ABSTRACT
Most children’s rst experience of ‘the law’ or ‘legislation’ may relate to ‘rules’ which may be disciplined and ingrained in their memory as they grow up (and they may face a dichotomy of ‘dos’ or ‘don’ts’). ey will learn how to comply with rules either based on love or respect for parents and authority and rules or adversely, based on fear (of consequences) for breaching those rules. As they grow up, people may turn out to have learnt some moral values, a way of life which respects society’s rules, or not knowing any dierent, they may deviate from expected norms of behaviour and go on to breach rules which others may consider as sacrosanct. Such experience is relevant for the beginnings of morality, moral values and the law. Morals for most, on the other hand, would accept that all persons are equal and therefore entitled to protection under the law
Introduction 1 Sources of law 8 Duty of care 11 Classication of law 15 Human rights and legal obligations 15 Litigation and compensation systems 18 Nursing regulation and law 22 Conclusion 24 References 24
(Harris, 1985). However, there may be potential abuses of human rights based on law and morality, and governmental rules may be reprehensive (Wacks, 2012).
