Recent developments in health law in Greece

This article mainly analyzes the new Code of Ethics which is in place since 2005.     

Teaching medical ethics and law

The teaching of medical ethics is not yet characterised by recognised, standard requirements for formal qualifications, training and experience; this is not surprising as the field is still relatively young and maturing. Under the broad issue of the requirements for teaching medical ethics are numerous more specific questions, one of which concerns whether medical ethics can be taught in isolation from considerations of the law, and vice versa. Ethics and law are cognate, though distinguishable, disciplines. In a practical, professional enterprise such as medicine, they cannot and should not be taught as separate subjects. One way of introducing students to the links and tensions between medical ethics and law is to consider the history of law via its natural and positive traditions. This encourages understanding of how medical practice is placed within the contexts of ethics and law in the pluralist societies in which most students will practise. Four examples of topics from medical ethics teaching are described to support this claim. Australasian medical ethics teachers have paid less attention to the role of law in their curricula than their United Kingdom counterparts. Questions like the one addressed here will help inform future deliberations concerning minimal requirements for teaching medical ethics.     

Teaching law in the modern global business environment

We are pleased to announce that the next CLEA Conference will be held at City University of Hong Kong. The programme will commence with a celebratory inaugural session in the evening of Tuesday, 31 March. Conference sessions will be held during morning and afternoon sessions on Wednesday, 1 April, and Thursday, 2 April. The conference will end with a closing ceremony and farewell drinks in the evening. The conference dinner will be on 1 April.     

Teaching "street law" to the criminally insane

A course in "Street Law" was taught to forensic patients by law students, following a format used by Georgetown University Law Center. Although the course has been taught to high school students and inmates of correctional facilities, this was the first time it has been extended to mental patients found not guilty of crimes by reason of insanity. An outstanding feature of the course was marked enthusiasm shown by patients who, through long institutionalization, had become apathetic, indifferent, and despairing. Their readiness and ability to learn brought to mind a couple of old sayings often heard around mental hospitals, "I may be crazy but I'm not stupid," and "Sometimes you can't tell the patients from the staff." The staff of at least one ward has picked up "teaching and learning to use as a central theme in treatment of patients, not abandoning traditional methods, but shifting the emphasis from therapy to teaching as a way of getting the patient's interest in his own rehabilitation. Judges, reviewing cases for release, have looked quizzical when the patients' active participation in a "law course" has been used as evidence of satisfactory progress.     

STR-CODIS typing in Greece

Thirteen STRs loci have been typed in a sample from Greece.     

Measuring Technological Change in Greece

This paper uses the Growth Accounting methodology to estimate technological change, as well as labor and capital productivity in the various sectors of the Greek economy over the period 1988–1998. The results show that the technological level, as measured through annual growth in Total Factor Productivity, has remained practically unchanged. Meanwhile, technological change accounts for about 40% of economic growth, which is slightly lower compared with the relative performance of other O.E.C.D. countries. Finally, our main findings are, in general terms, consistent with estimates by other researchers.      

War and democracy in ancient Greece

In the present paper we analyse some of the preconditions for the emergence of democracy in Ancient Greece. For democracy to emerge in Ancient Greece a combination of several enabling factors proved decisive: the development of new military tactic, the phalanx, marked by the appearance of a new type of heavy infantry warrior, the hoplite, who owned individually some property, i.e. land, sufficient to permit him to finance his weaponry and a city-state culture. We describe the emergence of this new type of warrior, link this emergence to the establishment of individual property rights and show how this brought about a military revolution, exemplified in a new tactical formation, the phalanx. We then proceed by showing how the attitudes and learning processes made necessary by this new type of warfare were transformed in the civic values and virtues that shaped democratic institutions. Our thesis can thus be briefly termed as the “military cum city-state” explanation of democracy.