Registry
Module Specifications
Archived Version 2006 - 2007
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| Module Aims | |||||||||||||||||||||||||||||||||
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The aim of this module are:- To acquaint students with the historical development of the rules of equity in light of the development of the common law;- To acquaint students with the importance of the rules of equity and equitable remedies; - To teach students the principles and rules of equity; and,- To teach students the approach taken by the courts in Ireland to equity.
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| Learning Outcomes | |||||||||||||||||||||||||||||||||
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At the end of the module, students must:- Appreciate the historical development of equity;- Demonstrate a thorough knowledge and understanding of the principles of equity;- Understand how the principles of equity have impacted and continue to impact on the Irish legal system; and, - Be able to solve problems using the rules and principles of equity.
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Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module. | |||||||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
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Delany, Equity and the Law of Trusts in Ireland 3rd ed. Roundhall Thomson, 2003; Pearce and Stevens, The Law of Trusts and Equitable Obligations 4th ed. Oxford University Press, 2006; Watt, Trusts and Equity, 2nd ed. Oxford University Press, 2006; Petitt, Equity and the Law of Trusts 10th ed. Oxford University Press, 2005; Martin, Modern Equity 17th ed. Sweet and Maxwell, 2005; Delany, Equity and the Law of Trusts in Ireland, Cases and Materials Roundhall Thomson, 2002; Hayton and Mitchell, Commentary and Cases on the Law of Trusts and Equitable Remedies, Sweet and Maxwell, 2005. | |||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| EPL | BA in Economics, Politics & Law | ||||||||||||||||||||||||||||||||
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