Extraordinary Rendition and torture

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Using what you have learned about the Geneva Conventions, the UDHR and current American policy on
torture consider the topic of Extraordinary Rendition and torture.
Consider the following questions; Is it acceptable to use torture to gain intelligence and is intelligence gained
from torture reliable? How have American policies regarding torture impacted the war on terror? How has the
war on terror impacted American policies regarding torture?
Answer these important questions in your response. Your answers to these difficult questions require thoughtful
research and insight. Include a secondary source to support your response to the effects of adopting a foreign
policy that allows torture.

Sample Solution

Extraordinary Rendition and torture

The 1984 United Nations Convention against Torture and other cruel, inhuman or degrading treatment or punishments defines torture as “any act by which severe pain or suffering, whether physical or mental, is intentionally inflicted on a person for such purposes as obtaining from him or a third person information or confession.” Though its practice is absolutely prohibited by the above mentioned Convention and customary principle of international law, the method is sometimes used in intelligence collection in an aim of breaking resistance, conditioning responses and gathering information. Torture is an inefficient way to gather intelligence, as it elicits unreliable information, generates time-consuming false leads, and produces cognitive effects that impair collection even when the sources are willing to collaborate. The technique also is detrimental to intelligence per se, as it breaks social networks, undermines non-coercive collection, diverts effort from more reliable methods of interrogation, taints the public perception of intelligence and hampers efforts to build alliances.

xperience— An initial demonstration was followed by a student performing the examination. One student interviewed the patient for a detailed medical history and other student performed a focused physical examination under my supervision. Rest of cohort were observing the examination. Reflection—History taking and examination were discussed and students received a verbal feedback on their approach to examine abdomen. Students then observed a demonstration of abdominal examination by me, while the rest observed and reflected on their performances. Theory—copy of my power point presentation were handed out to the students(appendix2). Kolb (1971) had introduced four distinct learning styles of learners in a given learner population. Kolb referred to these as diverging, assimilating, converging and accommodating. Figure 4, illustrates the learning abilities of Kolb’s four-part model in relation to the learning process associated with this SGT session. Fig 4 Kolb’s Model Sir William Osler’s dictum that “it is a safe rule to have no teaching without a patient for a text, and the best teaching is that taught by the patient himself” appears very true for this teaching session. Simulation based teaching Medical simulation has been increasingly used in Medical education over the past decade. It aims to imitate real patients, anatomical regions and clinical tasks to mirror the real life circumstances allowing trainee to practice their skills in a risk-free environment (Scalese. R,2007 ). There is a significant departure from traditional “See one do one “approach to simulation based training in recent years. Simulation has already been used in training as flight stimulator for pilots /astronauts and in warfare games, and now these models are used in medical education like critical care, anesthesia and emergency care. With continuing changes in health care has led to decrease availability of real patients as the learning opportunity & simulation fills this gap very effectively. One of the major advantage of simulation based learning is the ability to tailor the teaching needs, according to learner’s experience level and its reliability and transfera

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