Land cruiser vs nissan patrol Essay Example | Topics and Well Written Essays - 1000 words

Land cruiser vs nissan patrol - Essay Example Extensively, the Toyota Land Cruiser performs its road tests in the Australian road conditions. With time, the Toyota land Cruiser’s popularity has spread globally (O’Kane 2010). A Nissan Motors, a Japanese-based company, make the Nissan Patrol 4WD. In Japan, it is known as the Nissan Safari. In Japan, it is still referred to as the Nissan Safari even if its production stops in the year 2004. During the early 1960s, the actor of the film ‘Cowboy’ liked the vehicle incredibly that he was offered a Nissan 4WD by the automaker in return for his backing. By 1964, the model cost approximately $1,616 (leppard 2008). By the 1960s, the vehicle was utilized as a military vehicle specifically in the Middle East and South Asia. Primarily, the patrol was a transport vehicle used by the Indian army in the late 1960s and early 1970s. At the Indian plant where it was assembled, it was named Jonga. The United Nations agencies in addition utilized the Patrol. The Patrol enjoys a recommendable popularity in numerous countries in the Middle East, also the United Arab Emirates. The design is now accessible with entertainment equipment, keyless start and other impressive features (leppard 2008). When launched in 2010, the carmaker made it public that they will continue producing the older generation alongside the new generation ones. The best of them all in touring is the Nissan 4WD model. The 2010 model came as a 5-doors design, along with 4.8-litre inline 6-cylinder engine as average, and the 5-speed automatic choice, with tiptronic or the 5-speed manual. In the middle 2011, a 3-door short-wheelbase design was availed with similar drivetrain, as the 2012 design (leppard 2008). The patrol contains the interior modern features like wood trim, cd/mp3 stereo, fog lamps, cloth upholstery, manual a/c 16-inch wheel, and other apparatus (leppard 2008). The Toyota has three, 4WD land cruiser model, but there is one that is

How do you configure hardware and software Essay Example for Free

How do you configure hardware and software Essay The most common colour depths are:   16 colours   256 colours   High Colour (16 bit, or 65,536 colours)   True Colour (24 bit, or over 16 million colours) Higher resolutions are greater number of colours require more memory. At 256 colours, each pixel requires one byte of memory. There are 8 bits in a byte, so each pixel in High Colour requires two bytes, and each pixel in True Colour requires three. Because of this, some video cards may restrict you to fewer colours in higher resolutions, due to the amount of memory required. For example, a True Colour display with a resolution of 1280 x 1024 pixels would require memory of 1280 x 1024 x 3 = 3,932,160 bytes, or nearly 4Mb! Drivers Different printers have different features, such as the ability to print in different fonts, and different resolutions (i. e. numbers of dots per inch) when printing graphics. Even where there are common features, such as the ability to print in bold, the codes that the computer needs to send to switch that feature on and off can vary from model to model. What the computer requires is some software called a driver, which can translate the codes generated by the program into codes suitable for the printer. In Windows, the drivers are installed centrally in the Control Panel so that each application, e. g. Excel or Word, can use the same drivers. In the days of DOS, each program often had its own printer driver. Other hardware devices, such as video cards, modems and scanners also require drivers. These perform the same function, allowing the computer to control the device. Sometimes the same driver can be used for similar devices (e.g. you may hear about Hayes compatible modems, or HP LaserJet compatible printers), but even in these cases it is often only by using the specific driver for that device that the most advanced features can be utilised. WYSIWYG and TrueType Fonts One of the problems with printing from a word processor or other application is that your text may not appear on paper as it did on the screen. With modern Graphical User Interfaces, this should be less of a problem, but with older character-based systems (such as DOS, or UNIX), fonts on the screen were not proportionally spaced. Characters could only appear at fixed intervals across the screen, and so it wasnt possible to insert fractions of spaces to justify the text. This meant that sometimes you could print out justified text, but not see what it was going to look like on the screen. A solution to this problem came with the arrival of WYSIWYG user interfaces. WYSIWYG stands for What You See Is What You Get, and means that your print should appear exactly as it does on the screen. Word (in Page Layout View, at least) is a WYSIWYG word processor; you get exactly what you see as you are typing. Other word processors, such as WordPerfect 5. 1 offer a halfway house solution, with a character-based input screen, and a graphical print preview. Even with GUIs and WYSIWYG word processors, there was still the problem of the fonts being used in the printer not being exactly the same as the ones used for display on the screen. This could lead to things not quite lining up, or not appearing as expected. A solution for this came with TrueType fonts. A TrueType font is used by Windows both for display on the screen and for printing. When you select a typeface in, say, Word, the TT symbol indicates a TrueType font. If you select one of these, you can be sure that your document will appear in the same way on paper as it did on the screen. Limitations of Hardware and Software Sometimes, due to the limitations of the hardware or software being used, a system will not be able to fully exploit the features of a peripheral. You will not be able to use certain fonts that a printer may support, for example, if the word processor you are using will not let you select that font, or if you are printing from, say, Notepad. Also, there is no point in you being able to scan things in 24-bit colour (i.e. 16 million colours) if your monitor cannot display that many, or you need to save the image as a GIF (GIFs only support 256 colours; if you want more colours than that, save your picture as a jpeg). Some modern printer drivers are applications in their own right, and have minimum hardware requirements specified. The drivers for my printer at home, for example, will not run on a 386. Examination Questions When installing or configuring a particular word processing package, the documentation states that the correct printer driver must also be installed. What is a printer driver, and why is it necessary? (1997) A company sells a range of health foods at five different shops. It also sells directly to the home from a number of vehicles. There are hundreds of different items of stock and many items are seasonal, so items in stock are constantly changing. Customers purchase goods and pay by cash, cheque or credit card. The company is considering a computerised system to help manage sales and stock control. Discuss the capabilities and limitations of current   communications devices,   input devices,   output devices and   storage devices.

Military Power of the Roman Army

Military Power of the Roman Army OCdt A. Lopez-Espinosa   One of the most iconic images of the Roman Empire is that of the Roman soldier; a visual representation of the Empires power and its willingness to exercise it. Curiously, the popular image of the Roman soldier is not entirely accurate, in that the idealized image that most hold is singular and constant in nature, yet the Roman army was anything but, undergoing many changes in equipment and composition throughout the reign of ancient Rome. In fact, few things remained the same as the years went on; save for the Roman armys tradition of discipline and order, the adoption of new tactics and organizational structures was a defining feature of the Roman military, and here lies the source of the Roman armys superiority.[1] The Roman armys power came from its adaptability, which allowed it to react to new challenges presented by opponents, and from its tradition of strict discipline, which resulted in better trained forces with increased tactical and strategic capabilities. The effects of these factors can be seen in the many campaigns in which Romes forces participated, with the Romans adapting their equipment, tactics, and formations, and adopting those of its enemies, along with their great discipline being important contributors to their success.[2] In Considerations on the Causes of the Greatness of the Romans and Their Decline, Montesquieu states that, the circumstance which contributed most to render the Romans masters of the world was, that having contended successively against all nations, they invariably renounced their own usages as soon as they found better (20), thus effectively identifying one of the Roman armys primary sources of power.[3] Unlike many of the armies of the time, the Romans had no qualms about changing their own practices in order to more effectively combat an enemy, or to even adopt those of other nations that they deemed to be effective. This made it so that the Roman army became not just more experienced with every encounter, but better in any number of practical ways, with changes to their own methods and adoption of enemy tactics and equipment. Ultimately, the Romans military might was so great because it was composed of the strengths of every nation they had defeated. This virtue of adaptability was seen in some of its earliest examples with Romulus adopting the Sabines buckler, which was larger and therefore provided more protection than the Argive buckler that he previously used.[4] While to the modern reader this may seem far from a revolutionary idea, it was at the time, and as such conceded an exceptional advantage to the Romans. As remarked by Montesquieu and translated in A Treatise on the S cience of War and Fortification, It is remarkable, that the nations vanquished by the Romans never inquired into the causes of their repeated defeats; but persevered in the use of their weapons and institutions to the last moment of their political existence (OConnor, 71).[5] Clearly, this doctrine of assimilation and adaptation was fairly unique for its time, and thereby allowed the Roman Legions to continuously evolve, with new tactics, equipment, and training. An even greater testament to the adaptability of the Romans was that they did not only assimilate or adapt to the innovations of the armies after having defeated them, but would do so throughout a campaign as well, learning from every defeat in order to ultimately take victory back. A good example of this was upon encountering the elephants of Pyrrhus, where the unfamiliar animals routed the Roman cavalry, their horses, before they got near the animals, were terrified and ran away with their riders (Plutarch, XVII.3), but the Romans allowed this to happen only once.[6] In response, they first supplied the weakness of their cavalry by taking away the bridles from the horses, [à ¢Ã¢â€š ¬Ã‚ ¦] and afterwards by mixing velites with their cavalry proper (Montesquieu, 55).[7] The Romans strategy of adaptation and adoption showed clear results on the battlefield time and time again. In this way, many a campaign that seemed lost at first was ultimately reclaimed by them, careful to ascertain in what respects their enemy might possess some superiority over them; they immediately took action accordingly (Montesquieu, 54), and thereby turn the tides in their favour once more.[8] In short, a great factor in the Roman armys success was its doctrine of constant evolution: if someone was doing something better, do what they are doing. In this way, the Roman army continuously evolved into a force that had the best traits of all powers in the area; as summarized by Josephus: If any nation enjoyed any particular advantage [à ¢Ã¢â€š ¬Ã‚ ¦] they at once availed themselves of the same. They did not neglect to provide themselves with Numidian horses, Cretan archers, Balearic slingmen, and Rhodian ships. In fine, no nation ever prepared for war with so much prudence, or carried it on with so much audacity (Montesquieu, 56).[9] The Romans exercised another great advantage over their contemporaries: discipline. Many of the armies of their time being composed of non-professional soldiers, and those that did have standing armies had them composed of barbarians and undisciplined troops. As such, it would often come about that the Romans claimed victory despite being grossly outnumbered, [Roman] troops always being the better disciplined, it was likely, even in the most unfortunate combats, that they would rally in part, or that the enemy would somewhere be thrown into disorder [and] although overborne in the beginning [à ¢Ã¢â€š ¬Ã‚ ¦], they finally wrested victory from their hands (Montesquieu, 54).[10] This great discipline was of the utmost importance to the Roman armys success, and so it was instilled from the moment that a man would enlist. They began training at military schools, increasing physical strength, dexterity, and weapons handling, with the most famous of these being the Campus Martius in ancient Rome.[11] All of this contributed to the Roman soldier becoming the best version of himself, which in turn resulted in a greater esprit de corps and pride, and ultimately a greater willingness to fight. This transferred directly to the battlefield, where the Roman forces would rarely break formation despite being presented with an overwhelming enemy, and whose formations were therefore powerful and resilient enough to overcome these same enemies. The discipline that Roman soldiers exhibited came from two factors, one being the risk of punishment, and the other being Roman pride, with each being effective in their own right. The pride that Romans felt in their place in the military was an effective component in maintaining order amongst the troops by being preventative; a Roman soldier did not wish to forsake his duty because of his pride. This could be seen in the rarity of Roman desertions, which resulted from the fact that soldiers drawn from the bosom of a people so proud, so haughty, so confident of dominating other peoples, could little think so far undervaluing themselves as to cease to be Romans (Montesquieu, 53).[12] This pride went beyond retention and increased morale and combat effectiveness, as this pride allowed a Roman soldier to believe in himself and his brothers in arms all the more.[13] The other source of Roman military discipline stemmed from the threat of punishment for those who were lacking. This began from the earliest days of a soldiers career; when performance was unsatisfactory they were punished accordingly, and so it became that corporal punishment to enforce discipline was part of a soldiers way of life (Saller, 136).[14] Despite corporal punishment becoming the norm for these soldiers, there existed far more severe punishments that served as extreme deterrents for the most extreme cases of a soldiers misconduct, the most famous of these being the decimation of a unit. As described by Polybius: If the same thing ever happens to large bodies, and if entire maniples desert their posts when exceedingly hard pressed, the officers refrain from inflicting the bastinado or the death penalty on all, but find a solution of the difficulty which is both salutary and terror-striking. The tribune assembles the legion, and brings up those guilty of leaving the ranks, reproaches them sharply, and finally chooses by lots sometimes five, sometimes eight, sometimes twenty of the offenders, so adjusting the number thus chosen that they form as near as possible the tenth part of those guilty of cowardice. Those on whom the lot falls are bastinadoed mercilessly in the manner above described; the rest receive rations of barley instead of wheat and are ordered to encamp outside the camp on an unprotected spot. As therefore the danger and dread of drawing the fatal lot affects all equally, as it is uncertain on whom it will fall; and as the public disgrace of receiving barley rations falls on all alike, this practice is that best calculated to both inspire fear and to correct the mischief. (Polybius, 38)[15] This punishment is exemplary of the array of consequences that could befall a soldier who lacked discipline; if ones pride was not motivation enough, then these would be. Clearly, both methods of encouraging discipline amongst Roman troops were effective, and in turn this discipline was a powerful asset of the Roman army. The Roman armys unmatched discipline on the battlefield proved itself to be a source of strength and a great advantage time and time again. Especially against barbaric forces, even when outnumbered the Romans would hold, and the undisciplined enemy forces would be routed despite their numerical advantage, and they would thereby finally [wrest] victory from their hands (Montesquieu, 54).[16] The Roman Empires military might was what allowed it to expand and maintain its power and influence, and so the Empire was only as strong as its army. The Roman armys power came from their willingness to adapt and their strict doctrine of discipline, and this is further apparent in how the armies of subsequent eras were eager to adopt these same ideals, and when doing so became far more successful. References   Goldsworthy, Adrian. 2003. The Complete Roman Army. London: Thames and Hudson Ltd. Montesquieu, and Jehu Baker. 1882. Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans. New York: D. Appleton and Company. OConnor, John M. 1817. A Treatise on the Science of War and Fortification. New York: J. Seymour. Plutarch. n.d. Life of Pyrrhus. Polybius. n.d. Book 6. Saller, Richard P. 1997. Patriarchy, Property and Death in the Roman Family. Cambridge: Cambridge University Press. [1] Adrian Goldsworthy, The Complete Roman Army (London: Thames and Hudson Ltd., 2003). [2] Montesquieu and Jehu Baker, Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans (New York: D. Appleton and Company, 1882), 54. [3] Ibid, 20. [4] Ibid, 20. [5] John OConnor, A Treatise on the Science of War and Fortification (New York: J. Seymour, 1817), 71. [6] Plutarch, Life of Pyrrhus (n.d.), XVII.3. [7] Montesquieu and Jehu Baker, Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans (New York: D. Appleton and Company, 1882), 55. [8] Ibid, 54. [9] Ibid, 56. [10] Ibid, 54. [11] Ibid, 49-51. [12] Ibid, 53. [13] Ibid, 53-54. [14] Richard P. Saller, Patriarchy, Property and Death in the Roman Family (Cambridge: Cambridge University Press, 1997), 136. [15] Polybius, Book VI (n.d.), 38. [16] Montesquieu and Jehu Baker, Montesquieus Considerations on the Causes of the Grandeur and Decadence of the Romans (New York: D. Appleton and Company, 1882), 54.

John Steinbeck was born to middle-lower class family in the farming Ess

John Steinbeck was born to middle-lower class family in the farming community of Salinas, California. John’s Steinbeck Imagine†¦ your town is suddenly stricken with poverty. Your family business goes under because the economy of your local community can no longer support it. Herds of your closest friends continually move out of the town you grew up in due to a severe shortage of work. The basic necessities of life are so scarce that everyone around you reverts to their animalistic urges to survive. Those who you have came to trust, betray you and your family for selfish reasons. This chaos was typical every day life during the youth of one of America’s greatest writers, John Steinbeck. The environment that engulfed John Stein beck’s early life shaped his literary style to focus on the economic hardships of rural labor and man’s every day struggles with natural urges. John Steinbeck was born to middle-lower class family in the farming community of Salinas, California. John’s father, who was a businessman and politician, experienced great difficulty maintaining a successful business in their small town. John watched his father fail at many endeavors including managing a flour plant and opening a feed and grain store as well as the political corruption his father faced as County Treasurer (Shillinglaw). No matter how much financial adversity John’s family faced, his father always kept a sunny disposition and took the family on frequent trips across California. These small towns and cities John and his family would visit, later served to be the local of his future novels such as: East of Eden and The Red Pony(Fontenrose, 2). John even used his home town of Salinas to serve as the setting for the shor... ...mericans as he did in previous works. In 1960, John published The Winter of Discontent which attacked contemporary American ideals an longed for conservative ideals. This piece, which did not achieve the notoriety that Steinbeck hoped for, would be his last novel before his death in 1968(Shillinglaw). Steinbeck witnessed his home town crumble due to financial strain as a child. He felt the effects of the poor economy as his father bounced from job to job trying to make ends meet. In Steinbeck’s early adulthood he worked odd jobs with the poorest of the poor, staying in touch with the injustices these people faced everyday and witnessing how humans react in times of need. The environment that engulfed John Stein beck’s early life shaped his literary style to focus on the economic hardships of rural labor and man’s every day struggles with natural urges.

Human rights legislation Essay

UK Citizens now have certain basic human rights which government and public authorities are legally obliged to respect. These became law as part of the Human Rights Act 1998. This Act 1998 gives legal effect in the UK to 16 of the fundamental rights and freedoms contained in the European Convention on Human Rights (ECHR). These rights not only affect matters of life and death like freedom from torture and killing but also affect your rights in everyday life: what you can say and do, your beliefs, your right to a fair trial and many other similar basic entitlements. The rights are not absolute – governments have the power to limit or control them in times of severe need or emergency. There are also responsibilities to respect the rights of others – and not exercise yours in a way which is likely to stop them from being able to exercise theirs. (Human Rights Act, 1998)The evidence from the Estia seminar, suggests that some of the human rights legislation has not yet had m uch effect on the lives of people with a learning disability, especially in those whose learning disability is more severe (Annette, 2004). This reflection will focus on the issues surrounding personal relationships, three articles of The Human Rights Act (1998) relate to this: Article 3 – no one shall be subjected to torture or to inhuman or degrading treatment or punishment; Article 8 – Everyone has the right to respect for his private and family life, his home and his correspondence; and Article 12 – Men and women of marriageable age have the right to marry and to found a family, according to the national laws governing the exercise of this right. (Human Rights Act, 1998)FeelingsAll human beings are sexual beings, sexuality is not an optional extra, and everyone has sexual needs, feelings and desires. People are entitled to express their sexuality in different ways, showing respect for self and others. People with a learning disability should be supported to make informed choices and be allowed the opportunities to exercise their rights and responsibilities in regards to sexual health and personal relationships, which are an integral part of their lives. It is clear through the rest of this reflection that these basic human rights are not being met, therefore it is hoped that the failure to provide opportunities for people with a learning disability will be the subject of legal challenge under the Human Rights Act. Government policy demands that services work towards inclusion for people with a learning disability, meaning that they should have positive, reciprocal  relationships, be part of the community and enjoy ordinary life. I also believe that enabling people with a learning disability to enjoy a full range of relationships is one of the keys to empowerment. I understand the need to protect people who may be vulnerable, but I think there is a fine line between protection an d avoidance, and at the moment the majority of staff are avoiding the issues surrounding sexualty. EvaluationIt is still relatively unusual for people to accept that people with a learning disability have ordinary sexual feelings and desires, let alone should be allowed to act on them. They are seldom given encouragement, opportunity or the necessary privacy to develop intimate sexual relationships. (Annette, 2004)When discussing issues such as parenting, sex, and also homosexuality, all of which may be regarded as positive, emphasis is often placed on possible negative implications. For example, in relation to parenting, despite evidence that people with a learning disability can develop parenting skills, and many have been excellent parents, it is frequently seen as something that should be avoided, and if pregnancy does occur, it is likely to result in the child being removed. (Paul, 2007) Likewise, in relation to homosexuality, these relationships are even less well tolerated and are generally perceived not only as ‘inappropriate’ behaviour, but also often as ‘abusive’ sexual behaviour and as challenging behaviour (Annette, 2004). The focus also seems to be on concern about vulnerability of men with a learning disability engaging in same sex relationships to such things of abuse and HIV (Paul, 2007). In British society today, homosexual relationships are widely accepted, but this open-mindness has yet to be extended to people with a learning disability. Section 13 of the Criminal Law regulates homosexual acts between me, not women, in Scotland. Under the provision of Section 13, homosexual acts are legal if: the parties consent, the parties are over 18 and the act does not take place in a public place. Also, in residential care, women’s sexuality sometimes appears to be a matter of simply recognising menstruation, which is monitored and counted, (invading the privacy of the women), preventing pregnancy by putting women on the contraceptive pill. In such circumstances, it is hard to see that the  human rights of these women, to private lives, to marry and to found familes are being respected. A study carried out by the Judith Trust studied 11 women who lived in a longstay hospital and followed them through the ‘community care’ act, however only 3 made it to independent community. Out of these 3, one of the ladies did have an ongoing sexual relationship with her boyfriend, yet she was not invited to her case conference determining her future and included discussions about her relationship. She was lucky that as decision was made on pragmatic grounds that she should be enabled to continue to see and relate to her boyfriend. This is a unique case, intimate relationships are rarely part of a decision to move someone to another residence or of decisions about how they are best be cared for, whereas for most of us such intimate and family relationships are key to these decisions. (Annette, 2004) Ungendered life is very atypical, living with people of the opposite sex who are neither family, friends or lovers is a very unusual arrangement. People with a learning disability have the same rights in law as anyone else to marry or live together providing the person is over 16years and has a general understanding of what it means to get married, he or she has the legal capacity to consent to marriage. No one else’s consent is ever required. The district registrar can refuse to authorise a marriage taking place if he or she believes one of the parties does not have a mental capacity to consent, but the level of learning disability has to very high before the District Registrar will do so. AnalysisLearning about sexuality is a life long and often haphazard process, learning from parents, school, television and magazines, most of which are inaccessible to people who have a learning disability. It is often the case that people with a learning disability only get a very negative form of sex education, for example ‘Don’t do that, it’s not nice’, and ‘Stop touching yourself down there, that’s bad’. (Making Choices, Keeping Safe, 2004) Not giving them any positive format or sensible sex education does not mean that they won’t pick up enticing ideas, but they need more sex education than most young people in order to protect them from people who might exploit them. Ignorance is definitely not bliss, not knowing how to behave or the  consequence of sexual activity, not knowing the difference between public and private behaviour, or teaching them that it is ok to say ‘no’, leaves people with a learning disability very vulnerable to getting into trouble, to abuse or exploitation. Proper sex education is therefore a particular important factor in not only helping them to have appropriate relationships but in helping them to protect themselves from abuse. Consent is crucial in deciding whether a particular sexual relationship or act is abusive. There are some individuals with a learning disability who would not be considered as being able to give consent and lack capacity. The Adults with Incapacity (Scotland) Act 2000 is now the most significant piece of legislation in the protection of vulnerable adults. It is concerned with adults who are defined as being incapable of acting, making decisions, communicating decisions, understanding decisions, by reason of mental disorder or physical illness’ (Adults with Incapacity Act, 2000). In considering consent, Kennedy and Niederbuhl (2001) asked 305 American psychologists about the most important issues to assess when considering consent to a sexual relationship. They came up with three main issues: 1. basic sexual knowledge, 2. knowledge of the consequences of sexual behaviour and 3. abilities in self-protection. (Gates, 2007) These 3 issues could be used as a guide as to develop inf ormation around and also to guide those involved in decisions around consent. ConclusionAll people with a learning disability have the right to enjoy a full range of relationships and to choose to express their sexuality at a variety of levels. They also have the right to be protected from any situation where they are vulnerable to exploitation and at risk of physical, sexual or emotional abuse. However, The sexuality of people with a learning disability raises questions and sometimes dilemmas, on the one hand we wish to secure freedom and choice for them; but at the same time we have a duty to protect them from exploitation or abuse. However, the principle of ‘normalisation’ emphasises the intergration of people with learning disabilities in society. This increases their presence in the community, which in turn gives them the chance to exercise their right to make choices regarding their sexuality. (Savarimuthio & Bunnel, 2003) I therefore think  that information is key to what is required for anyone to participate meaningfully as an adult in any intimate role. However, most carers would rather ignore the issue of sexuality until such a time as a problem arose. Therefore staff need to better informed and training given to the service providers. Action Plan All people with a learning disability should be given appropriate information in the most accessible format related to the understanding of the individual. It should be available in a range of formats including written material, audio, pictures, and symbols etc. References Annette, L. 2004. Human Rights and the failure of policy to deliver: Women with learning disabilities and mental health needs. Tizard Learning disability ReviewGates, B. (ed) 2007. Learning Disabilities Toward Inclusion. (5th Ed) Elseevier, Edinburgh. Human Rights Act 1998 (Retrieved 25th November 2007) http://www.england-legislation.hmso.gov.uk/acts/acts1998/ukpga_19980042_en_1#pb1-l1g1Making choices, keeping safe. 2004Paul, W. 2007. ‘I count myself as normal, well, not normal, but normal enough’. Men with a learning disability tell their stories about Sexualty and Sexual Identity. Tizard Learning Disabilty ReviewSavarimuthio, D,. & Bunnell, T. (2003). Sexuality and Learning Disabilities. Nursing Standard. 17, 39, 33-35.

Feature Article – Disrespect for Authority

Part of our culture there has been many ideas to what the Australian narrative has become. Disrespect for authority is a very prominent idea that is still extremely vibrant in the nation today. This idea is one of many ideas that are helped to define the Australian Narrative. Disrespect for Authority to Australians is renowned to someone who ‘crosses the line’ or ‘bends the rules’ for their benefits. This idea to Australians is so deeply embedded in our culture and heritage that we don’t even realise its happening.This obliviousness to, and blind acceptance of, the existence of anti-authoritarianism is by far the most dominant perception of the matter within our society. A distinguishing feature of an Aussie, who disrespected authority, can be taken back to one of our nation’s true old time legends. We all know the tales of Ned Kelly, one of our heroes from the late 1800s. This ‘legend’ was known for his courage, boldness, and bad boy behavior. Ned murdered and stole, but we still over look those negative results of his behavior, and celebrate his willingness to stand up for him self.Ned was forced into taking such actions because of the unfair treatment both him and his family had received from those in authority. It is only definite that Ned Kelly was a man who ‘bends the rules’ for his benefits, and he became famous for it. This then raises the question, is it right for Australia as a nation to celebrate such awful actions. Those ethics, such as standing up for self rights and boldness from Ned Kelly have echoed through time, leaking into our culture through numerous texts.They have also found their way into our more contemporary culture, where they have flourished through the minds of many Australians. Take the film Chopper for example; no doubt this film is a prime illustration of an Australian character that disrespects authority. Eric Banner plays the character of Chopper Reid in the film; his life story is replicated perfectly that consists of continuous lack of respect and courtesy towards authority. On numerous occasions Chopper committed to what we see as some of the worst crimes.He harmed those to what he saw as reckless criminals or other terms someone who killed for no reason. However, because of the fact that he was doing it for so called ‘good reasons’ we Australians over look that and celebrate Chopper as an Aussie icon. A prominent motive of the Australian way is having the ‘whatever’ attitude towards authority and people who are working for authority. Many Australians encourage the idea of disrespect for authority. This idea in the Australian narrative has become a continuous pattern in many Australians live.Now we have all heard of the party boy Corey Worthington, well believe it or not this young man is another classic example of a more contemporary person who has shown disrespect to authority. Corey Worthington hosted a wild p arty that consisted of approximately 500 youths. Not only did this uproar show disrespect to his parents, but to reporters, the law and other residents in the area. The teenager’s actions were no doubt reckless, though he considered himself a ‘legend’ for disobeying authority. Corey may have copped a $20,000 fine, but that became nothing to the praise the nation was giving him.Instead of being punished he was showered in numerous job offers, fame and many other opportunities. Corey Worthington took advantage of disrespect towards authority and was then celebrated for it. Disrespect for authority has been prominent in the past and present times and most likely to keep going onward to the future. Those who have disrespect for authority are worshiped for there actions and now days receive little to no penalty. Australians see this trait as an acceptance to our behavior as it has been embedded in the minds throughout many generations.