Management 497 Assignment Week 2 - 1734 Words

Audit Exercise Paper Two Student Name MGT/497 – Strategic Technology Planning for Organizations Professor Name January 16, 2012 Introduction This paper will refer to two audit exercises from Chapter three and Chapter four of the textbook. The first one will refer to demand for product, competitive response, level of novelty of the innovation, factor that could block the good outcome of an innovation, and other factors. The second audit exercise will involve the assimilation of a checklist for innovation with respect to the considered organization. It will also determine the readiness of the organization to implement an innovation strategy. The company chosen for these audit exercises is Apple. Everyone has heard about this company and†¦show more content†¦It seems that Google with their Android OS is a little in front of Apple with respect to technological advancement; this is why Apple need to direct some of their costs to research and development to keep up or become better than their competitor. They could leverage opportunities by being able to maintain their devoted customers and offer to them d iscounts or special promotions for the products. This would attract other potential customers. The potential damage may occur if Apple is not able to stay in the competition or cannot innovate; they are threatened if Google’s Android is advancing faster and faster because people like to stay in touch with the technology and would choose the best product in the market. Audit Exercise Chapter 4 This audit exercise from the end of chapter four requires analyzing a figure which contains a checklist for innovative organizations to consider. The questions at hand refer to ways of using the checklist in determining a company’s readiness to implement a strategy that would be innovative. It requires identifying at least a major area to be examined and addressing important considerations from this area. Figure 4.7 is divided into four categories. It talks about vision, leadership, processes, and resources. We would refer to all of them in consideration to the company Apple. This time the chosen product will be the iPad. The same wayShow MoreRelatedSemester 01 2015 Workbook4009 Words   |  17 Pages3112IBA Management Strategy and Decision Making Workbook This workbook includes: ï‚ · ï‚ · ï‚ · ï‚ · Course Running Sheet Overview of Course Assessment Overview of Seminar Activities Exam Preparation and Revision Suggestions Mr Salvador Macagno March, 2015 (Semester 1 2015) Dear Students, Welcome to Management Strategy and Decision Making (3112IBA) for Semester 1, 2015. This course brings together themes from across your undergraduate degree to facilitate an integrated perspective on why some organisationsRead MoreExammyydj Essay examples4828 Words   |  20 Pages2013 PMGT589 – Project Risk Management Assignment 2 – Group 5 PMGT5891 Project Risk Management Assignment 2 – Group 5 Name: Felipe Arcila Eric Jonathan Ernst Bodamer Xintao Hou Minjie Shi Vagi William Student ID: 420160957 420177232 420149985 309108152 430154654 0 PMGT589 – Project Risk Management 6/15/2013 PMGT589 – Project Risk Management Assignment 2 – Group 5 Table of Contents 1. 2. 3. 4. 5. 6. 7. Activity 1 – PERT Model ...............................................Read MoreINTEGRATED MARKETING COMMUNICATIONS: ADVERTISING, SALES PROMOTION, AND PUBLIC RELATIONS7568 Words   |  31 Pagesc. the image mix. d. the promotion mix. Answer: (d) Difficulty: (1) Page: 470 2. 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Digestion and Important Functions Free Essays

Anatomy   Physiology Digestion is the process by which food is broken down into smaller pieces so that the  body can use them to build and  nourish cells and to provide energy. Digestion involves the mixing of food, its movement through the  digestive tract (also known as the alimentary canal), and  the chemical breakdown of larger molecules into  smaller molecules. Every  piece of food we eat has to  be broken down into smaller nutrients that the body can absorb, which is why it takes hours to fully digest food. We will write a custom essay sample on Digestion and Important Functions or any similar topic only for you Order Now The digestive system is made up of the digestive tract. This consists of a long  tube of  organs that runs from the mouth to the anus and includes the esophagus, stomach, small intestine, and large intestine, together with the liver  , gall  bladder  , and  pancreas, which  produce important secretions for digestion that drain into the small intestine. The digestive tract in an adult is about 30  feet long. Mouth and Salivary Glands Digestion – begins in  the mouth, where chemical and mechanical digestion occurs. Saliva or spit, produced  by the salivary glands (located under  the tongue and near the lower  Ã‚  jaw), is released into the mouth. Saliva begins to break down the food, moistening it and making it easier to  swallow. A digestive enzyme(called amylase) in the saliva begins to break  down the carbohydrates(starches and sugars). One of the most important functions of the mouth is  chewing. Chewing allows food to be mashed into a soft mass that is easier to swallow and digest later. Esophagus – Once food is swallowed, it enters the esophagus, a muscular tube that is about10 inches long. The esophagus is located between the throat and the stomach. Muscular  wavelike contractions known as peristalsis push the food down through  the esophagus to the stomach. A muscular ring (called the cardiac sphincter) at the end of the esophagus allows food to enter the stomach, and, then, it  squeezes shut to prevent food and fluid from going back up the esophagus. Stomach – a J-shaped organt hat lies between the esophagus and the small intestine in the upper  abdomen. The stomach has 3 main functions: to  store the swallowed food and liquid; to mix up the food,  liquid, and digestive juices produced by the stomach; and to slowly empty its contents into the  small intestine. Small Intestine – Most digestion and absorption of food occurs in the small intestine. The small intestine is a narrow,  twisting tube that occupies most of  the lower abdomen between the stomach and the beginning of the large  intestine. It extends about 20 feet in length. The small intestine consists of 3 parts: the duodenum (the C-shaped part), the  jejunum  (the coiled midsection), and the ileum(the last section). The small  intestine has 2 important functions. First, the digestive process is completed here  by enzymes and other substances made by intestinal cells, the pancreas, and  the liver. Glands in the  intestine walls secrete enzymes that breakdown starches and sugars. The pancreas secretes enzymes into the  small intestine that help  breakdown carbohydrates, fats, and proteins. The liver produces  bile, which is stored in the gallbladder. Bile helps to make fat molecules (which otherwise arenot soluble in water) soluble, so they can be absorbed by  the body. Second, the small intestine absorbs the nutrients from the digestive process. The inner wall of the small lintestine is covered by millions of  tiny fingerlike projections called villi. The villi are covered with even tinier projections called microvilli. The  combination of villi and microvilli increase the surface area of  the small intestine greatly, allowing absorption of  nutrients to occur. Undigested material travels next  to the large intestine. Large intestine – forms an upside down U over  the coiled small intestine. It begins at the lower right-hand side of the body and ends  on the lower left-hand side. The large intestine is about 5-6 feet long. It  has 3 parts: the cecum, the colon, and the rectum. The cecum is a  pouch at the beginning of the  large intestine. This area allows food to pass from the small intestine to the large intestine. The colon is where fluids and salts are absorbed and extends from the cecum to the rectum. The  last part of the large intestine is the rectum, which is where feces(waste material) is stored before leaving the body through the anus. The main  job of the large intestine is to  remove water and salts (electrolytes) from the undigested material and to form solid waste that can be excreted. Bacteria in the large intestine help to  break down the  undigested materials. The remaining contents of the  large intestine are moved toward the rectum, where feces are stored until they leave the body through the anus as a  bowel movement. How to cite Digestion and Important Functions, Essay examples

Curriculum Planning free essay sample

East Lancets maintains a professional community with a generally high socio-economic status and Kenyon Primary Schools students are a reflection f this. It is the schools vision to continue to develop students into responsible future citizens with the ability to become critical, compassionate and reflective thinkers as a result of high intellectual and academic expectations. The classroom in which the proposed learning activity will be implemented is a grade 1 class. This class consists of 23 students.Of this group, 21 are achieving at the grade standard, though 2 are achieving below the grade standard. The group consists of a diverse range of learning styles, but there are no major behavioral issues. The proposed learning activity is based on a Geography outcome, but also integrates a Literacy outcome. It will be used as a lesson in an Indigenous Culture segment, and it is expected that, prior to this lesson, students will have learnt some basic aspects Of Australian Indigenous cultures. Section 2: Learning purpose This lesson will be based on Geography and English outcomes.By the end of this lesson, students should have developed an understanding of the weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Tortes Strait Islander Peoples, describe them CHUKKAS) (Australian Curriculum, Assessment and Reporting Authority [CARR], 2014). Further, students should be able to respond to texts drawn from a range of cultures and experiences (ACKLEY 655) (CARR, ICC). This learning opportunity will draw upon four general capabilities and will integrate one cross-Curriculum priority in order to enhance learning.It is the aim of the Australian Curriculum for students to develop intercultural understanding as they learn to understand and appreciate their own and others cultures, languages and beliefs (CARR, 201 ad). This will quip young Australians with the the skills and knowledge to thrive in a diverse and multicultural world (CARR, 20th). This learning opportunity will develop students abilities to recognize culture. Students will develop respect for cultural diversity as they explore and compare beliefs and practices (CARR, 20th).Further, this outcome will allow students to interact and empathic with others as they communicate across cultures (CARR, 20th). Through such learning, students will be able to see many of the commonalities and differences of cultures, assisting in developing skills in critical and creative thinking. Critical and creative thinking involves a students capability to generate and evaluate knowledge that is presented to them, as well as to clarify concepts and ideas, and to consider all options in a situation (CARR, 20th).Through the proposed learning opportunity, students will develop these skills as they identify and clarify information and ideas, and organism and pr ocess information. Literacy is also a capability that will be draw upon, as students develop the knowledge, skills and dispositions to interpret and use language for both learning and communicating. Students will practice skills in comprehension wrought listening, reading and viewing literature, as they navigate, interpret and analyses learning area texts (CARR, 20th).Personal and social capability will be developed as students learn to understand themselves and others by building positive relationships and working constructively with peers (CARR, 20th). As a result of this learning opportunity, social awareness will be developed, as students learn to appreciate diverse perspectives. Finally, this learning opportunity will integrate the cross-curriculum priority of Aboriginal and Tortes Strait Islander histories and cultures.This is of high rarity as knowledge and understanding of Australias Indigenous communities will enrich students abilities to participate positively in the ongoing development of A ustralia (Brady Kennedy, 2014). Such learning will be realized as students work to deepen their understanding of Aboriginal and Tortes Strait Islander communities and their continual special connection to, and responsibility for country and place throughout Australia (01 . 2) (CARR, AAA). Further, students will understand that Indigenous peoples ways of life are uniquely expressed through ways of being, knowing thinking and doing (01-5) (CARR, AAA).These points address the stated essential knowledge, understanding and skills of the priority. Section 3: Pedagogy The scope of pedagogy used for this lesson will be drawn from the theory of constructivism. This theory suggests that learning is both the process of constructing meaning, and an individual making sense of their experiences (Churchill, 2013). It sees an emphasis on the active role of the learner in this process (Wolff Margaret, 2013). The lesson will begin with a whole class discussion on the elements of the four weather seasons that students experience in their home town of Lancets. Bigotrys work argues that constructivism shifts the focus from the teacher to the students (Churchill, 2013). Rather than the students being seen as empty vessels, they are urged to be actively involved in their own learning (Churchill, 2013). Though the teacher will facilitate discussion through key questions, the content that the teacher writes on the whiteboard will be drawn from experiences that the students share with the class. Viscosity views knowledge as the product of learning whereby individuals engage socially through conversations and shared learning experiences (Marsh, 2010).Therefore, a constructivist approach IS apparent as students work as a group to discuss and explore the topic, and learn from both their own and others experiences. Once discussion has been exhausted, the class will then be read the picture book Ernie Dances to the Didgeridoo by Alison Lester (2000). Pigged argues that students actively construct their world through the process of assimilating or acc ommodating new information to their internal frameworks of understanding their schema (Marsh, 2010). This will occur as students receive information from the book and either accommodate or assimilate it o that which they have already learnt of Indigenous cultures in previous lessons. Once the book has been read, students will be able to demonstrate their understanding through discussion as they compare and contrast what they have learnt, in relation to the familiar seasons they experience at home. Afterwards, students will have the opportunity to create a response to the book.Every student learns differently, and in an effort to cater to as many learning styles as possible, differentiation will be applied, where responses can be made in any mode, whether it is written, drawn or verbal. To achieve this task, resources such as white and lined paper, pencils, crayons, Texas and grey leads will be required, as well as the picture book Ernie Dances to the Didgeridoo. This will be an individual activity, though several age-appropriate books on the topic will be provided for students to be discussed and shared if any further information is required.Students will have the opportunity to share their work in following lessons. Section 4: Justification By the end of grade 1, in Geography, the Australian Curriculum states that students will identify and describe the natural features of places that are milliamp to them (CARR, IEEE). They will understand that these places and features can be described differently, by different people and, subsequently, will be able to discuss this (CARR, IEEE).Further, in the same year level for English, students are expected to understand the different purposes of texts, and are able to make connections to personal experiences when observing short texts (CARR, ICC). As such, both the proposed learning outcomes have been selected as they are relevant to the learning of grade 1 students, and align with that which the Australian Curriculum articulates IS expected pond completion of the grade. Students work best when learning is relevant to them and suits their learning needs (Marshall Rowland, 2006).The majority of students in this cohort are achieving at grade level. For thos e achieving below the standard, both outcomes remain relevant as they require students to draw upon previous experience, and the environment in which they find themselves on a daily basis. Further, both outcomes can be assessed broadly, as students choose to respond in ways that suit their learning styles and needs. Differentiation will be applied to the task, as it involves a teachers effort to spoon to variances amongst learners in order to create a more effective learning experience (Www, 2013).Differentiation caters for the learning needs of those achieving at all standards, as students work in ways that play to their personal learning strengths and styles, and assessment is made on the students ability to communicate understanding of the topic. The Australian Curriculum is three dimensional, consisting of learning areas, general capabilities and cross-curriculum priorities. All of these aspects have been drawn upon in order to create an integrated learning opportunity that is OTOH relevant and appropriate for its cohort.It will achieve learning in a way that is flexible and that caters to individual student needs through personalized learning (CARR, Bibb). Firstl y, literacy skills support both outcomes. Within this learning activity, students apply their skills in literacy through the use of specific language that is appropriate to the learning area, in order to interact and converse with others (CARR, 201 ad). This enhances learning as students accurately comprehend the learning area texts, and appropriately respond to them.Further, skills in critical and creative thinking will enhance learning as dents practice inquiry by identifying exploring and organizing information and ideas (CARR, 20th). Critical and creative thinking is vital to student learning as it requires broader and deeper thinking (Paul Elder, 2008). This will allow for greater understanding within the task. Personal and social capability will also enhance student learning. On a social level, such capability enables students to form and maintain healthy relationships and to work positively with others (CARR, 20th). If practiced, students will develop the understanding that different groups have differing respective (CARR, 20th). Subsequently, this capability will complement intercultural understanding which will promote learning in this activity. The Australian Curriculum aims for students to develop intercultural understanding in order to understand both their own and others cultures and beliefs (CARR, 20th). Through practicing both these capabilities, students will gain better understanding of the activity as they develop an appreciation and respect for different cultures.Finally, the Aboriginal and Tortes Strait Islander histories and cultures cross- curriculum priority is addressed here. Understanding of this is essential for all students in order to become effective, just and responsible citizens, and will enable students to develop respect for cultural diversity (CARR, AAA). As such, this priority promotes learning in the activity as students are developing a deeper and richer understandi ng of Australias ancient culture and its people. Both the general capabilities and cross-curriculum priorities work together to achieve a rich and integrated learning opportunity. It is stated that this learning opportunity should be taught from a constructivist approach. This is because constructivist theorists argue that learning is the process of constructing meaning and that students should play an active role in their learning (Churchill, 2013). Children learn best when they construct a personal understanding based on their experiences (Wolff Margaret, 2013).Therefore, students will be able to construct meaning through active involvement (Wolff Margaret, 2013). Piglets work argues that learning involves the processes of assimilation and accommodation, whereby students will adapt new knowledge to their existing schema, or frameworks of understanding (Marsh, 2010). Therefore a constructivist approach will be effective in this task, as students will develop understanding by relating content to that which they already know and t herefore in a way that is appropriate and meaningful. This will promote effective learning. Group work through whole class discussion has been chosen to open this class. This is because Viscosity states that learning is the product of social engagement and is facilitated through shared learning experiences and conversations with others (Marsh, 2010). Further, Churchill (2013) states that learning is the result of an individuals exposure to culture. This resonates with Bigotrys work that proposes learning is socially mediated through the symbols of language and culture (Marsh, 2010).By discussing ideas in a whole class setting, students will be able to learn from the experiences of their peers. Furthermore, teacher involvement should facilitate a reciprocal experience as the teacher scaffolds learning for the students (Faulkner, Littleton Woodshed, 2013). Viscosity argues that children have certain boundaries to their cognitive ability in which they can independently learn the zone of proximal development (Marsh, 2010). Through the process of teacher-student interactions, understanding will increase as the teacher scaffolds learning from previous lessons (Marsh, 2010).

Tess Of The Durbervilles Essays (2857 words) - Literature, Film

Tess Of The D'urbervilles Tess of the d'Urbervilles Oral: Structure, point of view and narrative techniques in Tess of the d'Ubervilles. Ok well this isn't really an essay as such it's a an oral that I had to give on Tess, but still it took ages and I guess I could be kind of helpful. -veronica Narrative techniques - Chance and coincidence, symbolises the forces working against Tess. Coincidence as a means to an end - Irony- social laws brought into account with the natural law. Ironies are also paralleled by separate ironies throughout he novel. Irony is enforced by omens - Technical words, jargon to add authenticity (local farming terms, musical, artistic or architectural) - Classical allusions. - Folk-law and folk magic. - Seasonal background as an accompaniment to emotions - Uses the microcosmic (Tess) to demonstrate the general - Tess shown in relation to the work she does, Tess is a natural women compared to Mercy. - Relies on change of place and the idea of pilgrimage - Insight into character - Sharply drawn visual and sensory descriptions - Exploits contrast and comparison of place and character - Letters Structure - Title, division into phases - Coherence and real life timing in regard to the length of the phases - Realism is not impaired by the controlled structure because of the coherent but however not entirely coinciding events, such as her successive journeys home - Final chapter as demonstration of Hardy's complete control - No sub-plots - Hardy's fluctuating fatalistic and determinism. - Double meanings - Symbolism, Tess as an animal Point of View - Written in third person - Omniscient narrator. - Different stand points of narration, Narrative: distinguished from descriptions of qualities, states or situations and also from dramatic enactment of events. Narrative technique is the method of telling stories. Narrative technique is a broad term to describe anything Thomas Hardy does to communicate his message and ideas. Under this umbrella of narrative technique also fall such things as structure, style, point of view, imagery and so on. To understand many of the narrative techniques Hardy adopts we must have some understanding of his background, the audience and the times he was writing in and why he would have wanted to broach such controversial issues. Hardy was a poet, he intensely read and studied poetry and literature from his early twenties. Prose fiction was his temporary profession out of economic necessity. This serves to explain the symbolic, metaphoric, poetic nature of his writing and also the many references to Shakespeare, other literature and the bible. In order for Hardy to convey his ideas he had to not only consider the needs of his current audience but also pursing his greater literary and personal obligations. To do this he had to include his insights indirectly and evasively, adopting symbolic meanings that reached beyond the superficial social actions of the time. It is also important to note how the novel was released and the ?censoring? that was in place to control controversial or ?inappropriate? morals, values and issues. The serialized format of realize also contributed in a large way, somewhat dictating the story line and affecting the general lay out. This is evident when you notice that there are several series of rising action, climax and denouement, generally towards the end of phases. Examine the explanatory note to the first edition - ?form a true sequence of thing?, talks of the Victorian expectations of a true story. Possibly why Hardy paid such attention to the surroundings and the use of local terminology. - ?Piece the trunks and the limbs of the novel together? The effect of the serialization and censoring had on the novel. It is not in its true form until can be read completely and together. - Artistic form?in respect of the book's opinions and sentiments? Hardy struggling to be true to his greater literary and personal values and morals. He had to entertain his current audience but his language was used in such a way that the general story lines transcends the ages, and elevates it beyond the story. The quote he reflects on is obviously appropriate and intended to the orthodox Victorian expectations, ?If an offence come out of the truth, better is that the offence come than that the truth be concealed? St Jerome's. Letters ? - They provide a different insight into the characters: - Altered level of narrative - Different character voices

There Ought to be a Law essays

There Ought to be a Law essays THERE was an interesting article in our Metro section last week. That was the one that said movie fans might no longer see Vilma Santos and Lito Lapid on the silver screen. Not unless they want to give up being mayor of Lipa City and governor of Pampanga province, respectively. Apparently, there's a provision in the Local Government Code that says mayors and governors "are prohibited from practicing their profession or engaging in any occupation other than the exercise of their functions as local chief executives." But for this to happen, the group that has raised this issue must first win its case in court. Happily, that group, the Social Justice Society, is composed mostly of lawyers. They have cited Joey Lina as respondent for allowing Santos and Lapid to appear in movies. I'm rooting for them. I've been arguing this for a long time now, and for all categories of public officials. The usual justification for senators in particular the Senate now having the dubious distinction of harboring the biggest number of fugitives from the silver screen, the hard court and television is that there is no law against it. Well, at the very least, there is no law against people defecating in public too. Or at least there is no law specifically citing it, though there's one reproaching, and penalizing, scandalous behavior. There is no (explicit) law against it because none is needed. It is common sense. You do not normally expect anyone to relieve himself gleefully, or disconsolately, against the wall. As it turns out, however, there is a law against public officials doing sidelines. If there's a prescription against local government officials reverting to their previous roles, in more ways than one, there should be one as well against national officials doing so. The principle applies equally, if not more so, to them. The principle applies as well to senators and congressmen who continue to host shows on television or do c ...

Presidential Pets of the Past

Presidential Pets of the Past Animal lovers savour that moment when a pet runs up to greet them at the end of the stressful day. Few jobs are probably more stressful than the U.S. presidents position. Thats why it is no surprising that presidents and their families have always been fond of animals. Dogs seem to be first in line, but creatures from mice to alligators have also been presidential pets in the White House. List of Presidential Pets George W. Bush President George W. Bush carries Barney to the South Portico of the White House Monday, Sept. 3, 2001, after disembarking Marine One. Photo by Tina Hager, Courtesy of the George W. Bush Presidential Library â€Å"Barney was by my side during our eight years in the White House. He never discussed politics and was always a faithful friend.† President Bush remembered his little friend with these words when he died of lymphoma in 2013 at the age of 12. Barney, a Scottish terrier, was a gift to George W. Bush after the 2000 presidential election. He was always polite and liked to greet prime ministers, queens and heads of state in the White House. Barney was even a media star, he had his own website where his fans could watch videos from the dogs perspective about visiting celebrities and White House staff. â€Å"Barney and I enjoyed the outdoors,† Bush said. â€Å"His favourite activity was chasing golf balls.† However, Barney could also lose his temper. Once he bit the Reuters news reporter and the Bostons Celtics public relations director. Among other presidential pets were a Scottish terrier Miss Beazley, an English springler spaniel Spot, a cat India, and a longhorn cow Ofelia. Bill Clinton Socks, a black-and-white stray cat, became a presidential pet in 1991 when he jumped into the arms of Chelsea Clinton. Once the Clinton family took the cat, he took place in the Americas heart. He was a subject of a popular TV comedy, Murphy Brown, a cartoon book and a song, he appeared with the President on a series of stamps in the Central African Republic. Socks was so popular, that a Clinton family even asked the photographers to leave this poor cat. In 1997 a Labrador retriever Buddy joined the presidential family but Socks wasnt a fan of a new dog. Hillary Clinton said that Socks â€Å"despised Buddy from first sight, instantly and forever.† When Socks died in 2009, Bill Clinton admitted: â€Å"Socks brought much happiness to Chelsea and us over the years, and enjoyment to kids and cat lovers everywhere. We’re grateful for those memories† George H.W. Bush Millie is among the most notable pets in the White House. The English springer spaniel â€Å"wrote† Millies Book: As Dictated to Barbara Bush that describes a day in her life at the White House. In 1992 it was at the top of the New York Times bestseller list. Millie was depicted in several TV shows, including Whos the Boss and Murphy Brown. She even appeared in the episode of The Simpsons. The 15-acre Millie Bush Bark Park on the west side of Houston is named after her. Millie took active part in re-election. â€Å"My dog Millie knows more about foreign affairs than these two bozos,† Bush claimed, mentioning his opponents Al Gore and Bill Clinton. Millie was even a mother of two other presidential pets: Ranger and Spot. She died at the age 12 of pneumonia. Ronald Reagan    Lucky, a large black dog, was said to â€Å"to be a size of a pony. † And not for reason. His breed Bouvier des Flandres originated in Belgium for the purposes of pulling carts and herding kettle. Bouviers are known as fearless dogs useful as both family friends and guard dogs. They require a lot of room to exercise and wander about, and the Reagans soon found that out. Lucky was named in the honour of Mrs. Reagans mother, Edith Luckett (â€Å"Lucky†) Davis. A small â€Å"ball of fluff,† a nine-year-old puppy, turned into a large dog just in several months. Lucky enjoyed running in the halls of the White House. However, despite the efforts at training, she didnt really adjust to live there. Thats why the president and his family decided to send her to their ranch in California in 1985. She died at the age of 10 in January 5, 1995. Ronald Reagan had a few other dogs: Rex, Cavalier King Charles spaniel; Victory, golden retriever; Peggy, Irish setter; Taca, Siberian husky; and Fuzzy, Belgian sheepdog. Jimmy Carter When Jimmy Carter and his family moved into the White House, they didnt take no pets along. Grits arrived at the White House on June 8, 1977. The dog was named in honour of the Carters family Southern roots. A handsome border collie mix was a present to Carters daughter Amy from her school teacher, Verona Meeder. Visitors admitted that Amy â€Å"sure loves that dog.† She enjoyed petting Grits on the steps of the White House. However, the Carters decided to return the dog to the Amys teacher. Some sources report that one of the reasons was that a dog had behaviour problems. Moreover, Grits didnt get along with the Carters cat, Misty Malarky Ying Yang. But it also may be because Amys teacher lost her own dog, and the girl wanted to ease the sadness. Gerald Ford The Fords have always been fond of dogs. Long before they moved to White House, they had golden retrievers. Their daughter, Susan, asked their family friend – a photographer David Kennerly to help them get a new dog. Kennerly contacted a breeder about a puppy. Susan surprised her father with a cute dog she called Liberty. Liberty became famous when Gerald Ford and his wife decided to breed her with a golden retriever. The press became crazy when Liberty gave birth to nine cute puppies. Mrs. Ford didnt let them to be photographed before they were 2 months old. The photos were made by Kennerly and was in high demand as well as puppies themselves. Liberty died at the age 11 in 1986. The Fords also had a Siamese cat Shan and a dog Lucky.    Richard Nixon Checkers is probably the most famous candidate in the list of presidential pets. Nixons cocker spaniel never lived in the White House, but he became a celebrity when Sinator Nixon mentioned him in his speech in 1952. It became to be known as the Checkers speech when the politician for the first time used TV to appeal to the voters. Nixon loved Checkers a lot. He always had dogs biscuits in his desk and enjoyed watching him to play. The cocker spaniel lived with Nixon until he died in 1964 at the age of 13, four years before Nixon was elected a president. Three other dogs lived with Nixon in the White House: poodle Vicky, terrier Pasha and Irish setter King Timahoe.    Lyndon B. Johnson Lyndon B. Johnson loved dogs and they loved him a lot. The presidents beagles, Him and Her, became celebrities when the Life magazine published a photo portraying how Johnson was peaking up the dogs ears. Hundreds of calls and letters came from the dog lovers. They wrote â€Å"If someone picked you up by the ears, you’d yelp, too.† However, dogs seemed to like that a lot. They were treated very well and enjoyed swimming in the White House pool and riding along in the presidents car. Sadly, both Him and Her died at a young age. Him was hit by a car when he was chasing the squirrels in 1966, and Her died after swallowing a stone in 1964. After Him and Her died, Lyndon B. Johnson had two other dogs – collie Blanco and a mixed-breed dog Yuki. John F. Kennedy Charlie was a Welsh terrier the Kennedy family brought with them when they moved into the White House. Kennedy loved animals despite his allergy to animal hair and wanted his children to have experience of taking care of them. Jackie Kennedy gave Charlie to her husband as a gift during Kennedys campaign for president and he became a part of their family. However, John F. Kennedy didnt like one Charlies habit: He loved nothing more than to fetch a stick. He always brought the stick and drop it on the lap. The First Couple enjoyed walking outside the gates of the White House and playing with Charlie. They resembled two students taking a dog for a walk. They looked so happy,† told their son Bryant. Among other Kennedys pets were ponnies, hamsters, a cat, a rabbit, a horse, a canary, and seven dogs of different breeds. Dwight D. Eisenhower Heidi is probably the only dog banned from the White House. A beautiful female Weimaraner was born on the 9th of May, 1955. She had an accident on the expensive rug in the diplomatic reception room. Its cost was about $20,000 at that time. Because of the Heidis weak bladder, the Eisenhowers decided to send her to their farm in Pennsylvania. Heidi was protective of her owners. She was wary of photographers and always tried to prevent the First Lady from having her picture taken. Heidi just jumped between the Mamie Eisenhower and the camera. Weimaraners are great family dogs, known for their hunting abilities and loyalty. Heidi liked to sleep in the basket on the third floor and run in the White House. During the day, she napped in the presidents private office where Eisenhower gave her head scratches. After she left Washington she had four puppies and enjoyed life on the farm.

Summary of the Article Example | Topics and Well Written Essays - 250 words

Summary of the - Article Example One of the absences is the absence of historical context that makes the painting mysterious and unchanging (35). She stresses that, in reality, the late 1860s, the period of the painting, is the period of French colonization of the Near East, which means that there is nothing mysterious or unchanging in the context of the painting. The other absences in the paintings are the presence of Westerners and art. Nochlin emphasizes that Westerners are present in The Snake Charmer by being the ones gazing at the painting. She notes that Westerners create meanings through projecting their ideas and feelings about Orientals on the painting. As for the absence of art, Nochlin criticizes Gà ©rà ´mes realism because it only appears logical and objective as an artistic approach, but it actually hides the reality of how Westerners perceived Orientals as lazy and decadent, by showing how they allow their cultural icons to decay. Moreover, Nochlin contrasts the success of The Snake Charmer over Eug à ¨ne Delacroix’s Death of Sardanapalus. She argues that Gà ©rà ´me was successful in allowing male Westerners to identify with power over women and the darker-skinned without giving them moral responsibility for these thoughts and actions unlike Delacroix. Hence, Nochlin shows that Orientalist paintings represent Western ideas and beliefs about Near Easterners where their main goals were political and physical domination and exploitation over the