importance for the success of law students, law schools and-last but not least-the day-to-day work of law teachers themselves. These topics include the goals of law teaching, the factors that lead to successful law teaching, special characteristics of good law teachers, different ways of preparing for in-class success, face-to-face versus online teaching, the in-class teaching experience, assessments, teaching evaluations, the design of new courses and programmes, the teacher-student and the teacher-teacher relationship, the importance of teaching administration as well as the future of law teaching in the digital age. The author approaches various themes from the viewpoint of his own experience. He tells his very personal stories of classroom success and failure, of enthusiasm, fun and disappointments when dealing with law students, of accomplishments and frustrations when considering learning outcomes and of surprises when dealing with red tape. He thus allows the readership to grasp different aspects of law teaching in a very hands-own way and facilitates the understanding of the underlying often rather complex human-to-human relationships. This book should be in the bookshelf of any law teacher. As it covers a wide spectrum of so far unexplored legal education issues, it is also an invaluable source at the start of a law teaching career, but also for established law teachers who wish to reflect on their own teaching approaches. A rich body of cross-references to the existing literature makes the book a powerful tool for research on any aspect of legal education. Last but not least, the author's ironic sense of himself and of the law teacher profession makes the book a very entertaining read for anybody who always wanted to know what law teaching really is (and is not) about.

As one of the original pioneering composers of the American experimental music movement and a well known scholar of classics, Christian Wolff has long been active as a significant thinker and elegant writer on music. With Occasional Pieces, Wolff brings together a collection of his most notable writings and interviews from 1950 to the present, shining a new light on American music of the second half of the twentieth century. The collection opens with some of his earliest writings on his craft, discussing his own proto-minimalist compositional procedures and the music and ideas that led him to develop these techniques. Organized chronologically to give a sense of the development of Wolff's thinking on music over the course of his career, some of the pieces delve into connections of music-making to social and political issues, and the concept of indeterminacy as it applies to performance, while others offer insights into the work of Wolff's notable contemporaries including John Cage, Morton Feldman, Earle Brown, David Tudor, Frederic Rzewski, Cornelius Cardew , Dieter Schnebel, Pauline Oliveros, and Merce Cunningham. An invaluable resource for historians, composers, listeners and students alike, Occasional Pieces offers a deep dive into Christian Wolff's musical world and brings new light to the history of the American experimental movement.

Christian Wolff's natural law theory was founded on his rationalist philosophy and metaphysics, which were strongly influenced by the philosophy of Gottfried Wilhelm Leibniz. Like Leibniz, Wolff was convinced that justice and morality were based on universally valid principles of reason and that these principles were accessible to human understanding without the aid of religious revelation. Wolff did not therefore follow the voluntarist tradition of natural law, which was characteristic of Germany's two other famous natural jurists of the early Enlightenment--Samuel Pufendorf and Christian Thomasius. The laws of nature, Wolff argued, were not just because God had willed them; rather, God had willed them because they were just. According to Wolff, this natural law was the foundation of the law of nations. Wolff's work considered central issues such as the duties of nations toward themselves and other nations, the laws of war and peace, and the laws governing the treatment of diplomatic representatives. With the Liberty Fund edition, Wolff's work, heretofore relatively unknown to the English-speaking world, will again become available to scholars and students alike.