Currently browsing: Items authored or edited by Paul Catley

Catley, Paul (2019). Personality Change, Criminal Responsibility and Diminished Capacity. In: Waltermann, Antonia; Roef, David; Hage, Jaap and Jelicic, Marko eds. Law, Science, Rationality. Maastricht Law Series, 14. Utrecht, Netherlands: Eleven International Publishing, pp. 177–208.

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Catley, Paul (2017). Abolishing Insanity: Proposals from England and Wales. In: White, Mark. D. ed. The Insanity Defense: Multidisciplinary Views on Its History, Trends, and Controversies. Santa Barbara, CA: Praeger, pp. 273–305.

Claydon, Lisa and Catley, Paul (2016). Abolishing the Insanity Verdict in England and Wales: A Better Balance between Legal Rules and Scientific Understanding? In: Moratti, Sofia and Patterson, Dennis eds. Legal Insanity and the Brain: Science, Law and European Courts. Oxford: Hart Publishing, pp. 207–237.

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Claydon, Lisa and Catley, Paul (2011). Neuroscientific evidence in the English courts. In: Spranger, Tade Matthias ed. International Neurolaw: A Comparative Analysis. Bonn: Springer, pp. 305–328.

Catley, Paul; Pywell, Stephanie and Tanner, Adam (2021). End-of-life Decisions for Patients with Prolonged Disorders of Consciousness in England and Wales: Time for Neuroscience-informed Improvements. Cambridge Quarterly of Healthcare Ethics, 30(1) pp. 73–89.

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Catley, Paul (2016). The Future of Neurolaw. European Journal of Current Legal Issues, 22(2), article no. 487.

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Catley, Paul and Claydon, Lisa (2015). The use of neuroscientific evidence in the courtroom by those accused of criminal offenses in England and Wales. Journal of Law and the Biosciences, 2(3) pp. 510–549.

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Catley, Paul and Pywell, Stephanie (2015). The ethical imperative of ascertaining and respecting the wishes of the minimally conscious patient facing a life-or-death decision. Jahrbuch für Wissenschaft und Ethik, 19 pp. 77–90.

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Catley, Paul (2014). Online formative MCQs to supplement traditional teaching: a very significant positive impact on student performance in the short and long run. Brookes E-Journal of Learning and Teaching, 6(1)

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