Does the UN hold relevance in today’s world Essay Example for Free

Does the UN hold relevance in today’s world Essay After the failure of League of Nations, the necessity of an international organization of wider character was felt. This need was fulfilled with the creation of UN in 1945. It had the responsibility to maintain international peace and promote cooperation in solving international economic, social and humanitarian problems. The UN has completed fifty seven years and apparently seems to be more assertive, confident and visible, both in its approach and actions. The recent manifestations of this confidence have been its interventions in Kuwait, Somalia, Angola, Rwanda, Zaire and Afghanistan Apart from few highlights the UN has always been in question for its power to handle the disturbing issues around the world. The founders of the UN had envisaged that the organization would act to prevent conflicts between nations and make future wars impossible, however the outbreak of the Cold War made peacekeeping agreements extremely difficult because of the division of the world into hostile camps. The UN has also drawn criticism for perceived failures. In many cases, member states have shown reluctance to achieve or enforce Security Council resolutions, an issue that stems from the UNs intergovernmental nature—seen by some as simply an association of 192 member states who must reach consensus, not an independent organization Looking at the past it can be said that UN has failed in serious issues but nevertheless it has made progress toward world cooperation and has adapted to changing circumstances that were not dreamed of by its founders.

The Contribution of Patient Case Studies on our Understanding of Cognit

Although it shares cognitive neuroscience’s roots, cognitive neuropsychology has developed into a discrete discipline. While cognitive neuroscience studies neural organisation of the brain, cognitive neuropsychology concerns itself with the brain’s functional architecture; Coltheart (2010) describes this as a distinction between brain and mind. According to, among others, Coltheart (2002, cited Coltheart, 2010) this makes cognitive neuropsychology a branch of cognitive psychology rather than neuroscience. Patient case studies have played a critical role in developing cognitive neuropsychology into a separate discipline, although data from case studies can support and even progress cognitive neuroscientific findings about neural architecture. Cognitive neuroscientific research has identified dorsal and ventral visual pathways (e.g. Shapley, 1995, cited Pike and Edgar, 2010) in the brain, known respectively as the ‘where’ and the ‘what’ pathways. A case study of patient DF by Milner and Goodale (1995, cited Pike and Edgar, 2010) found impairment in face and object recognition and visual discrimination, suggesting damage to the ventral pathway. When asked to pick up a small disc, the width of which she could not judge, the distance between DF’s index finger and thumb correlated highly with the actual disc width, suggesting that she was able to guide action using size information unavailable to conscious report. Milner and Goodale went on to develop the ve ntral/dorsal dissociation theory by suggesting that the ventral ‘what’ pathway processes object recognition while the dorsal ‘where’ system drives action in relation to an object (Goodale and Milner, 1992; Milner and Goodale, 1995, both cited Pike and Edgar, 2010). Thus a patie... ...In Kaye, H. (Ed,), Methods Companion (2nd ed., pp. 59-102). Milton Keynes: The Open University. Patterson, K. And Plaut, D.C. (2009). ‘†Shallow Draughts Intoxicate the Brain†: Lessons from Cognitive Science for Cognitive Neuropsychology’, Topics in Cognitive Science, vol. 1 (1), pp.39-58. Pike, G. and Edgar, G. (2010). ‘Perception’. In Kaye, H. (Ed,), Cognitive Psychology (2nd ed., pp. 63-104). Milton Keynes: The Open University. Rutherford, A. (2010). ‘Long-term memory: encoding to retrieval’. In Kaye, H. (Ed,), Cognitive Psychology (2nd ed., pp. 63-104). Milton Keynes: The Open University. Wierenga, C.E., Maher, L.M., Moore, A., White, K.D., McGregor, K., Soltysik, D.A. and Crosson, B. (2006). ‘Neural substrates of syntactic mapping treatment: An fMRI study of two cases’, Journal of the International Neuropsychological Society, vol. 12(1), pp.132-146. The Contribution of Patient Case Studies on our Understanding of Cognit Although it shares cognitive neuroscience’s roots, cognitive neuropsychology has developed into a discrete discipline. While cognitive neuroscience studies neural organisation of the brain, cognitive neuropsychology concerns itself with the brain’s functional architecture; Coltheart (2010) describes this as a distinction between brain and mind. According to, among others, Coltheart (2002, cited Coltheart, 2010) this makes cognitive neuropsychology a branch of cognitive psychology rather than neuroscience. Patient case studies have played a critical role in developing cognitive neuropsychology into a separate discipline, although data from case studies can support and even progress cognitive neuroscientific findings about neural architecture. Cognitive neuroscientific research has identified dorsal and ventral visual pathways (e.g. Shapley, 1995, cited Pike and Edgar, 2010) in the brain, known respectively as the ‘where’ and the ‘what’ pathways. A case study of patient DF by Milner and Goodale (1995, cited Pike and Edgar, 2010) found impairment in face and object recognition and visual discrimination, suggesting damage to the ventral pathway. When asked to pick up a small disc, the width of which she could not judge, the distance between DF’s index finger and thumb correlated highly with the actual disc width, suggesting that she was able to guide action using size information unavailable to conscious report. Milner and Goodale went on to develop the ve ntral/dorsal dissociation theory by suggesting that the ventral ‘what’ pathway processes object recognition while the dorsal ‘where’ system drives action in relation to an object (Goodale and Milner, 1992; Milner and Goodale, 1995, both cited Pike and Edgar, 2010). Thus a patie... ...In Kaye, H. (Ed,), Methods Companion (2nd ed., pp. 59-102). Milton Keynes: The Open University. Patterson, K. And Plaut, D.C. (2009). ‘†Shallow Draughts Intoxicate the Brain†: Lessons from Cognitive Science for Cognitive Neuropsychology’, Topics in Cognitive Science, vol. 1 (1), pp.39-58. Pike, G. and Edgar, G. (2010). ‘Perception’. In Kaye, H. (Ed,), Cognitive Psychology (2nd ed., pp. 63-104). Milton Keynes: The Open University. Rutherford, A. (2010). ‘Long-term memory: encoding to retrieval’. In Kaye, H. (Ed,), Cognitive Psychology (2nd ed., pp. 63-104). Milton Keynes: The Open University. Wierenga, C.E., Maher, L.M., Moore, A., White, K.D., McGregor, K., Soltysik, D.A. and Crosson, B. (2006). ‘Neural substrates of syntactic mapping treatment: An fMRI study of two cases’, Journal of the International Neuropsychological Society, vol. 12(1), pp.132-146.

BCOM Syllabus

Other topics Include communication ethics, elaboration, Information utilization, critical thinking, and professional competence and values. Course Dates 35 days Faculty Information Not Available Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): Academic Policies university policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality n which you attend class.If you have recently changed modalities, read the policies governing your current class modality. Get Ready for Class Familiarize yourself with the textbooks used In this course. Course Materials All electronic materials are available on your student website. Weekly Organizational Culture and Communication 7 days Tasks Review the Week One Student Guide 1. 1 Use the tools available to University o f Phoenix students. 1. 2 Explain the relationship between organization culture and organizational communication. 3 Explain how adapting the message to the audience affects business communication. Required Learning Activities Organizational Behavior, Chi. 17 Business Communication, Chi. 1 Business Communication, Chi. 2 Business Communication, Chi. 3 Business Communication, Chi. 4 Week One Electronic Reserve Readings See the student website for additional recommended learning activities that may help you learn this week's concepts. Assignments Assignments will be provided by your faculty and displayed here when class starts weekGroup Communication Review the Week Two Student Guide Objectives/Competencies 2. 1 Describe barriers to group communication. 2. 2 Describe techniques to enhance group communication. 2. 3 Identify the role of? conflict in group communication. Communicating in Small Groups, Chi. 1 Communicating in Small Groups, Chi. 6 Communicating in Small Groups, Chi. 7 Busines s Communication, Chi. 5 Business Communication, Chi. 6 Business Communication, Chi. 7 Organizational Behavior, Chi. 11 Week Two Electronic Reserve Readings weekThe Influence of Leadership on Group Communication Review the Week Three Student Guide 3. 1 Explain the effects of leadership style on group communication. 3. 2 Compare the influence of different sources of power on group and organizational communication. Organizational Behavior, Chi. 13 Organizational Behavior, Chi. 14 Communicating in Small Groups, Chi. 12 Week Three Electronic Reserve Readings Week Information Utilization and Communication Week Four Student Guide 4. 1 Compare different forms of communication and their use in business immunization. . 2 Identify relevant information for communication with a specific audience. 4. 3 Create appropriate forms of communication to meet the needs of a specific audience. Business Communication, Chi. 10 11 Week Four Electronic Reserve Readings week Formal Communication Week Five Stud ent Guide 5. 1 Analyze the role of ethics in business communication. ? 5. 2 Evaluate the effectiveness of business communication. Business Communication, Chi. 16 Business Communication, Chi. 17 Business Communication, Chi.Appendix E Week Five Electronic Reserve Readings Trademark All trademarks are property of their respective owners. University of [email  protected] is a registered trademark of Apollo Group, Inc. In the United States and/or other countries. [email  protected], Window†, and [email  protected] are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.

Understanding Cardinal Numbers in Latin

Latin numbers are usually adjectives. When there are three forms, the Latin number has a masculine, feminine, and neuter form, in that order. The numbers follow the appropriate declension rules. Note that there is no singular form for most of the numbers and no plural form for the number 1. Numbers 1 - unus, una, unum 2 - duo, duae, duo 3 - tres, tres, tria 4 - quattuor 5 - quinque 6 - sex 7 - septem 8 - octo 9 - novem 10 - decem 11 - undecim 12 - duodecim 13 - tredecim 14 - quattuordecim 15 - quindecim 16 - sedecim 17 - septendecim 18 - duodeviginti 19 - undeviginti 20 - viginti 21 - viginti unus 30 - triginta 40 - quadraginta 50 - quinquaginta 60 - sexaginta 70 - septuaginta 80 - octoginta 90 - nonaginta 100 - centum 200 - ducenti, ducentae, ducenta 300 - trecenti, trecentae, trecenta 400 - quadrigenti, quadrigentae, quadrigenta(*) 500 - quingenti, quingentae, quingenta 600 - sescenti, sescentae, sescenta 700 - septingenti, septingentae, septingenta 800 - octingenti, octingentae, octingenta 900 - nongenti, nongentae, nongenta 1000 - mille 2000 - duo milia Counting Numbers Eng Latin French Italian Spanish 1 one unus un uno uno 2 two duo deux due dos 3 three tres trois tre tres 4 four quattuor quatre quattro cuatro 5 five quinque cinq cinque cinco 6 six sex six sei seis 7 seven septem sept sette siete 8 eight octo huit otto ocho 9 nine novem neuf nove nueve 10 ten decem dix dieci diez