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Chapter 2 Reflection
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.
Movies Sterotyping The Mentlly Ill
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:
Advantages of Distance Learning
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.