Many of today's students in further and higher education do not have a traditional approach to learning. The reasons for this include current teaching styles in schools, a crowded curriculum and an even more crowded life, both on campus and off. For many, the need to earn a living eats into basic learning time and, for those following multidisciplinary programmes, there is the difficulty of balancing the competing demands of a variety of subjects. Add to this the cost of traditional textbooks and the inadequacy of library funding and it is obvious that a different approach to teaching and learning is called for. The approach adopted here is a response to this situation. With the exception of Chapter One (The Sources of Law) there is minimal explanation of the substantive law and the facts of the three hundred cases are given without verdicts. The purpose of this is to generate discussion during seminars or, in the case of readers working alone, thoughtful analysis. Once a...

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