NYU Stern An Insider’s Perspective on Getting Accepted [Episode 340]

document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/Podcast_audio_files/Podcast/iv_nyu_stern_rabia_ahmed_2019.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify Interview with Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business [Show Summary] NYU Stern is always on the cutting edge, and their new Change: Studio branding reflects that. Executive Director of Strategic Marketing and Admissions, Rabia Ahmed, shares details of the new program as well as what else is new at Stern. At NYU Stern, change is in the air! [Show Notes] It gives me great pleasure to have on Admissions Straight Talk for the first time, Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business. Rabia attended Montclair Sate University and earned her MA in International Education from NYU. She began working at NYU Stern in 2005 and in 2006 became the Assistant Director of MBA Admissions. She has been climbing the admissions office ladder every since, and while this is Rabia’s first time on AST, NYU’s Isser Gallogly has been on several times. I don’t usually like to have school representatives on year after year. However NYU Stern always is innovating and changing things up, so I’ve needed to invite someone from NYU Stern to the show year after year. Indeed NYU Stern’s focus and brand are synonymous with change. We’re going to learn more about that from Rabia. Can you give a brief overview of the Stern MBA program focusing on the more distinctive elements? [2:25] I would highlight three main things – our location, our attitude, and our people. We are located in the greatest neighborhood in the greatest city in the world, we are able to bring in amazing adjunct faculty, and have partnerships with organizations for recruiting but also for experiential learning projects in our backyard. We are also on the move, unbound by tradition, and always thinking about where business is going to make sure we stay in front of it, innovate, and experiment. Finally, people you meet at NYU are really special. When you meet the people you can see how incredible they are. Our faculty is one of the largest, and runs the gamut of industry and function. My next question is usually â€Å"what’s new?† but there is so much new at NYU Stern that I’m going to change things up. Last month Stern announced a re-branding focused on embracing and initiating change. We’re going to explore some of the elements in the program that really reflect that brand starting with Change:Studio. What is Change:Studio? How is it going to work? [5:31] We want students to leave with preparation for the future. When thinking about how quickly things are changing – technology, how people work we think about how we prepare students to embrace that change. Change: Studio brings together leadership, experiential learning, and entrepreneurship in co-curricular programming to provide a structure with which to drive change in an organization. The curriculum overall is called Dare It, Dream It, Drive It. Dare It is focused on leadership, Dream It on experiential learning, and Drive It on starting something new. Everyone goes through the beginning stages of Change:Studio with orientation in the leadership simulation and then they can opt into the Change:Studio program. NYU Stern recently started allowing its applicants to submit the GMAC Executive Assessment in addition to the GRE and GMAT. Why? How is the EA different? [11:25] We have always been an early adopter – we were one of the first schools to accept the GRE. We know testing is very stressful and wanted to make sure students had options. When talking to GMAC we felt this exam could be a really good one for our fulltime program to assess for academic readiness. It is designed for professionals, is shorter in duration, and takes less time to prepare for, so thought it could be a good option for some. We have no preference over which test you decide to take. NYU Stern also released a stellar employment report. Can you go over the numbers for the FT program? [13:13] Our median salary is an all time high and increased by 12% to $140,000. We also had the highest employment three months out, which is 94.2%, and the top three areas were consulting, banking, and technology. How did the graduates of the two specialized MBA programs, the Andre Koo Technology and Entrepreneurship MBA and the Fashion Luxury MBA, fare last year in the job market? [14:44] We launched the two new programs three years ago and have graduated the first batch of students. They are both one year programs and are for those who have a passion for those particular industries. For the technology MBA, roles have been very wide, like data analytics and program management at places like Amazon, Amex, and Uber, so really, really strong placement. On the fashion side that industry tends to hire just in time, so it’s a slightly different process and timeline. The people who join the program want to work in a variety of different industries. We have students who have gone to work in beauty, retail, and consulting at places like Coach, L’Oreal, and Macy’s. A lot of these organizations aren’t necessarily set up for traditional MBA recruiting, so a lot of emphasis is put on networking and building connections so students can get the jobs as they become available. How is the new specialization in healthcare structured? [17:17] It is one of over 20 specializations we offer. You can specialize in up to three or none at all, it is up to the individual. Specializations are cross-disciplinary and we also have a partnership with NYU Wagner, which is the School of Public Administration. To take any specialization you must take three courses in that area. Before we turn to admissions and the application, what verb best describes Change at Stern to you? Why? [18:57] For me, it’s â€Å"Change: Inspire It. Whenever I experience inspiration it is when I am looking at something a different way – while I’m on a walk, or listening to music, or talking to someone else. We have 350 students from so many different countries, backgrounds, and experiences, and we bring them together to inspire each other. Stern innovated in the admissions arena with its focus on EQ and its Pick 6 essay. What’s your best advice for those two distinctive elements in Stern’s MBA application? [21:14] For EQ, it is about finding someone who can talk about your emotional intelligence, your self-awareness, how you are in terms of having difficult conversations, onboarding someone with a very different background, and interpersonal skills. For Pick 6, we are living in a visual world right now – a picture tells a thousand words. Rather than use another essay of words, we really wanted it to be visual. This helps show uniqueness, and we see so many great things – travel, family, challenges, and it is a fun way to see their story come to life. What do you look for now or emphasize more now when evaluating applications than you did 5 or 10 years ago? [26:36] We look for people who share our values, and understand who we are and what we are about. EQ is something we have always looked for. We want people who want to be part of the NYC landscape, our urban advantage. We look for those with an understanding of what good business can do for society, not just looking at the bottom line. That is built into our culture. We are a school of excellence unbound by tradition. We are not going to limit ourselves because of what is expected – we are going to continue to experiment. These things are reflected in our students – they embody the values at Stern as students and as alumni. What is the biggest challenge applicants face in presenting a compelling case for acceptance at NYU Stern’s MBA programs? [30:50] Being their most authentic self. We often see people who feel they need to fit into a persona or there is a certain type of person we are looking for. Our program is so rich because of so many different kinds of people with different â€Å"superpowers.† Be true to yourself. In the essays be honest about what you want to do. People get stuck on averages, rather than ranges with our stats. Ask the questions of the schools, talk to students, alums, and if you want to apply, present your authentic self. What would you have liked me to ask you? [37:04] What I’d like people to know is that the school really is on the move. We are always thinking about what’s next, how to better prepare our students, soliciting ideas, having town halls, and welcoming students at the highest level into our offices. Combine that attitude with our location and the people that make Stern what it is, we are truly investing in every single student that comes through the door. Linda: Many times I get a notice that a school rebranded. After 25 years as an admissions consultant, I am often skeptical or don’t really â€Å"see† the change. When I got the press release about NYU it struck me less as rebranding and more as a true reflection of the school Stern truly is. Related Resources: †¢ NYU Stern 2019-20 MBA Essay Tips Deadlines †¢ NYU Stern Applicants: Real-Life Experience DOES Matter †¢ Accepteds MBA Admissions Services Related Shows: †¢ NYU Stern’s New Online Master’s in Quantitative Management †¢ NYU Stern 2018-19 MBA Admissions Scoop: An Interview with Isser Gallogly †¢ Yale MBA: The Inside Scoop on The Essay, Videos Behavioral Assessment †¢ Duke Fuqua Rattles MBA World with Exciting New Curriculum †¢ How to Launch Your Career in High Tech Product Management Subscribe: Podcast Feed NYU Stern An Insider’s Perspective on Getting Accepted [Episode 340] document.createElement('audio'); https://media.blubrry.com/admissions_straight_talk/p/www.accepted.com/hubfs/Podcast_audio_files/Podcast/iv_nyu_stern_rabia_ahmed_2019.mp3Podcast: Play in new window | Download | EmbedSubscribe: Apple Podcasts | Android | Google Podcasts | Stitcher | TuneIn | Spotify Interview with Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business [Show Summary] NYU Stern is always on the cutting edge, and their new Change: Studio branding reflects that. Executive Director of Strategic Marketing and Admissions, Rabia Ahmed, shares details of the new program as well as what else is new at Stern. At NYU Stern, change is in the air! [Show Notes] It gives me great pleasure to have on Admissions Straight Talk for the first time, Rabia Ahmed, Executive Director of Strategic Marketing and Admissions at NYU Stern School of Business. Rabia attended Montclair Sate University and earned her MA in International Education from NYU. She began working at NYU Stern in 2005 and in 2006 became the Assistant Director of MBA Admissions. She has been climbing the admissions office ladder every since, and while this is Rabia’s first time on AST, NYU’s Isser Gallogly has been on several times. I don’t usually like to have school representatives on year after year. However NYU Stern always is innovating and changing things up, so I’ve needed to invite someone from NYU Stern to the show year after year. Indeed NYU Stern’s focus and brand are synonymous with change. We’re going to learn more about that from Rabia. Can you give a brief overview of the Stern MBA program focusing on the more distinctive elements? [2:25] I would highlight three main things – our location, our attitude, and our people. We are located in the greatest neighborhood in the greatest city in the world, we are able to bring in amazing adjunct faculty, and have partnerships with organizations for recruiting but also for experiential learning projects in our backyard. We are also on the move, unbound by tradition, and always thinking about where business is going to make sure we stay in front of it, innovate, and experiment. Finally, people you meet at NYU are really special. When you meet the people you can see how incredible they are. Our faculty is one of the largest, and runs the gamut of industry and function. My next question is usually â€Å"what’s new?† but there is so much new at NYU Stern that I’m going to change things up. Last month Stern announced a re-branding focused on embracing and initiating change. We’re going to explore some of the elements in the program that really reflect that brand starting with Change:Studio. What is Change:Studio? How is it going to work? [5:31] We want students to leave with preparation for the future. When thinking about how quickly things are changing – technology, how people work we think about how we prepare students to embrace that change. Change: Studio brings together leadership, experiential learning, and entrepreneurship in co-curricular programming to provide a structure with which to drive change in an organization. The curriculum overall is called Dare It, Dream It, Drive It. Dare It is focused on leadership, Dream It on experiential learning, and Drive It on starting something new. Everyone goes through the beginning stages of Change:Studio with orientation in the leadership simulation and then they can opt into the Change:Studio program. NYU Stern recently started allowing its applicants to submit the GMAC Executive Assessment in addition to the GRE and GMAT. Why? How is the EA different? [11:25] We have always been an early adopter – we were one of the first schools to accept the GRE. We know testing is very stressful and wanted to make sure students had options. When talking to GMAC we felt this exam could be a really good one for our fulltime program to assess for academic readiness. It is designed for professionals, is shorter in duration, and takes less time to prepare for, so thought it could be a good option for some. We have no preference over which test you decide to take. NYU Stern also released a stellar employment report. Can you go over the numbers for the FT program? [13:13] Our median salary is an all time high and increased by 12% to $140,000. We also had the highest employment three months out, which is 94.2%, and the top three areas were consulting, banking, and technology. How did the graduates of the two specialized MBA programs, the Andre Koo Technology and Entrepreneurship MBA and the Fashion Luxury MBA, fare last year in the job market? [14:44] We launched the two new programs three years ago and have graduated the first batch of students. They are both one year programs and are for those who have a passion for those particular industries. For the technology MBA, roles have been very wide, like data analytics and program management at places like Amazon, Amex, and Uber, so really, really strong placement. On the fashion side that industry tends to hire just in time, so it’s a slightly different process and timeline. The people who join the program want to work in a variety of different industries. We have students who have gone to work in beauty, retail, and consulting at places like Coach, L’Oreal, and Macy’s. A lot of these organizations aren’t necessarily set up for traditional MBA recruiting, so a lot of emphasis is put on networking and building connections so students can get the jobs as they become available. How is the new specialization in healthcare structured? [17:17] It is one of over 20 specializations we offer. You can specialize in up to three or none at all, it is up to the individual. Specializations are cross-disciplinary and we also have a partnership with NYU Wagner, which is the School of Public Administration. To take any specialization you must take three courses in that area. Before we turn to admissions and the application, what verb best describes Change at Stern to you? Why? [18:57] For me, it’s â€Å"Change: Inspire It. Whenever I experience inspiration it is when I am looking at something a different way – while I’m on a walk, or listening to music, or talking to someone else. We have 350 students from so many different countries, backgrounds, and experiences, and we bring them together to inspire each other. Stern innovated in the admissions arena with its focus on EQ and its Pick 6 essay. What’s your best advice for those two distinctive elements in Stern’s MBA application? [21:14] For EQ, it is about finding someone who can talk about your emotional intelligence, your self-awareness, how you are in terms of having difficult conversations, onboarding someone with a very different background, and interpersonal skills. For Pick 6, we are living in a visual world right now – a picture tells a thousand words. Rather than use another essay of words, we really wanted it to be visual. This helps show uniqueness, and we see so many great things – travel, family, challenges, and it is a fun way to see their story come to life. What do you look for now or emphasize more now when evaluating applications than you did 5 or 10 years ago? [26:36] We look for people who share our values, and understand who we are and what we are about. EQ is something we have always looked for. We want people who want to be part of the NYC landscape, our urban advantage. We look for those with an understanding of what good business can do for society, not just looking at the bottom line. That is built into our culture. We are a school of excellence unbound by tradition. We are not going to limit ourselves because of what is expected – we are going to continue to experiment. These things are reflected in our students – they embody the values at Stern as students and as alumni. What is the biggest challenge applicants face in presenting a compelling case for acceptance at NYU Stern’s MBA programs? [30:50] Being their most authentic self. We often see people who feel they need to fit into a persona or there is a certain type of person we are looking for. Our program is so rich because of so many different kinds of people with different â€Å"superpowers.† Be true to yourself. In the essays be honest about what you want to do. People get stuck on averages, rather than ranges with our stats. Ask the questions of the schools, talk to students, alums, and if you want to apply, present your authentic self. What would you have liked me to ask you? [37:04] What I’d like people to know is that the school really is on the move. We are always thinking about what’s next, how to better prepare our students, soliciting ideas, having town halls, and welcoming students at the highest level into our offices. Combine that attitude with our location and the people that make Stern what it is, we are truly investing in every single student that comes through the door. Linda: Many times I get a notice that a school rebranded. After 25 years as an admissions consultant, I am often skeptical or don’t really â€Å"see† the change. When I got the press release about NYU it struck me less as rebranding and more as a true reflection of the school Stern truly is. Related Resources: †¢ NYU Stern 2019-20 MBA Essay Tips Deadlines †¢ NYU Stern Applicants: Real-Life Experience DOES Matter †¢ Accepteds MBA Admissions Services Related Shows: †¢ NYU Stern’s New Online Master’s in Quantitative Management †¢ NYU Stern 2018-19 MBA Admissions Scoop: An Interview with Isser Gallogly †¢ Yale MBA: The Inside Scoop on The Essay, Videos Behavioral Assessment †¢ Duke Fuqua Rattles MBA World with Exciting New Curriculum †¢ How to Launch Your Career in High Tech Product Management Subscribe: Podcast Feed

Valuables Traditions Rites of passage - 624 Words

In a BBC article, Dr. Janssen, a sociologist, asserts, â€Å"People thought rituals were fixed and never hanged but of course they do†¦they get reinterpreted all the time† (Smith-Spark). Unfortunately, the changes referred to in these quotes are for the worse. Almost all cultures have rites of passage that evolve over time, and these have become harmful to their culture and society. After establishing the difference between helpful and harmful rites of passage, it will be easy to see why they need to be changed. Once these factors have been analyzed, it will be obvious that rites of passage are culturally important, but those that have crossed the line of appropriateness should be modified to restore the benefits of these valuable traditions. Rites of passage that inspire positive change can lead to substantial benefits, and are necessary in our world. An example of a religious rite of passage that has major benefits is the Bar Mitzvah. In preparation for the ceremony, I learned to recite many prayers, how to read part of the Torah, and more about myself as a person and Jew. In this transition, the ceremony is not where the actual transition takes place, but the celebration of going through the change and the recitation of what one has learned and done in the process. Major transitions do not take place instantaneously, they gradually occur. Bar Mitzvahs are very beneficial rites of passage, because of how they evoke positive change from adolescent Jews who want to express theirShow MoreRelatedBreaking the Disney Spell2039 Words   |  9 Pagesaddresses many issues, including those of context, society, and alteration of plot. He accuses Walt Disney of attacking the literary tradition of the fairy tale (344). While many s cholars disagree with Zipes accusations, his essay makes very solid and well-presented points that he promptly backs with fact. 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Nature of Man Dbq Essays - 616 Words

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He was content and happy living plainly and not lavishly. He just enjoyed being in good company, (Doc 5). Nicholas Copoernicus, wanted to live his life on how God wanted him to. He would rather live in an orthodox manner, which is how people had been living in the Middle Ages, (Doc 6). Although both men did not want to live differently than most people, they still held their own personal opinion on how they wanted to live. They could of chosen to live extravagant lives and to be powerful men, but it was their chose to be common men. In this way, they show that human nature is unique in how individuals choose to live their lives. The view of the nature of man had changed significantly, in the Renaissance, since the time of the Middle Ages. Each man was now unique and completely different from his neighbor. Every man’s personality and personas were special to the individual. Men were composed of different amounts and types of talents. 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Educating Students with Diverse Abilities - Autism free essay sample

1. 0 Introduction: Autism Spectrum Disorders (ASD) are one of the most common disabilities teachers will face in the classroom. Approximately 1 in 160 children are being diagnosed with having ASD, with autistic disorder (autism) and Aspergers disorder the most prevalent (Australian Advisory Board on Autism Spectrum Disorders, 2007). Australia promotes an inclusive education system meaning that all students with disabilities are encouraged and entitled to be educated within a general school setting where possible. Research shows that distinct improvements in children with ASD can be made if early diagnosis and the right interventions are implemented as early as possible (Australian Advisory Board on Autism Spectrum Disorders, 2008). It is therefore important that generalist primary school teachers are educated about ASD and its multitude of diversity in order to be able to enhance the learning experiences and produce positive outcomes of children with ASD in their classrooms. 1. 1 Overview of Autism Spectrum Disorder: In majority of situations, difficulties in communication, social skills and repetitive behaviours become more evident as the child lags further behind in meeting age appropriate milestones, or shows signs of differing behaviours compared with other children the same age. Each of these indicators can range from very mild to severe and will display differently in each individual child. While every child will display communication, social, and behavioural patterns that are unique, they will all fit into the overall diagnosis of ASD. 2. 0 Implications on Learning: While each child who is diagnosed with ASD will differ greatly on an individual level, all of them will share some common characteristics which will greatly impact on their learning. Learning can be affected in a number of ways and in every case, early intervention has a strong impact on reducing symptoms and increasing a childs ability to develop and learn new skills (Rosenberg et al. , 2008). The State of Queensland (Department of Education and Training) (2006) assert that in an educational setting, ASD impacts on: social interactions, communication, restricted interests in behaviour and sensory processing. Those who do speak are often monotone, and use unusual pitch, rhythm and syntax (Rosenberg et al. , 2008). According to Kunce and Mesibov (1998, p. 231) difficulties with language and communication can interfere with the students ability to, process, understand, or remember verbal information and even students with apparently well-developed language skills may fail to adapt well in an unmodified classroom environment because of social-communication difficulties. A relationship appears to exist between competence in communication, behaviour and overall level of functioning (Light, 1983). Thus, language is a critical area for intervention and must be dealt with as early as possible. Whether through speech therapy or an augmentative system, the main focus of intervention should be on producing functional language for communication (Light, 1983). All children with ASD display restricted, repetitive and stereotyped models of behaviour and interests (Rosenberg et al. , 2008). Children with ASD may have an extreme preoccupation with a particular subject or object which they are infatuated with to the exclusion of any other activity, or may engage in behaviours such as rocking, spinning or finger flicking (Rosenberg et al. 2008). This can impact on learning because it is hard to motivate a student with ASD to take an interest in learning about new subject areas as well as concentrating and staying on task. Most children with ASD are intolerant of change and insist on having the same routines or rituals followed every day. If not maintained, they may become awfully distresse d and may even engage in self-injurious behaviours such as biting, scratching or punching which the child inflicts upon their own body (Rosenberg et al. , 2008). This can be very serious and educators must try to determine the cause and motivation behind the behaviour in order to alleviate it. The child for example may be frustrated about something, may be seeking sensory stimulation, or may be doing it for attention. Once the source of the problem is established a constructive method for treatment can be developed. Some strategies include, tactical ignoring, positive reinforcement, giving the child stimulating activities, and in some cases medication. Rosenberg et al. (2008, p. 255) advise that in educational settings, using the behavioural theory is most useful. Children with ASD might also have difficulty absorbing or interpreting the processes of some or all senses. Some individuals may suffer hypersensitivity to lights or sounds, some may have tactile sensitivity and avoid touching certain objects. This can affect the childs focus, attention span, ability to stay on task, coordination and motivation to participate in certain activities. All of these implications interfere with the everyday activities children are involved in at school and can make learning very challenging. This can affect the childs ability to learn effectively, perform basic tasks, and form friendships. Yet with the right strategies in place their developmental progress in all areas can be enhanced (Ferraioli Harris, 2010). 2. 1 Classroom Challenges: Teachers may face a number of challenges in the classroom when educating a student with ASD however, with the correct approach these students can become active contributors in the classroom. Even though each child with ASD will differ greatly on an individual level, all will present common obstacles for the classroom. Teachers must be able to meet the needs of students by creating an inclusive and productive learning environment for all. As children with ASD often have limited communication abilities and inadequate social skills, it can be challenging for the teacher to implement effective learning activities that cater for all developmental levels within the classroom. It can also be difficult to for them to form meaningful friendships which can lead to isolation. Problems in these areas often lead to difficult behaviour (Trapani, 2004). This is a provision endorsed by the Individuals with Disabilities Education Act (IDEA) to ensure that students with disabilities are educated to the maximum extent appropriate with students who do not have disabilities (Osborne Dimattia, 1994, p. 1). This most commonly consists of inclusive programming in mainstream classrooms with individual programming, in addition to having necessary support. By creating an Individual Education Plan (IEP) for each child with ASD, the teacher can focus on the childs strengths, program according to the childs needs and adapt the classroom environment to maximise learning. Many accommodations can be made to classroom practices which will enhance the learning opportunities for all students as many of the instruction techniques applied to children with ASD can also apply to a number of other children in the classroom. For example, a highly recommended approach to teaching students with ASD is to use visual aids because students with ASD often demonstrate strengths in concrete thinking, rote memory and visual-spatial relationships (Australian Advisory Board on Autism Spectrum Disorders, 2008). While this is beneficial to the student with ASD it will also be beneficial to many other students in the classroom who are also visual learners. Rosenberg et al. (2008) advises that one crucial step towards making sure children with ASD are included in a positive way in the classroom is to ensure that classmates are well informed about the special needs of a peer with ASD. Students with ASD who had positive inclusion experiences had nondisabled classmates who were told explicitly about their peers special needs (Rosenberg et al. , 2008, p. 261). In New South Wales, the State of NSW, Department of Education (2004) and Training have developed the Disability Action Plan 2004 to 2006 in order to comply with the New South Wales Disability Services Act 1993 and the Australian Government Disability Discrimination Act (1992). Education providers, including teachers in New South Wales are expected to comply with the standards of the Action Plan in order to ensure that every child, no matter their disability receives a quality education and is given every opportunity to reach their full potential (Commonwealth of Australia, 2006). This must be done through taking appropriate measures to ensure that programs are designed to cater for individual requirements so that any student with a disability is able to participate in learning experiences on the same basis as a student without a disability, and without any discrimination (Commonwealth of Australia, 2006). People with disabilities have the same basic rights as anyone else and should be treated equally. 3. 1 Ethical Standards for Teachers: Parallel to this, teachers also have ethical responsibilities to adhere to. Teachers must value and respect the diversity of all students by putting their welfare and educational needs first (Groundwater-Smith et al. , 2006). Teachers are obligated to ensure that all students with disabilities are free of any discrimination, are treated fairly, have appropriate adaptations in place, receive suitable support to assist learning, programs of study are provided in a way which the student can learn effectively, and that assessment is adapted so that the student can clearly demonstrate their understanding or competency (Groundwater-Smith et al. , 2006). Teachers must ensure that students with disabilities are free of victimisation or harassment, and that adjustments are made to facilities and programs to cater for their needs (Commonwealth of Australia, 2006). Teachers also need to promote acceptance of people with disabilities amongst other teachers, students and the wider community. 4. 0 Conclusion: In conclusion ASD is a disorder where those diagnosed with it are identified with having impairments in social interaction, communication and behaviours. As a result all students with ASD have unique learning styles and experience difficulties in educational settings. References: http://www.autismaus.com.au/uploads/file/pdfs/EI_Position_Paper_AAB_June_08.pdf http://www.autism.org.uk/

Torture in Guantanamo Bay free essay sample

Torture in Guantanamo Bay Mohamed al-Kahtani was a prisoner at Guantanamo Bay who endured numerous disgusting and truly horrifying acts of torture. Being seduced by prostitutes and female officers, told to act like a dog and forced to crawl on his hands and feet while barking, and forced to urinate himself are just a few examples of the type of life prisoner’s at Guantanamo Bay are living. They are held in solitary confinement, while all day and night their lights in the rooms are kept on. Each day prisoner’s are tortured. Whether it is psychical or emotional torture, it is occurring all round the camp. Prisoner’s being tied down and forced to listen to extremely loud rock music for and extended period of time is one of the tactics used to break down an individual emotionally, to make sure they are completely cooperative and under the control of the officers. We will write a custom essay sample on Torture in Guantanamo Bay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With all of this going on, with numerous reports of abuse from the Red Cross, the United States Government continues to argue against the fact that it is occurring. Their constant claims of no abuse are eerily similar to The Party in George Orwell’s novel 1984. They tell the public one thing, and they all believe that it is true without question. The use of double-think, as it is called, is not the only thing consistent with the novel In the Guantanamo Bay detention center, torture and psychological warfare are used to break down the will of prisoner’s to put them under complete control of the officers of the camp, which is very similar to the torture described in the novel 1984. In an examination of Guantanamo Bay, the Red Cross found many signs of abuse and torture along with psychological harm done to the prisoner’s. The officials used different types of torture, all of which are extremely dangerous as well as effective. If a detainee is uncooperative, they loose their usual freedoms. They are denied use of the lavatories, and are forced to urinate and defecate themselves. One detainee told the officials the truth about him not being at a meeting with Osama bin Laden, and because his answer was unsatisfactory, he was forced to urinate himself. Prisoners are also shackled to the floor during interrogations and interviews so they cannot pose a threat. There are also numerous incidents reported involving beatings of the detainees. They are beaten if they do not cooperate or if their answers are not what the officials want to hear. Because of the beatings, many detainees confess to crimes they did not even partake in. The ones who cooperate are given a lot more luxury than those who do not. The detainees who are either new or uncooperative wear orange jumpsuits, while the others who do cooperate or given white cotton clothing. The beatings grew less frequent, and became mainly a threat, a horror to which he could be sent back at any moment when his answers were unsatisfactory. His questioners now were not ruffians in black uniforms but Party intellectuals, little rotund men with quick movements and flashing spectacles, who worked on him in relays over periods which lasted — he thought, he could not be sure — ten or twelve hours at a stretch. These other questioners saw to it that he was in constant slight pain, but it was not chiefly pain that they relied on. They slapped his face, wrung his ears, pulled his hair, made him stand on one leg, refused him leave to urinate, shone glaring lights in his face until his eyes ran with water; but the aim of this was simply to humiliate him and destroy his power of arguing and reasoning. Their real weapon was the merciless questioning that went on and on, hour after hour, tripping him up, laying traps for him, twisting everything that he said, convicting him at every step of lies and self-contradiction until he began weeping as much from shame as from nervous fatigue. (Page 264, Part 3, Chapter 2). †We have beaten you, Winston. We have broken you up. You have seen what your body is like. Your mind is in the same state. I do not think there can be much pride left in you. You have been kicked and flogged and insulted, you have screamed with pain, you have rolled on the floor in your own blood and vomit. You have whimpered for mercy, you have betrayed everybody and everything. Can you think of a single degradation that has not happened to you? †(Part 3, Chapter 3). Just like in the novel, the official’s beat and torture the prisoner’s until they just completely give up, and confess to whatever they are told to. Winston is tortured until he can take no more, and confess to acts he had no idea even happened. â€Å"Never again will you be capable of ordinary human feeling. Everything will be dead inside of you. Never again will you be capable of love, or friendship, or joy of living, or laughter, or curiosity, or courage, or integrity. You will be hollow. We shall squeeze you empty and than we shall fill you with ourselves. A major part of the process of breaking one’s will down is attacking their mental state. Psychological warfare plays a huge part in the torture being done at Guantanamo. The lights are kept on all day and night, confusing the detainees. This can confuse them and allows them to loose track of time very easily. They are also strapped down, and forced to listen to loud rock music while the lights flicker. Ver bal abuse is also used, detainees are told they are worthless, dogs have more social status then them, and their religions are attacked in order to agitate them. Officials prevent revolts and gangs by monitoring them, as well as not allowing them to speak in groups of more than three. Just like the reason for the beatings, the use of this type of torture is to break down the detainees will. Once they are mentally and psychically abused, they have no choice but to accept whatever they are being told. The use of this kind of torture is devastating to the psychical and mental health of the people in the camp. The reason the abuse has been able to continue is because of the confidentiality used, and we now know of the abuse because of interviews and examinations. The only people who know of the true chilling details are the commander of the bay, and the people who work for him. Lawyers who come to visit and talk to the prisoner’s are under strict orders. They cannot repeat or hint at anything they see taking place at Guantanamo, and because of that no one knows what truly occurs. To make matters worse, the U. S. Government claims that there is no abuse being held at the center. Whenever another rumor springs up, they are quick to get out and shoot it down. Talking about what goes on does happen though. The only time it does is when personal involved in the bay are there. In the novel, Orwell says, â€Å"If the Party could thrust its hand into the past and say this or that even, it never happened- that, surely, was more terrifying than mere torture and death†- (page 32, book 1, chapter 3). That quote shows how terrifying it is to know that the government can say something never happened, and the public believing everything they say. This privacy and power are what allows the U. S. , as well as The Party, to continue on with what they do without being able to be stopped. Just like in the novel, only the Inner Party members know of the true details of Room 101, as well as the ministries. The only reason we know of what goes on at Guantanamo is because of inspections, and mostly interviews with released detainees from the camp. Most detainees do not speak of what happened, but thankfully a few have. One such person is Mohamed al-Kahtani. He has reported that prostitutes have been brought in to seduce Muslims, as well as female officers. He spoke about the officials bringing in a dog to show how obedient and loyal it is. They told him that he needs to be like the canine, and made him bark to crawl around so he can â€Å"raise his social status†. Another helpful person was Shafiq Rasul, who after three month’s at Guatanamo was charged with the 9/11 planning. They accused him of meeting with Osama bin Laden due to the fact a man standing behind bin Laden resembled him. After telling them the truth that it was not he, the torture began. After months of abuse, he finally gave in and falsely admitted to being at the meeting. We know of all this because of the detainees telling us first hand experience. The only reason we know of what goes on in Room 101 is because of Winston telling us. If it wasn’t for the detainees and Winston, we would not know for sure what takes place in Room 101 and Guatanamo Bay. Although one is a novel and the other is a military camp, they both contain extremely dangerous characteristics. Guantanamo Bay is basically the real life Oceania for people under suspicion of terrorism. The use of torture, psychological attacks, and breaking down a prisoner’s will are all similar to the novel. Even the small details of not being allowed to urinate and keeping the lights on all day are the same as the novel. Not only torture, but the secrecy of the whole operation is exactly the same as 1984. Keeping it within the Bay is the same as the Party keeping it within the Party. The prisoner’s of both Oceania and Guantanamo never know how long they will be kept, or what is going to happen to them. The use of torture is sickening and very much inhumane. But even so, it is one of the most effective ways to get someone to talk. In both Oceania and Guantanamo Bay, torture is used to break down one’s will in order for complete obedience.

A Guide to Dantes 9 Circles of Hell

A Guide to Dantes 9 Circles of Hell Dante’s Inferno (14th C) is the first part of a three-part epic poem, followed by and Paradiso. Those approaching the La Divina Commedia (The Divine Comedy) for the first time might benefit from a brief structural description. This first part is Dante’s journey through the nine circles of Hell, guided by the poet Virgil.  At the beginning of the story, a woman, Beatrice, calls for an angel to bring Virgil to guide and aid Dante in his journey so that no harm will befall him. The nine circles of Hell, in order of entrance and of severity   Limbo: Where those who never knew Christ exist. Dante encounters ​Ovid, Homer, Socrates, Aristotle, Julius Caesar and more here.  Lust: Self-explanatory.  Dante encounters Achilles, Paris, Tristan, Cleopatra, Dido, and others here.Gluttony:  Where those who over-indulge exist.  Dante encounters ordinary people (i.e. not characters from the epic poems or gods from mythology) here.  Boccaccio takes one of these characters, Ciacco, and later incorporates him into The Decameron (14th C).Greed: Self-explanatory. Dante encounters more ordinary people, but also the guardian of the circle, Pluto.  Virgil discusses the nation of â€Å"Fortune† but they do not directly interact with any inhabitants of this circle (the first time they pass through a circle without speaking to anyone – a comment on Dante’s opinion of Greed as a higher sin).Anger: Dante and Virgil are threatened by the Furies when they try to enter through the walls  of Dis (Satan). This is a  further progression in Dante’s evaluation of the nature of sin; he also begins to question himself and his own life, realizing his actions/nature could lead him to this permanent torture.   Heresy: Rejection of religious and/or political â€Å"norms.†Ã‚  Dante encounters Farinata  degli  Uberti, a military leader and an aristocrat tried to win the Italian throne, convicted of heresy in 1283. Dante also meets Epicurus, Pope Anastasius II, and Emperor Frederick II.  Violence:  This is the first circle to be further segmented into sub-circles or rings. There are three of them, the Outer, Middle, and Inner rings, and each ring houses different types of violent criminals.  The first are those who were violent against people and property, such as Attila the Hun.  Centaurs guard this Outer Ring and shoot its inhabitants with arrows.  The Middle Ring consists of those who commit violence against themselves (suicide).  These sinners are perpetually eaten by Harpies.  The Inner Ring is made up of the blasphemers, or those who are violent against God and nature. One of these sinners is  Brunetto  Latini, a sodomite, who was Dante’s own mentor (n ote that Dante speaks kindly to him). The usurers are also here, as are those who blasphemed not just against â€Å"God† but also the gods, such as Capaneus, who blasphemed against Zeus. Fraud: This circle is distinguished from its predecessors by its being made up of those who consciously and willingly commit fraud.  Within the 8th  circle, there is another called the Malebolge  (â€Å"Evil Pockets†) which houses 10 separate Bolgias  (â€Å"ditches†). In these exist different types of frauds, including: Panderers/Seducers (1), Flatterers (2), Simoniacs  (those who sell ecclesiastical preferment) (3), Sorcerers/Astrologers/False Prophets (4), Barrators  (corrupt politicians) (5), Hypocrites (6), Thieves (7), False Counsellors/Advisers (8), Schismatics (those who separate religions to form new ones) (9), and Alchemists/Counterfeiters, Perjurers, Impersonators, etc. (10).  Each of these Bolgias  is guarded by different demons, and the inhabitants suffer different punishments, such as the Simoniacs who are stood head-first in stone bowls and forced to endure flames upon their feet.Treachery:  The deepest circle of Hell, where Satan reside s.  As with the last two circles, this one is further divided, this time into four rounds. The first is Caina, named after the Biblical Cain who murdered his own brother.  This round is for traitors to kindred (family).  The second is named Antenora  and comes from Antenor of Troy who betrayed the Greeks.  This round is reserved for political/national traitors. The third is Ptolomaea (for Ptolemy son of Abubus) who is known for inviting Simon Maccabaeus and his sons to dinner and then murdering them.  This round is for hosts who betray their guests; they are punished more harshly because of the traditional belief that having guests means entering into a voluntary relationship (unlike the relationships with family and country, which we are born into); thus, betraying a relationship you willingly enter is considered more despicable.  The fourth round is Judecca, after Judas Iscariot who betrayed Christ. This is the round reserved for traitors to their lords/benefactors/m asters. As in the previous circle, the subdivisions each have their own demons and punishments. The Center of Hell After making their way through all nine circles of Hell, Dante and Virgil reach the center of Hell. Here they meet Satan, who is described as a three-headed beast.  Each mouth is busy eating a specific person – the left mouth is eating Brutus, the right is eating Cassius, and the center mouth is eating Judas Iscariot.  Brutus and Cassius are those who betrayed and caused the murder of Julius Caesar.  Judas did the same to Jesus Christ.  These are the ultimate sinners, in Dante’s opinion, as they consciously committed acts of treachery against their lords, who were appointed by God.

Special Interests Essay Example | Topics and Well Written Essays - 1750 words - 2

Special Interests - Essay Example These interest groups lobby the members within legislative bodies so that the work domains are bolstered for the sake of the political parties. They play their role at bringing about those politicians to power who will understand their cause and hence have a sense of empathy for what they are raising their voice for. These interest groups also carry out secret activities so that certain work areas can be targeted. Having said so, these interest groups have the knack of competing within open propaganda areas where such campaigns are an everyday norm. Since the discussion centers on these interest groups, the need is to comprehend the different types of these interest groups. Firstly, there are the economic interest groups which take into account the varied trade unions, the diverse chambers of commerce and industries and a few other religious groups. These interest groups also bring with them some professional associations which include within them skilled workers like doctors, archit ects, lawyers and other professionals who are making their mark. The third type is comprised of the public interest groups which includes individuals who are essentially the friends of the environment and are playing their dire role within the uplifting of the living standards of the people. The fourth and last is a special interest group which is more of a subgroup which forms under the auspices of a larger group and has a much narrowed down interest area. It is a fact that these interest groups attempt to do their best in terms of defending the status quo as well as to sustain the same over a time period. For this reason, these interest groups are held in separate vein from the pressure groups which exist within the fore of any society in this day and age (Wilcox, 2005). Since these interest groups have a particular definition behind their institution, their supporters openly raise their voice every now and then. They believe staunchly in the existence of these interest groups whi ch is an interesting proposition since they represent these interest groups and would go to any limit to tell people to come and join a common cause. For this reason, some people believe that these interest groups are instituted to serve a hidden agenda, which may or may not be true at all times. This is because their mannerisms are quite strange to state the least and hence many opinions do come about by the people within a community or society concern (Cigler, 2011). To quote a couple of examples, some of the more renowned interest groups include the ASH which serves as a legal action arm within the nonsmoking community. It aims to bring or join within different legal actions that concern smoking as well as guaranteeing towards the fact that the voice of the nonsmoker is always heard loud and clear. The nonsmokers’ rights movement is taken care of by ASH in essence. In addition, GLAAD promotes and suggests an equality basis in terms of fair, accurate and inclusive depiction of people as well as events within the different media forms (Pallotta, 2012). The mission behind GLAAD is to do away with homophobia and discrimination basis towards sexual orientation and gender identity. 2. Discuss the relationship between interest groups and political parties. The relationship that exists between interest groups and political parties is a source of inspiration as far as the undertakings of the interest groups