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Muammar Gaddafi, the Fallen Leader of Libya

Muammar Gaddafi is among the world’s leaders who have served the longest in their countries. He ruled Libya and eventually gained repute as the longest rulingf dictators among the African countries ruled by dictators. He ruled for four decades before his people had enough and organized large demonstrations and protests that eventually led to his capture, overthrowing of his government and death. Gaddafi was born a Bedouin tribesman and went to school at a military college. Immediately after college, the young Gaddafi set out to make plans of how to overthrow the then Libyan Leader Idris. He eventually accomplished his goals and took over the government in 1969 after a subtle coup. The leader was then only 27 years of age. He was a colonel then and in the early 1970s he developed some philosophical pretentions, which led to his publishing of a book known as the Green Book of Political Philosophy and Leading Libya in a path of Islamic Socialism. The young president managed to achieve this, and persuade his audience of his ‘good’ intentions with the African country while ruthlessly suppressing opposition and rebellion (Menon1).

In the 1980s, however, some other rulers were able to see through his intentions. One of these was the then US president Ronald Reagan who identified Gaddafi as the ‘mad dog’ posing as president in the Middle East. President Reagan then ordered the 1986 Tripoli bombings, which took the life of the Gaddafi’s daughter. Two, there was a bombing of a passenger airplane in Scotland, and it was thought that terrorists from Libya were involved. This lead to the international sanctions on the country and its president throughout the 1990s. In 2003, Libya eventually came clean and revealed that it was responsible for the bombings, something that led to easing of the sanctions and an improved relationship with the United States (Skynews). All through, Libya’s president remained rigidly in power and established a reputation of an eccentric and shrewd dictator. In 2011, protests and demonstrations occurred in the country and his shrewdness took on another level. He attacked his own people leading to an allied team from both the US and Arab world to launch attacks against the country. Rebel forces overrun the capital city late 2011 leading to the president to escape. However, the rebels were able to capture him two months later after he was wounded near his Sirte hometown. The dictator was wounded, and he later died of injuries (Menon1).

This paper is a discussion of this famous leader, who was largely known for his harsh ways of leadership and for his shrewdness and dictatorship. The paper will discuss his career as a ruler leading one of the world’s oil- rich countries, and show the happenings that eventually led to the overthrowing of his dictatorship and rule, highlighting some of the problems that led to the 2011 protests and how the late president dealt with them.

Libya’s fallen dictator and leader Muammar Gaddafi who had been president of the oil- rich African country for more than four decades was killed late 2011 in his hometown in Sirte after hiding for around two months. The NTC or the ruling National Transitional Council drove the 69 years of age leader and his forces out of the country’s capital city, Tripoli. The leader had organized and was leading resistance and rebellion against his enemies from an unknown place in Libya for those two months he had been in hiding. Earlier in the year, the international Criminal Court had directed that the president’s son, Saif al- Islam be arrested together with the nation’s intelligence chief, Abdullah al- Senussi. The two were being charged with crimes against the Libyan people. The two were accused of murdering and leading violations and criminal acts against the Libyan people who opposed the rule of Gaddafi.

In early February of 2011, the Libyan people motivated by the anti – government protests named the Arab Spring in a number of Arab countries, took to the streets in one of the largest cities in Libya, Benghazi, to voice their opposition and displeasure with their president who had developed a reputation of being independent in speech and actions (Schwartz).

The leader was in power for about 42 years one of the longest presidential terms in the world. During his rule, he provided the 6.5 million Libyan populations with the basic living amenities, but during this time won over the central tribesmen in the nation through power and money so as to ensure his dominance. When gradually misusing the nation’s vast wealth, Gaddafi was blamed for limiting and regulating the salaries and wages for his people, ignoring investments in infrastructure, and civil structure, and leaving unemployment rates extremely high. Muammar joined the Benghazi Military University, later joined the Libyan army in 1965 and was later sent for more training in 1966 to the British Royal Military Sandhurst (Yan 1- 3).

The rule of Muammar Gaddafi began in late 1969. During this time, the then young junior officer incited and led some of his colleagues in the FOM, Free Officers Movement, and organized a bloodless coup that overthrew the rule of the then leader of Libya, King Idris. The king was not present at the time as he was undergoing treatment in Turkey. After overthrowing the government, Gaddafi then set up the Libyan Arab Republic. As soon as he achieved this, he became the commander- in- chief of the Libyan armed forces, as well as, the Revolutionary Command Council chairperson. Between 1970 and 72, he served as the defense minister in the country and later became the prime minister. In 1977, he established himself as the Libyan Revolutionary leader, gave up all of his administrative roles in 1979, and retained the title as the revolutionary leader of the country (Yan 1- 3).

Starting from the 1970s, the leader became fed up with the earlier occupation by colonialists and the monarchial corruption and made the Libyan people the key beneficiaries of free health care, education and subsidized the costs of transport and housing, with the aid of the huge revenue the country was getting from its oil industry and the country’s relative small population. However, he also enacted a strict governance based on Islamic riles, banning such things as alcohol and gambling, and he implemented a system of Islamic morals. The main cities in the country like Tripoli began to boost of magnificent hotels and buildings, turning into a destination of choice for businesspersons and tourists from all over the world (Libya and Muammar Qaddafi, 40 years on).

However, all efforts Gaddafi was making were soon proved insufficient to diversify and quicken the growth of the country to a larger extent, as he was hung up to dominance and dictatorship, and, in this wake, he crippled the major civil unions and independent trade unions along with numerous budding political parties. He eventually crippled the state apparatus and started ruling his people with more power, power much more than that entrusted with a president (Libya and Muammar Qaddafi, 40 years on).

With time, the country’s pride in such social systems as health care was long gone. It was said that more and more individuals were seeking medical aid from health care systems of other countries such as Egypt, Jordan and Tunisia after realizing that the health system in their own country was both unreliable and inefficient. This countrywide distrust of the healthcare system was suspected to have stemmed from more than 500 wrongful HIV infections of young children from contaminated medical tools in Benghazi, in 1999 (Libya and Muammar Qaddafi, 40 years on).

When the people tried to hold protests and demonstrations against this injustice, they were met with unbelievable deviance. To the president, these protests were insignificant when compared to the numerous wars and planned assassinations he had survived over the years. His defiance continued to grow especially after the 1988 bombings of a plane in Scotland, an event where Libyan terrorists were implicated. The tragedy caused the deaths of 270 people 189 of whom were Americans. The attack was thought as among a number of violent responses in the 1980s between the states sponsored terrorist groups in the country and the United States. The Libyan leader refused to turn over the terrorists until 1999. Four years later, the president assumed responsibility of the bombings but never apologized for the deadly attacks. In 2009, the defiant president welcomed one of the suspects of the attacks at the airport once he was released from a Scottish prison, an act that once more angered the west (Yan 1- 3).

At times, however, the president assessed a number of situations and made compromises especially after being punished with years of sanctions by most western nations and the United Nations. To survive his political career, the leader was quick to dissociate himself from the September 2011 attacks by denouncing the attacks publicly. In 2003, he also announced that he and his country had abandoned its programs and projects of building and using weapons of mass destruction (Libya and Muammar Qaddafi, 40 years on).

Although the president usually set up official people’s committees, he practically gave them limited power. People who thought otherwise or who opposed him and his ideas were killed or sent to prison. Most of these political prisoners simply disappeared or were tortured for years. The media were no exception, as it was under tight control and watch by the colonel. His ideologies are presented and reflected by the ideas and arguments of his book, in which he establishes a mixture of socialism mixed with Islamic principles and capitalism (Bazzi 1). The president was also famous for having forty female soldiers for his bodyguards who he picked. He never wore suits instead opting for stylish clothes inspired by Arab designs with sunglasses. He always welcomed his guests in tents that were heavily guarded instead of palaces and state houses (‘Gaddafi: Africa’s king of kings’).

Although Muammar Gaddafi considered himself as an intellect person, most of his remarks and ideologies highlighted his intolerant and at times not so intellectual attitude, and this was one of his few constants during his rule. Some of his most outlandish claims and arguments included referring to the HIV as a peace virus, an arguing that people should not worry about the virus if they were straight. The president once cancelled all school vacations so that the young children could be educated of his ideologies when they were supposed to be enjoying their holiday. The president even believed that the 2008 H1N1 virus was some sort of mass destruction weapon that some foreign military had developed (‘Gaddafi: Africa’s king of kings’).

Muammar Gaddafi was married two times. He met one of his wives while admitted to a hospital. She was a nurse at the hospital. With the two wives, Muammar had eight children with only one being a daughter. Two of his eldest sons eventually became prominent politicians, and it was widely rumored that the two struggled on who would inherit the power after their father. He also had two other children whom he adopted one was claimed to have been killed in the US military attacks (‘Gaddafi: Africa’s king of kings’).

The president was also connected to numerous abominable acts. Besides being connected to numerous terrorist attacks and activities, Gaddafi was also accused of violating numerous basic human rights and freedoms. The Human Rights Watch argues that numerous people, in hundreds, were imprisoned and treated inhumanly for opposing the powerful leader, and some of these prisoners were even killed. Disappearances, deaths and abductions, were a common feature during Gaddafi’s rule (Salak 1). However, these crimes were nothing when compared to one of the worst crimes he ever committed during his rule, the murder of 270 people in the Scottish flight he was involved with the bombing (‘Gaddafi: Africa’s king of kings’).

Although the economy of Libya was opened up to investments from foreign nations and investors in the past, there was little done as reforms. Most of the Libyans believed that their president had used most of the resources of their nation to amerce wealth for himself, family and close allies. The country is one of the richest countries in oil resources in the world and its economy still remained like any other economy in a poor African state. All the resources the president acquired went directly to his pockets or those of his family or those he wanted to bribe for support (Libya and Muammar Qaddafi, 40 years on). Most Libyan people felt that they had not in any way benefited from the vast gas and oil resources in the country, with corruption rife and poor public services. Although the country is among the oil and gas- richest nations in the world, its people still remain poor and live under poor living conditions, with the larger proportion of his people living under excessive poverty. The people have not received half the wealth and riches that the president has accumulated for those forty years he has been in power. Experts have estimated that Muammar Gaddafi may have accumulated a fortune of more than 60 million dollars over the years he was president (‘Gaddafi: Africa’s king of kings’).

The dictator’s problems began with the unrest in Egypt and Tunisia. When the protests and demonstrations started in these two countries in the start of 2011 it was obvious that they would spread and consume other Arab countries like Libya. His defiance led him to believe that he protests that had spilled over to his turf would go away in a few days. However, having found that the demonstrators were unusually unrelenting and determined, the president resorted to force and dictatorship, and he launched indiscriminate attacks on his own people, which eventually claimed significant civilian lives. However, these violent clashes between the protestors and the Gaddafi forces simply sharpened and increased the antagonism and pushed the nation to the brink of a new age civil war (Blundy and Sicker 1-2).

When matters seemed difficult and people seemed determined to accomplish their goals some government officials stepped down, and picked up weapons, and joined up forces with the protestors and rebels to fight the regime of the dictator leader Muammar Gaddafi. Nevertheless, the rebel groups, with only a barren arsenal and without uniform, were no authority or rival to the government forces and soldiers. However, a resolution established by the UN in early 2011 won reprieve for the rebel troops. The UN resolution was proposed by Britain, Lebanon and France and was intended to protect the Libyan civilians. The resolution demanded an immediate truce, authorized the development of a no- fly zone over the nation, and strengthened the arms restriction. Yet, the resolution allowed for the legal foundation for intervention by the military in the domestic conflict of the troubled Libya (Blundy and Sicker 1-2).

As the Gaddafi forces failed and refused to observe and agree with the ceasefire, as it was announced, Britain, France and the United States began in early 2011 airstrikes that were meant to motivate Gaddafi to surrender. May 2011, NATO finally assumed command of the military operation in the country after its single Muslim member, Turkey, agreed with the action. Daily targeted raids eventually claimed the lives of the leader’s son Saif and three grandchildren, events that forced him to hide in a number of different places. In mid 2011, the NTC announced that they suspected that Khamis, another son of the leader, had been killed in the attacks. In addition to this, the Algerian government indicated that members of the family of the president including his wife, two sons and a pregnant daughter had fled to Algeria (Walt 1-2).

It was not long before the leader was captured somewhere near his hometown after he had sustained injuries after an attack. The chains of events that led to the death of the ousted Libyan dictator Muammar Gaddafi are still very much debatable and under dispute. However, numerous videos surfaced soon after that showed the leader alive on Thursday, a few hours after he was captured. Moments later, other videos came up showing pictures of the dead president and others showing him being tortured to death. It was said that the former Libyan leader was dragged by rebel troops from a drainpipe after an air strike by the NATO. In another video, he is seen wiping blood off his face in a daze as rebel troops surround him, firing guns in the air and shouting some slogans (Jaffe 1-2).

Conclusion

Muammar Gaddafi is among the world’s leaders who have served the longest in their countries, assuming leadership in Libya for more than 42 years and in the wake of his regime coining a reputation for himself as being a dictator, shrewd, arrogant and defiant. He led his country to a series of developments, all of which were overshadowed by his shrewd manner of governance, and the level of corruption he allowed the government offices to be run with. Eventually, the people had enough of his leadership and took to the streets emulating their Arab brothers in Tunisia and Egypt, events that led to the death of the leader. All in all a new page is expected to be unveiled in the Libyan history, yet it is not clear whether this page tells of an awful or delightful story. However, it is apparent that the proceedings that led to the terrible war will be cured with time and that the country will assume integrity and success.

Work cited

Bazzi, Mohamad.  ‘What Did Qaddafi’s Green Book Really Say?’ The New York Times. Web. 2 February 2012.

Blundy, D. and Martin Sicker. ‘Qaddafi and the Libyan Revolution; the Making of a Pariah State: The Adventurist Policies of Muammar Qaddafi”’. Foreign Affairs. Web. 2 February 2012.

 ‘Gaddafi: Africa’s king of kings’. London: BBC News. Web. 2 February 2012.

Jaffe, Greg. ‘Muammar Gaddafi killed: For longtime autocrat, a violent end’. The Washington Post. Web. 2 February 2012.

‘Libya and Muammar Qaddafi, 40 years on: How to squander a nation’s potential’. The Economist. Web. 2 February 2012.

Menon, Mandovi. ‘World’s worst leaders: Muammar Gaddafi.’ Guylife. Web. 2 February 2012.

Salak, Kira. Libya: The Land of Cruel Deaths’. Kirasalak.com. Web. 2 February 2012.

Skynews. ‘Profile: the long rule of ‘mad dog’ Gaddafi. Skynews. Web. 2 February 2012.

Schwartz, Erin. ‘Muammar Gaddafi ruled Libya with an iron fist.’ Web. 2 February 2012.

Walt, Viviene. ‘Gaddafi’s final run: the end of the colonel’s long, weird ride.’ Time World. Web. 2 February 2012.

Yan. ‘Profile: Libya’s fallen leader Muammar Gaddafi.’ English.news.cn. Web. 2 February 2012.

Questions From 9th Edition Astronomy Today – Directly from the etext – for your utilization if you have purchased or access to earlier editions.

Chapter 5 –

Discussion Questions –

How does Earth’s atmosphere affect what is seen through an optical telescope?

What advantages does the Hubble Space Telescope (HST) have over ground-based telescopes? List some disadvantages.

12. Are there any ground-based ultraviolet observatories?

14. What are the main advantages of studying objects at many different wavelengths of radiation?

15. How are telescopes like time machines? Why can larger telescopes see further back in time?

Multiple Choice Questions –

The main reason that most professional research telescopes are reflectors is that

mirrors produce sharper images than lenses do;

their images are inverted;

they do not suffer from the effects of seeing;

large mirrors are easier to build than large lenses.

The primary reason professional observatories are built on the highest mountaintops is to

get away from city lights;

be above the rain clouds;

reduce atmospheric blurring;

improve chromatic aberration.

The Spitzer Space Telescope (SST) is stationed far from Earth because

this increases the telescope’s field of view;

the telescope is sensitive to electromagnetic interference from terrestrial radio stations;

doing so avoids the obscuring effects of Earth’s atmosphere;

Earth is a heat source and the telescope must be kept very cool.

Problems –

A 2-m telescope can collect a given amount of light in 1 hour. Under the same observing conditions, how much time would be required for a 6-m telescope to perform the same task? A 12-m telescope?

Mulan Joins the Army

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Mulan joins the Army is indeed a patriotic play that is based on a filial woman, Mulan who manages to save her country from barbarians’ attack. Mulan seems to believe in her abilities and she is further driven by the need to fight and die for her country. She finds courage to amazingly represent her sick father at the war front after Mu shu refuses to join the military. Mulan hides her gender identity and presents herself as a man just to fight for her country by resisting foreign invasion. Her quality job earns her a place after she is promoted to sergeant (Kwa & Idema, 2010).

Similarly for the sake of the country Liu who is a close friend of Mulan identifies her identity but goes ahead to hide. Mulan is actually transformed from a father’s sympathizer to a savior of her country. This story tends to remind us about soldiers who sacrifice everything just to save their nation. Mulan goes beyond the traditional women culture in China to take up an opportunity in the military. Fighting against a nation’s enemy as was the case in the play is a show of unity and patriotism especially when it is done at the expense of other things such as gender norms and abandonment of family (Kwa & Idema, 2010).

Mula joins the army further shows a sign of cultural transformation by introducing an aspect of female patriotism. New emphasis on patriotism is achieved by depicting Hua Mulan as a true patriot who is ready to risk her life for the sake of her country. Mulan says according to Kwa & Idema (2010), “I risk my life for the sake of the country” (p. 43). Mulan has further proved that women’s role is not only to care for their families back at home as was traditionally thought. Women, just like men can take active role in the military to save their country. It is really impressive and encouraging to see a woman sacrificing herself to go to war and even hides her identity just to accomplish her task.

References

Kwa, S., & Idema, W. L. (2010). Mulan: Five versions of a classic Chinese legend with related texts. Indianapolis, IN: Hackett Pub. Co.

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Adverse reporting events in medication may be explained as: “Any one of the many untoward medical occurrences in a patient or either a clinical investigation subject administered to a pharmaceutical product which never necessarily has to possess a causal relationship with treatment. In clinical trials, there is always a distinction between adverse events as well as serious adverse events. In general terms, any event that causes death, or permanent damage, requires hospitalization or causes birth defects is considered a serious adverse event. The results of the trials are usually included in the labeling of the medication in order to provide basic information for the patients, as well as prescribing physicians.

Adverse effects are always required by law to be reported, and also researched in all clinical trials and also included into the patient information that accompanies medical devices or drugs for sale to the public. Investigators specializing in human clinical trials are usually obligated to report the events in clinical study reports. Research is of the opinion that the events are usually inadequately reported in all publicly available reports. This is because of the lack of the data and the uncertainty about methods of synthesizing them, the individuals conducting systematic reviews as well as meta-analyses of all therapeutic interventions who unknowingly overemphasize the health benefit. To balance off the overemphasis on benefit, doctors and researchers have called for complete reporting of harm from the clinical trials.

There is the lack of certainty that the reported event was due to the product. Thus, it is not required that a causal relationship between product and event be proven, as reports do not usually contain enough detail to properly evaluate a particular event.

References

Reducing and Preventing Adverse Drug Events to Decrease. Retrieved from

http://www.fda.gov/safety/medwatch/howtoreport/ucm053087.htmExpert working group (efficacy) of the international conference on harmonization of technical

Requirements for registration of pharmaceuticals for human use. (2007). “Guideline for Industry Structure and Content of Clinical Study Reports.” (PDF). FDA Center for Drug Evaluation and Research.Medication Administration Safety – Patient Safety and Quality – NCBIRetrieved from www.ncbi.nlm.nih.gov/

Questions From 9th Edition Astronomy Today – Directly from the etext – for your utilization if you have purchased or access to earlier editions.

Chapter 5 –

Discussion Questions –

How does Earth’s atmosphere affect what is seen through an optical telescope?

What advantages does the Hubble Space Telescope (HST) have over ground-based telescopes? List some disadvantages.

12. Are there any ground-based ultraviolet observatories?

14. What are the main advantages of studying objects at many different wavelengths of radiation?

15. How are telescopes like time machines? Why can larger telescopes see further back in time?

Multiple Choice Questions –

The main reason that most professional research telescopes are reflectors is that

mirrors produce sharper images than lenses do;

their images are inverted;

they do not suffer from the effects of seeing;

large mirrors are easier to build than large lenses.

The primary reason professional observatories are built on the highest mountaintops is to

get away from city lights;

be above the rain clouds;

reduce atmospheric blurring;

improve chromatic aberration.

The Spitzer Space Telescope (SST) is stationed far from Earth because

this increases the telescope’s field of view;

the telescope is sensitive to electromagnetic interference from terrestrial radio stations;

doing so avoids the obscuring effects of Earth’s atmosphere;

Earth is a heat source and the telescope must be kept very cool.

Problems –

A 2-m telescope can collect a given amount of light in 1 hour. Under the same observing conditions, how much time would be required for a 6-m telescope to perform the same task? A 12-m telescope?

Advertisement evaluation. What makes a good advertisement Advertising is the non-personal transfer of information, usually paid for and is persuasive about products services and ideas by sponsors on behalf of a firm or company. Non-personal meaning there is no direct contact between the seller and the buyer or receiver of the product. An advertisement is meant to be persuasive so as to catch the eye of the intended party and this whole service of advertising involves paying of the advertisement firms.

The ultimate goal of advertising is to make the consumer buy or use the good or service being advertised. For an advert to be effective it must have the right message and proper means of delivering the message is required. The attributes to an effective advertising are divided into three categories and features relating to: consumer, message and the advertising copy.

One should have a complete idea and knowledge of the target group, their personality, income, age etc. An advertisement should be created in accordance to the characteristics of the targeted group.

Using of the appropriate media, this allows the message to effectively reach the targeted audience. Knowing level of education of the intended group and the accessibility t media like computer and television.

Repetition is the number of times an advert is aired. This can determine whether the message will remain in the memory of the targeted group or it will be a disinterest to them. The time gap should be appropriate (Griffin, 2006).

Timeline, this refers to the time an advert appears or is placed in the T.V or daily paper respectively. This allows the advert to be viewed by the highest number of people.

The message should be understandable and readable to all in the public. The language used should be simple and easy to understand. The message should be clear and consistent to the brand or item being advertised.

Highlight special features of the product, it should say something exclusive about the product which other brands do not have. The customers should feel the product or service is better than its competitors.

The message should be easy to recall, the words used must be easy to memorise and recall. Whenever customers go for shopping the words should ring in their minds.

The advert should be educational, i.e. it should educate the user on how to use a certain product. Location from which the product comes from (Gupta, 2009).

The first advertisement is about Johnsons Baby milk lotion. An oil product that takes care of babies’ skin softens the delicate skin of the baby and lives it moist. Johnson’s body skin care company is the firm that heads for this commercial, it’s accompany that deals and specializes in the manufacture of body ointment products both for adults and children.

Purpose for setting up this advert is to show what the product is .i.e. its name, it also shows to whom the product, in this case the baby body lotion, is intended for and how it is used. The commercial shows a woman applying the cream, which is white in colour and the colour itself makes the product seem ‘pure’. White is a colour that in itself symbolizes or gives one the notion of purity. As she is doing it on herself, she applies it on the baby smoothly and tenderly. The commercial shows how the skin becomes smooth and moist. The advert also shows the packaging of the product which is attractive, a well designed bottle with an easy to pop up lead. The company also tries to make it interesting by showing the woman playing with the little boy; this creates an affectionate mood to the commercial creating that ‘bond’.

The targeted audience in the advert is mostly those with small children, parents mostly. Since the theme of the advertisement is to take care and protect babies’ skin and the narrator mentions the use of the product on baby skin, it would be okay to come to the conclusion that the intended party is mothers with children.

The advertisement shows for a baby to have a healthy lifestyle .i.e. proper development of the skin, free from rushes, lacerations and keep it moist. The advert tries to show the best way to take care of the baby’s skin and what to use.

Many people earn profit or make money from this advertisement. First the advertising firm or agent that was given the task, to create a commercial that will feature the Johnson’s product and how it will be done. The second benefiter of this advert is the company itself. Through advertising, the company markets its product making it known to the public. Depending on how much people are willing to buy the product sales increase which leads to profit acquirement. Retailers and other distributors also gain from the sales they make.

However the advert leaves out certain aspects such as can men to use the product? Since the advert shows the mother and her baby using it. The reason maybe, why the advert rules out men, is because the product is not made for their kind of skin. People share different opinions about things and not all may agree on the adverts message. Some may prefer or find another product better to use; however I do agree on the message being delivered by the advertisement because I have used the product and can strongly say that it takes care of your skin as well as the baby’s.

The other advertisement is a Gillette advert, done by a company that deals with men’s shaving blade. The intention of putting this commercial is to show how effective the new brand of Gillette shaving blade is. The advertisement shows how the blade has been improved to give a better clean shave. The creators of the advertisement give an animation of how the blade shaves, and later show the look after the shave comparing it to before. Men are the intended group to whom the commercial is produced for. The advertisement tries to show, to be a respected clean man one has to use Gillette; makes one look presentable and neat both at work and outside work. The advertising firm, the company, retailers, wholesalers all make money from the advertisement. Marketing of the product increases sales hence they all make a profit from sales of the product.

The biased bit about the advertisement is that it rules out the fact that not all like shaving completely; it does not show, for the people who love it to a certain level, if they too can use the product. The advertisers wanted to mainly show the larger group for whom the product is made for are men who love to keep their chin n cheeks smooth. Not all men would agree to the quality of the blade and they would still prefer other brands to it. Maybe some may prefer not to shave at all or just trim their beard. The advert is very persuasive and convincing since it shows the outcome of using the blade.

Both adverts have that persuasive convincing feature but they both give a different message and do not target the same audience. Advertisements are useful to give information about a product and give consumers the ability to judge if it good or not. How an advert is done the input and features in it determine how good and attractive it is.

Gupta, M. (2009). Principles of management. New Delhi: PHI Learning Pvt. Ltd.

Griffin, R. W., & Ebert, R. J. (2006). Business (8th ed.). Upper Saddle River, N.J.: Pearson/Prentice Hall

Mulit2 Discussion Post

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Mulit2 Discussion Post

Counselors are known to struggle when it comes to multicultural counseling. According to Romans 15:7, God wants his people to accept each other. This means that we should accept societies and their respective cultures by not overlooking sinful elements or behaviors that are a portion of particular cultures. Valuing and accepting the culture of the clients is an important strategy that defines real multicultural counseling. As every culture contains behavioral values and norms that are different from the scripture lessons, counselors should remain to be faithful to the scriptures. Accepting one another means that we view others as created in the image and the likeness of God (Genesis 1:26-27) and whom are in necessity of redemption (Romans 3:23).

To become multicultural competent, Christian counselors should apply approaches such as understanding that language use is both a complex and delicate issue. Understanding the dynamics of languages is the most important factor in engaging with clients. For example, some immigrants are from countries with other languages apart from English. Among immigrant families, young immigrants learn the English language easily and therefore prefer English as the first language. However, their parents value the family language and may force their children to learn this language. To deal with this dilemma, some families prefer one parent to communicate to the children using a single language while the other parent in English while other families might implement the rye of using only one language of the original country (Moitinho, 2022).

Another important approach is that of creating a moral first impression. Constructing a relationship that is solid with the clients and earning their trust is crucial. This however is complex in multicultural counseling as a result of different norms, values, or even expectations. For example, in counseling Latino or Hispanic individuals, building a relationship might break or build the process of counseling. The Spanish or the Latino culture puts emphasis on warmth and friendliness in relationships. The counselors should therefore practice this attitude toward Hispanic or Latino clients (Moitinho, 2022).

To approach and work effectively with clients from different religious backgrounds, religious counselors should make use of tactics that respect and integrate the different faith of these individuals. One of the tips is to listen to those who are not similar to them before making assumptions. Understanding than responding should be the priority. The second tip is to think as the counselors should ask themselves how they would feel if their deeply held beliefs were challenged or disrespected. They should think of how they want to be treated and similarly treat other people. The third tip is to ask to learn rather than to teach. They should not be afraid to ask about the belief systems of these clients and how they would like to integrate their systems into their respective counseling sessions (Sharel, 2019).

Counselors, however, should not challenge the religious beliefs or moral values of the clients. The clients' faith should be valued. It is likely for the counselors and their respective clients who don’t share identical faith to work with each other effectively. According to the ACA ethical codes, evangelical Christians are not allowed to force their beliefs on their clients as it applies also to the nonevangelical who should also not force their beliefs on their clients (Sharel, 2019).

References

Moitinho, E. (2022). Multicultural Division of AACC » Multicultural Competency: 3 Things Christian Counselors Need to Know. Mcd.aacc.net. Retrieved 25 August 2022, from HYPERLINK "http://mcd.aacc.net/2013/10/17/multicultural-competency/" http://mcd.aacc.net/2013/10/17/multicultural-competency/.

Sharel, L. (2019). Respecting the faith of clients and counselors – Counseling Today. Counseling Today. Retrieved 25 August 2022, from HYPERLINK "https://ct.counseling.org/2019/05/respecting-the-faith-of-clients-and-counselors/" https://ct.counseling.org/2019/05/respecting-the-faith-of-clients-and-counselors/#.

Advantages of Distance LearningDistance learning is the study mode void of the immediate or constant supervision of the instructors or the lecturers; it benefits from the guidance of tutorials and planning of a tutorial organization. Distance learning is where the student is far away from the tutors, and the institution of learning, the model lacks the interactivity or face-to-face contact between the student and the tutor (Banas & Emory, 1998).

Modern communication media play an indispensable role in ensuring that that the tutorials of the tutor and counseling system reach the student in local centers or any other place where the student can access that medium in real time. Distance learning no doubt has a value to the busy and well-motivated adults because they can access the learning environment at the comfort of their homes.

Distance learning day in day out is attracting so many learners across the globe who are either busy to attend the classes in person or lack the financial capability to do so. The learner is supposed to have a reliable media through which the tutors can access them (Carr, 2000). One of the common media that is in distance learning is the internet that connects all the places in the world. The tutor may also decide to use phone calls or the radio depending on the agreement they make with their students.

In this case, the study pack will revolve around the continuing education in the field of shoulder dystocia. Shoulder dystocia is a complication that occurs at childbirth such that the after-birth of the unborn baby, the baby’s anterior shoulders remain dislodged behind the mother’s pubic bone in the vagina. Shoulder dystocia is the most anxiety provoking emergencies that the health professional encounter in the maternity ward. It results from the impaction of the posterior shoulder on the sacral promontory. So many factors influence the shoulder dystocia inclusive of the mother’s health and the extraction mechanism used during delivery.

The learning program in question is the continuing education. Continuing education here means that the students are professionals seeking to enhance their knowledge about shoulder dystocia. Shoulder dystocia captures our interests, as it is the most challenging emergencies that tend to trouble physicians and midwifes. The learning resources are within the confines of the system, on the internet or any other open learning resources as specified by that institution. Interestingly, the open learning institution module is common to many colleges and universities and any middle-level institution offering post-high school studies. Any educational institution that wishes to offer distance learning can access it by buying the software and programme the site to suit their demands or as per the requirements of the course (Li, Tsai & Tsai, 2008).

At the end of this program, we are going to know how we are going to handle different situations leading to shoulder dystocia. Just like any other institution that the students are attending, open learning offers great opportunities for their students to develop skills, professionalism, and discipline. A student is not supposed to miss the online tutorials because they will account for the overall aggregate grade. In some institutions, the students make attempts and attend live classes for the lecturers and tutors to access their personalities.

2. Describe the type of model

Pedagogical model used in this study because it meant for open and distance learning (E-learning) and it entails of the students who are away from classes because they are busy, or they are self- motivated somewhere. The nurses are students of this program of the course, and they form the same audience with the labor. In pedagogical model of education, the students and the teacher or the tutor cannot meet at any point but discuss their class work through the internet. In studying shoulder dystocia, the nurses can find material for use on the internet or bookstores.

In the pedagogical model education is not only a social tool that delivers messages from one individual to another, but also to expedite another person’s social status. This type of a model boosts an individual’s cultural aspect and at the same instance, develops the character’s skill at will. Educators do not have individualism and do not have a lot of freedom. The program is tailor-made for home-based students. The nurses are required to login to the educational site and follow the instructions. The choice of this program in the shoulder dystocia is because most of the nurses are busy with their jobs, therefore, cannot afford to attend physical classes. The program ensures that nurses can attend their online classes at their convenient time.

3. Describe the learning program

Continuing education is a post-secondary education meant to enable one to acquire additional certificates or credits in order to enable them maintain their Licence. Therefore, nurses are required to undergo this training to add value towards their career and consequently increase their knowledge as far as their nursing is concern. Shoulder dystocia is a dangerous problem that many women suffer. The nurses are required to know how they should handle such patients to avoid further maternal deaths.

The program will also require each nurse to cover all the required topics as stipulated in the curriculum; the topics covered revolve around handling shoulder dystocia cases. The program’s aim is to educate nurses on the recent advances of shoulder dystocia and other aspects of attending a laboring woman in the maternity room. Coming to the end of this course, those students who will be successful will receive a certificate as proof of having undergone training on handling shoulder dystocia cases.

The program encompasses many learning objectives about shoulder dystocia. The learners should be in a position of stating the common risks factors that a patient with shoulder dystocia can face. Students will also be required to describe the potential complications of shoulder dystocia. The study will also focus on the areas where the student performs maneuvers to relieve shoulder dystocia. Finally, the study will also describe the components of a shoulder dystocia.

This program on shoulder dystocia will cover the following topics:

Introduction- this is a brief introduction of the term shoulder dystocia. The introduction gives the definition of the term shoulder dystocia

Identify the risk factors: in this case, we are going to discuss some of the dangerous factors that may have caused the problem of shoulder dystocia to happen. It will include factors such as the gestational diabetes, short stature, postdates pregnancy, abnormal pelvic anatomy, and previous shoulder dystocia.

Complications of shoulder dystocia: in this case we are going to consider some of the dangers ta woman is likely to incur after she has been affected by shoulder dystocia such as the uterine rupture, symphyseal separation postpartum hemorrhage, recto-vaginal fistula and brachial plexus palsy.

Reduction maneuvers: this will cover on how the nurse should respond to the state of shoulder dystocia such as call for help, McRobert maneuver. Suprapubic pressure, enter maneuver and removal of the posterior arm.

Simulation case: comprises of case studies that will help in the analysis of the shoulder dystocia. The nurses in the delivery room are ready to deliver the patient. It will also consider what the labor and delivery nurses are going to do? The doctors at this stage are having hard time to deliver this patient.

Posttest: consider some of the risk factors for shoulder dystocia, post-delivery complications, and components of a shoulder dystocia.

There must be the development of a portfolio, in a way that it tests all the students across the board. The portfolio will act as a platform through which the instructor and the students are supposed to check their quality work there. The lecturer can trace the student who never did the assignment or test. The portfolio will thereafter send the information to the instructor for assessment and grading. Therefore, distance learning will put the nurses to task and have the course done. Every student who is in the program must have a portfolio that will enable the tutors to do pre-and –post-tested with a standardized way of an assessment that will educational functioning level.

The portfolio will serve as a checker of the students to the lecturer and therefore serve the following functions:

It will serve as the only way that the lecturer will use to determine the student progress without solely on the standardized test scores.

It identifies the students who drops very earlier from the portfolio and establish the standard way of dealing with such students.

Portfolio also ensures the students have participated in an online educational learning process. The portfolio, on the other hand, will ensure that references are up to date to ensure that the student has moved to a certain level thus meeting academic and personal goals.

Every portfolio must include specific components to its students. It is to ensure that the components belong to each and ensure standardization of the education or access to all the students across the board.

The tutorials in the portfolio will take at most 60minutes and later automatically reviewing every 90 days. The learners now are required to a sitting paper, which will prepare them for graduation.

4. Teaching strategies

Learning strategies involves ways in which the teacher uses to improve the understanding of its students. In distance learning, therefore, the nurses are equipped with the simplest ways of understanding better the concept of shoulder dystocia in the delivery room. Online learning, therefore, incorporates the element of teaching strategies that are likely to be in class in its teaching and learning. It means that the learners can still get to understand as if they were in class attending lectures of a live teacher.

There is a lot of activeness from the student for the sake of understanding. The student portfolio is in a way that no more usage of time than set. The student, therefore, must have to ensure that he must work within the specified time for him to earn good marks. Another element is a critical thinking; a learner must have to read and critically analyze the question to give a collect answer to a particular question. The labor and delivery nurses must ensure that whatever they are going to write about the shoulder dystocia is justified and stands to be true according to the nursing profession.

In distance learning, the student learns about inter-disciplinary teaching just like a live class. It happens when the lecture assesses its students online and ensures that he or she copes with the speed and answers all the questions that are in her portfolio. If a student fails to observe time and answer all the questions, discipline is for those with low marks.

There is also instructional learning where the student has instructions based on what the lecturer demands from him. It happens because the instructor guides the student on what to do in every step he or she takes. This way of learning ensures a live serene between the instructor and the student, instructions followed and where possible the student can ask questions.

5. Literature on shoulder dystocia

A study done by Genon (1992) showed critical value of clinical estimation of fetal weight may be slightly higher than when it is with trasonography. Later the second part of this study will focus on prenatal diagnosis of microsomia caused by the occurrence of the shoulder dystocia and the birth trauma resulting to preventing it from occurring again.

Levine (1992) showed that if the microsomia were present then ninth percent of the fatal in birth would increase given gestational age. Therefore, he concluded that the sonographic prediction was wrong citing it was 50% of the both underestimation and overestimated that fetal weight.

McFarland (1998) argued that microsomic infants of diabetic mothers have larger shoulder that makes it impossible for a kid not to get out of the mother’s vagina. Anthropomorphic characteristics explain the propensity for shoulder dystocia amongst this population. This characteristic makes the fetus grow abnormally in their shoulders thus making it difficult for a child to pass through vagina.

Orskou 2003 discovered that women with parity of more than two had a great chance of giving birth to a microsomic baby who is underweight hence having difficulty in giving birth due to shoulder dystocia. Baskett (1995) gave evidence on microsomia associated continued growth of the fetal growth in pre-birth pregnancies thus presenting a high risk of shoulder dystocia.

Acker (1986) pointed that the relative frequency of shoulder dystocia varied directly with the increasing weight of the baby there it a fact that the babies who were in the average body size recorded an ordinary delivery. In a research conducted in Beth Israel Hospital that forth seven percent of the babies who were shoulder dystocia and weighed more than 4000gms weight category thus encompassing ninth one percent of the total deliveries.

Moodle is the online technology that can transmit and offer academic programs such as videos and text messages. Moodle provides a suitable interface in which the learner and the instructor’s responses can reach each of them in a proper way. Moodle is for educational reasons, can make an evaluation in regard of what the student has written.

The course will take three months comprising a whole semester. There will be 3 hours a week, and it will be a standalone session. Students attend their online classes on Thursdays starting exactly ten o’clock in the morning to one afternoon.

Movies Stereotyping The Mentally IllThe portrayal of mentally ill people in cinema is very negative and steotypyical and limits the self esteem of the mentally ill. Consider yourself a child who has been locked away in the wards of our state institutions. You have been told all of his life that he suffers from a mental illness. Whenever you turns on the TV or watches a movie all you hears is that the mentally-ill are violent and dangerous.

Movies like “Halloween” and “Silence of the Lambs” will reassure you that he will forever need to be vigilant of his violent tendencies and must make every effort to stop his anti-social behavior. You must never forget to take the medications that will save you from yourself. Newspapers that demand forced hospitalization and incarceration make him tremble with fear. This is a recipe for disaster and would make the perfect plot for a horror movie about how people can become what they are constantly told that they are.

Negative images of mental health recipients are so common that peoples perception is one of fear and paranoia. “We continue to be appalled, saddened and disgu sted by our results,” laments George Gerbner, Professor of Telecommunications at Temple University and author of the Cultural Indicators Project Report. Founded 25 years ago to measure television’s and movies diversity and cultural impact on the viewers, the latest study done in 1997 suggests, among other things, that the image of people labeled mentally-ill as “psychotic” and “evil people” has become deeply embedded in our popular culture. The study was based on an analysis of 6,882 speaking parts appearing in hundreds movies shows over a three year period.. While there are certainly acts of violence committed by people who are labeled “mentally-ill”, the percentage is so minuscule compared to acts of violence committed overall in American society. According to Special Agent George D. DeShazor Jr. of th!

e FBI’s Behavorial Science Unit “the majority of crimes in America are committed by people with all levels of functioning and personality types… only a small portion (states 3%) of violence in American society can be attributed to mental illness!” Says Mr. DeShazor: “Despite the infrequency in display of violence with the mentally-ill, mental disorder and violence are closer linked in the public mind.” (Violence and Mental Illness). And ironically, according to Phil Donahue’s national best-seller The Human Animal, “3% of all murders committed in the United States are committed by parents who murder their own children”, and yet I know of no law which forces parents to take medications or to receive “treatment.” Is this because most people would realize how ludicrous it would be to scapegoat 97% of parents because of the behavior of the other 3%? And according to a 1993 University of California study on the prevalence of behavioral disorders in the United States in the mid-198!

0’s, being laid off from a job was a much more significant factor in determining the risk of potentially violent behavior than having a history of “mental illness!” So the actual facts diametrically oppose the media propaganda and the ironic truth is that the overwhelming majority of people labeled “mentally-ill” are not violent!!! Just like the overwhelming majority of postal employees are not violent and have never executed their co-workers. Just like the overwhelming majority of high school students are not violent and have never slaughtered their classmates. Just like the overwhelming majority of police officers are not violent and have never engaged in acts of police brutality. The sad irony is that according to ABC.com mental health recipients are more often the victims of violent crimes rather than the perpertratorsof violent crimes.

Exposing the movies role in promoting the stigma associated with mental illness and to challengeing the media’s deliberate portrayal of people labeled mentally-ill as violent and deranged is essential to help the mentally ill in recovery. Because of the media’s profit-driven need to sensationalize, rare bizarre incidents are being given round-the-clock coverage, in an attempt to keep the ratings high . And as if that were not bad enough, the psycho-horror movie industry is feeding the public it’s daily dose of madmen, “crazies” and maniacs. Because of this “the mentally-ill” have become society’s archetypical villain and are being unjustly committed, scapegoated and even killed by law enforcement officers through out America .This paper is intended to counter the current trend of the movies to demonize “mental illness.” Both promote their own versions of stigma for the same reason profit. It would, of course, be crazy for me to suggest that “the mentally-ill” don’t commit acts of violence. Certainly people labeled mentally-ill are just as human as everyone else. But, it is just as ludicrous to over-emphasize the 3% who do, suggesting that “mental-illness” is synonomous with violence!

“One of the most effective methods of non-rational persuasion is what may be called persuasion-by-association. The propagandist associates his product cause with some idea or image of a person or thing. Movies which stigmatize mental health recipients have been standard fare for Hollywood producers dating back to 1913 with D.W. Griffith’s silent screen portrayal of mental illness “House of Darkness” Probably one of the first movie’s ever to capture on film the public’s perception of “mental illness.” As fate would have it, one of the first movies ever filmed about a psychiatrist in 1919, turns out to be one of the first movies ever filmed about an escaped mental patient, who is none other than the psychiatrist himself, in the movie “When the Clouds Roll By.” Another more disturbing movie directed by Dwain Esper was released in 1934 called “Maniac!” The video sleeve for this movie categorizes it as an exploitation movie. What is remarkable however is that this movie was act!

ually intended to educate its viewers on the varying diagnoses of mental illness. If it were not so disturbing it would be laughable. An online movie reviewer summarizes the movie as: “one of the early examples of exploitation films, Maniac is much more risque than it’s 1934 release date would suppose; what follows is literally a textbook case of demented behavior, with titles to explain the varying psychoses actually included in the film.

But perhaps the movie that singlehandedly ingrained the beleif of the mentally ill as dangerous into the mass consciousness of present day Americian Society was Halloween . And in typical fashion, Dr. Sam Loomis, the psychiatrist who pursues Michael Myers in “Halloween” and who has the same name as his predecessor in “Psycho”, does little to elucidate on Michael’s condition in psychological terms, but resorts instead to the traditonal demon-possessed explanation by declaring that he is “an incarnation of evil.” This tendency to equate evil acts with “mental illness” is a common throughout the history of movies. There is no longer a distinction between people who are “just plain wicked” and people who struggle with anxiety or depression or have post traumatic stress disorders. The two have been conveniently grouped together for the sake of justifying forced treatment and involuntary commitment. And it’s certainly not that evil has gone away or disappeared. Far from it! Ev!

idence of rampant evil is evident in the newspapers daily. It’s just that nowadays we are much more likely to use convenient “terms of absolution” like “untreated mental illness”, “behavioral disorder”, or “chemical imbalance”.

The minute that evil acts are acknowledged for what they are, and the culprits held responsible if they have broken the law rather than coddled because they are so-called mentally-ill, then all those people who truly have a “mental illness” will be free from psychiatric abuse and oppression. That’s not to say that some evil people may not genuinely have a so-called “mental illness” – that’s to say that evil people don’t commit criminal acts because they are “mentally-ill”, but because they are wicked! Not vice-versa! There is no medical solution to moral problems. Or in other words: “you can’t cure evil… because it’s not an illness equate unjustified acts of violence with mental illness. These acts cannot be identified as wicked or evil because to do so would imply a belief in God and the devil. In “Silence of the Lambs,” Officer Starling is admonished by the murderous psychiatrist Dr. Hannibal Lecter who insists: “Nothing happened to me, Officer Starling. I happened! You !can’t reduce me to a set of influences. You’ve given up good and evil for behaviorism, Officer Starling. You’ve got everybody in moral dignity pants, nothing is ever anybody’s fault. Look at me Officer Starling. Can you stand to say I’m evil?” The touching belief that no one is evil, is it’s obvious conclusion… that no one is good The Silence of the Lambs (1991) is one of the most suspenseful, psychological thrillers ever produced. Director Jonathan Demme’s, film is dark, moody, somber, truly frightening, and exhilarating. Ted Tally’s screenplay was based on Thomas Harris’s 1988 best-selling novel of the same name.

The intimate and disturbing characterizations of mass murderers who mutilate their victims usually female were shocking, particularly the character of evil personified – the notorious, intelligent psychopath Hannibal Lecter and his bargaining game to share information about another wanted serial killer (“Buffalo Bill”) with dedicated, fledgling, vulnerable and rising female FBI agent-trainee Clarice Starling (Jodie Foster). The most compelling part of the film is in the developing dynamics of their participation in a cat-and-mouse relationship and the many chilling, spell-binding discussions in four scenes between them. Their relationship dances and alternates back and forth between psychopath and aspiring female agent, deranged psychologist and therapeutic patient, and father and daughter.

The film was a major commercial and critical success, although gay groups complained about its stereotypical depiction of the trans-sexual killer in the end. It was a five-time major Academy-Award winning for Best Picture, Best Actor (Anthony Hopkins), Best Actress (Jodie Foster), Best Director (Jonathan Demme), and Best Adapted Screenplay (Ted Tally) – in the Academy’s history, that had only been duplicated once before One Flew Over the Cuckoo’s Nest (1975) another movie depicting the mentally ill.

In these two scenes Dr. Lecter and Buffolo Bill accuritly0 depict the steotypical Hollywood profile of the mentally ill. The characters are pure evil and violent, they belong locked away for life, without any chance of rehabilitation. The first scence begins in the damp cellar of the serial killer’s liar, Buffalo Bill with his little white poodle named Precious tenderly held in his arms leans over the edge of the pit, talking impersonally to Catherine as an object or “it.” Standing at the bottom of the dark pit, the distressed, captive, hysterical girl looks up at him:

Buffalo Bill: It rubs the lotion on its skin. It does this whenever it’s told.

Catherine: Mister, my family will pay cash. Whatever ransom you’re asking for, they’ll pay it.

Buffalo Bill: It rubs the lotion on its skin, or else it gets the hose again. Yes she will, Precious, or we’ll get the hose.

Buffalo Bill lowers a basket on a rope down into the pit. He orders “it” to place the squeeze bottle of skin lotion which is to keep the victim’s skin supple for a few days into the basket. As the camera pans up the high walls of the pit lit by Bill’s flashlight, it picks up the bloody finger tracks and cracked nails, now dried and brownish, left by other female victims, who tried and failed to claw their way out.

From the scene of Bill taunting his screaming captive, the next scene shows Dr. Lecter, made captive by being strapped and strait-jacketed to a rolling hand truck. His face is imprisoned in a grotesque hockey mask, and he is being mocked by his keeper, Dr. Chilton. Clarice seems to have betrayed Lecter with a deal:

Dr. Chilton You still think you’re gonna walk on some beach and see the birdies? I don’t think so. I called Senator Ruth Martin. She never heard of any deal with you. They scammed you, Hannibal…There never was a deal with Senator Martin but there is now. I designed it. Of course, I worked in a few conditions for my own benefit as well. Identify Buffalo Bill, by name, and if the girl is found in time, Senator Martin will have you transferred to Brushy Mountain State Prison, in Tennessee. Answer me Hannibal. You answer me now, or by God, you’ll never leave this cell. Who is Buffalo Bill?

While Chilton talks to Lecter about a new “deal,” the camera tracks in on a close-up Hannibal’s face, revealing that he is eyeing Chilton’s silver writing pen carelessly left lying on the cell’s cot. Lecter is transferred to Memphis at Senator Martin’s request, information relayed by phone to Crawford from FBI Director Hayden Burke (famed director Roger Corman who gave Demme his directorial start). Justice Department Deputy Attorney General Paul Krendler (Ron Vawter) will take over in Memphis. Later at the Memphis International Airport at night, Lecter restrained with a monstrous face mask arrives bound and strait-jacketed on a hospital stretcher in a hand truck and is met in a secret meeting with a Senator Martin and her assistants on the tarmack.

“Halloween” made in 1978 t was made on a shoe-string budget of $300,000 however, Halloween is one of the highest grossing independant movies of all time. Compass International, the distributor’s of the movie, didn’t have enough funds to release it nationwide at first, it was only after it’s initial success that they found the funds to make additional copies. .However “Halloween” became one of the most successful independent films ever made, grossing over $65 million.{An unrelated interesting fact the mask Michael Myers wears is a cast of film star William Shatner’s face spray painted white)

After the opening scene where Michael stabs his sister with a butcher knife the next time we see him is on his way to the mental institution when the station wagons two headlights appear in the darkness, The back seat is separated from the front by a wire-mesh screen, much like a police car. Marion the nurse is driving. Next to her in the passenger seat is Sam Lomis the clinical psychiatrist. He is a tough-looking man in his forties who flips through pages in a manila folder.

Lomis: then he gets another physical by the state, and he makes his apperance before the judge. That should take four hours if we’re lucky, then we’re on our way.

Marion: What did you use before?

Marion: He’ll barely be able to sit up.

Lomis: hat’s the idea. Here we are.

Through the rain we see a large sign: SMITH’S GROVE – WARREN COUNTY SANITARIUM Behind the sign is the sanitarium itself, a cold-looking building surrounded by a fence.

Lomis; Try to understand what we’re dealing with here. Don’t underestimate “it”

Marion: I think we should refer to “it” as ‘him.

Marion: Your compassion is overwhelming, Doctor.

Through the windshield we see Loomis rush over to the patient, stand and talk for a moment, then hurry back. Loomis climbs back in, dripping from the rain and pulls up to the entrance!

Lomis: Move it! Marion starts down the road.

Lomis: He asked me if I could help him find his purple lawnmower.

Marion: I don’t think this is any time to be funny…

Lomis: He said something else. “It’s all right now. He’s gone. The evil’s gone.”

Ahead of them is the entrance to the sanitarium. Marion slows down to turn. Through the rear window we see Michael spring up out of the darkness and jump ontop of the station wagon. The roof sags in and out with the weight of Michael on top.

Marion: Something fell on the roof. The roof continues to buckle in and out wildly.

Lomis: Something jumped on the roof…

Marion stops and rolls down her window to look outside. Loomis opens his door and steps out. Suddenly he is punched in the face by a powerful fist from the roof. Loomis staggers backwards and falls by the side of the road. and lunges at her and grab her hair. The fingers tighten around her hair and the hand pulls Marion roughly to the window. Twisted around in the seat, Marion’s foot jams down all the way on the gas pedal. The station wagon drives forward. Marion claws at the hand desperate to save her life until the car crashes on the side of the road. Marion is hurled across the seat against the passenger door. Suddenly the hand slams against the passenger window, shattering it. .Marion scurries across the front seat, open’s the driver’s door and scrambles out.. The camera tracks her as she slides down into the muddy shoulder. From the shoulder we see the station wagon take off and disappears down the road into the darkness. Loomis runs up out of the rain and helps Marion!

to her feet. She screams hysterically. Loomis stares off down the road at the disappearing tail-lights.

Lomis: You can calm down. The evil’s gone.

You begin to see the similarities in the portrayal of the mental ill in Americian cinema.

Bibliography:

Chapter 2 Reflection

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Chapter 2 Reflection

The issue of classical school is an important one in understanding criminology and how punishment methods evolved from around the 18th-century up to now. The classical school of thought is what introduced the new forms of punishment that were not present before and this made the society better because the level of crime was reduced a great deal (Paudel, 2020). All the different arguments presented by different people brought about a reform which made the society a better and a fair place to live in. these include the social contract, Beccaria, Bentham, and spiritual explanation of crime.

The social contract explains the relationship manly between governments and their citizens. However, it can also refer to other institutions which owe each other something due to their mutual nature of issues (Williams III & McShane, 2018). Beccaria published his book ‘On Crimes and Punishments’ where he stated that criminal punishment was not supposed to be based on the harm of the person it was directed to but rather the harm it caused towards the society. Bentham argued that everything done was supposed to be for the happiness of the highest number of individuals in society. When a crime was committed and it had to be punished and there was no clear or completely no explanation about the same, the explanation which was given was spiritual in nature (Yagi, 2021). Judges during this period were also given more freedom to decide since every person accused was different. Deterrence was also a main goal or objective of any punishment.

References

Paudel, K. (2020). Classical School of Criminology and Its Application in Nepali Criminal Justice System. NJA LJ, 14, 143.

Williams III, F.P., & McShane, M.D. (2018). Criminological theory (7th ed.). New York: Pearson. 

Yagi, K. (2021). Marx’s theory of capital in the history of economics: Marx’s concept of capital, classical school, Austrian School, and growth theory. Evolutionary and Institutional Economics Review, 1-25.