The Civil Rights Movement Of Cairo - 1928 Words

On July 15th, 1967, nineteen-year-old Robert L. Hunt was found hanged in Cairo, Illinois’ police station. Local police officials alleged that the AWOL soldier had committed suicide, but many black Cairoites questioned the assertion. Their reservations seemed warranted, as Hunt’s body was embalmed before an autopsy could be performed, one day after the death. Hunt’s death ignited a flurry of resignations, including the county coroner and chief of police. Initial protests over long-standing complaints of ham-fisted police actions towards blacks erupted into rioting and looting. For nearly a decade, an entrenched conflict between black and white organizations in Cairo would make the city an unlikely fixture in the national media and one of the darkest, most protracted conflicts of the Civil Rights Movement. By the mid-to-late 1960s, many blacks nationwide grew disillusioned with the slow pace of change in race relations and polices as opposed to the meteoric promis es by Civil Rights leaders. Activists grew jaded after viewing and experiencing the full brunt of white resistance to the movement. The predominance of nonviolent integration began to wane by the mid-60s, as groups and organizations began to splinter and radicalize. Much of the anger and frustration of urban blacks erupted into violent confrontations. These race riots would leave behind a negative social and economic legacy, which would cast a decades-long shadow in urban poor communities. Between 1964 and 1971,Show MoreRelatedThe Philosophy of Nonviolence of Dr. Martin Luther King in his Letter from a Birmingham Jail1355 Words   |  6 Pagesgenerations made him a hero among the masses, an unforgettable icon for the Civil Rights Movement. 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Hardcover: 320 pages ISBN-10: 0804755949 ISBN-13: 978-0804755948 Key-words: democracy, Egypt, Iran, Islam, Middle East, political history, political theology. Reviewed by: Jacob Greenberg hile other disciplines in the social sciences and humanities have made use of comparativeRead MoreThe Life Of Marguerite Johnson1011 Words   |  5 Pagesin love with the South African civil rights activist Vusumzi Make and in 1960, the couple moved, with Angelou s son, to Cairo, Egypt. During the early 1960s Angelou lived in Cairo, Egypt, where she was the associate editor of The Arab Observer. (notablebiograpies.com) The language Maya spoke. The different books and poems she has written. Goes on to talk about her birth and death. After moving back to the United States. Maya was involved in the civil rights movements with Malcolm X and Martin Luther

Hunger Of Memory By Richard Rodriquez - 1268 Words

Immigrating to America is a process in which many people all across the world entrust as their one way ticket to a better life. Whether they do so legally or illegally, coming to the United States ensures better opportunities, economically, politically, and so on, to people who would have otherwise been worse off in their countries of origin. Even so, the common understanding of being â€Å"better off† can be considered a misconstrued concept when it comes to living in the states. Many families that choose to immigrate to the U.S. fail to realize the cultural hardships that newcomers tend to face once on American soil. Anything from racial discrimination or bias at work, in neighborhoods, at school, etc., can all be challenges that people encounter when making a move to the U.S. Such challenges are described by Richard Rodriquez in his autobiography Hunger of Memory. In this passage, he explains how cultural differences between Mexican and American ways of life have shaped him into the person that he is today. He also chooses to highlights the problems that he faces growing up in a predominately white neighborhood, while attending a predominantly white institution. Much of his writing consists of the cultural differences and pressures he feels to assimilate to Western culture and how this process, in turn, changes him into the person that some may find to be unethical, but nonetheless, someone he is proud of. Much of the Hunger of Memory text consists of short summaries andShow MoreRelatedHunger For Memory : Education Of Richard Rodriguez894 Words   |  4 Pagesunderstanding among the individuals without shared values and meanings. In â€Å"Hunger for Memory: Education of Richard Rodriguez†, Rodriquez argues that language takes two forms: private and public. What Richard labels as private is the language of the home, whereas public language is the discourse of public society. Growing up, Richard’s private language was not like the public language, which set Richard apart from his parents. Therefore, Richard explores his acculturated self-identity by analyzing his educationalRead More James Baldwin’s Visions Of America and Richard Rodriguez’s Hunger of Memory3465 Words   |  14 PagesJames Baldwin’s Visions Of America and Richard Rodriguez’s Hunger of Memory  Ã‚     Ã‚  Ã‚   Many immigrant and minority narratives concentrate their efforts on the positive side of the American dream. These particular stories narrate a persons struggle and rise through the ranks of the Am6rican hierarchy focusing on the opportunities that seem to abound in this country. While these stories are well and good. they do seem to soft peddle the flip side of this countrys attitude toward the immigrant andRead MoreRace and Richard Rodriguez3792 Words   |  16 Pages140 Chapter 4 Definition â€Å"Blaxicans† and Other Reinvented Americans Richard Rodriguez The son of immigrant Mexican parents in San Francisco, Richard Rodriguez (b. 1944) grew up in a Mexican American section of Sacramento. He was educated in Catholic grammar and high schools, and he attended Stanford and Columbia universities, where he took a bachelor’s and a master’s degree, as well as the Warburg Institute in Great Britain. He is the winner of a Fulbright Fellowship, a National EndowmentRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesoutcomes. We view these as the critical learning points. They present a logic flow from which the material will be presented. If you can explain what is proposed in each learning objective, you’ll be on the right track to understanding the material. But memory sometimes fools us. We read the material, think we understand it, see how the summaries directly tie the learning outcomes together, then take the exam and receive a grade that is not reflective of what we knew we knew. We have given a lot of thought

History of Early Childhood Education †Comenius, Froebel, Montessori Free Essays

Paper History of Early Childhood Education Comenius, Froebel, Montessori 1. John Amos Comenius John Amos Comenius (1592-1670) was a Czech theologian, philosopher, teacher and writer who thought education could improve society. He advocated universal textbooks language and believed children would enjoy learning more if they were methodically taught in early years. We will write a custom essay sample on History of Early Childhood Education – Comenius, Froebel, Montessori or any similar topic only for you Order Now Comenius thought instruction should move from general to specific, from easy to difficult and believed to engage children with nature. He taught that education began in the earliest days of childhood, and continued throughout life. Comenius believed in four different schools for different ages: -Nursery School – birth to 6 years of age, where hands-on learning, active experiences and sensory learning are of importance. 2 -Elementary (National) – ages 6 to 12 -Latin School (Gymnasium) – ages 13 -18 -Academy – gifted ages 19-24 From his point of view teachers should present lessons at a reasonable pace, use age-appropriate instruction, keep materials constantly before a child’s eyes and use a single method of instruction at all times. Comenius rejected the conventional wisdom that children were inherently bad and that teachers needed to use corporal punishment to discipline them. 3 He was the first to promote continuing education and the first to advocate equal education for all, including women and the poor. Furthermore he wrote the Great Didactic (a textbook for curriculum and education) and was the first to use pictures in text books for teaching children (Orbis Pictus). â€Å"His philosophy of Pansophism (meaning ‘all knowledge’) attempted to incorporate theology, philosophy, and education into one. He believed that learning, spiritual, and emotional growth were all woven together† – especially in the teaching of children. â€Å"What Comenius referred to as the Via Lucis, or ‘way of light,’ was the pursuit of higher learning and spiritual enlightenment bound together. † 4 In 1641/42 he was asked to completely restructure the school system of Sweden. As the Bishop of the Unitas Fratrum, the Moravian Church, Comenius was asked to be the first President of Harvard College, but declined. He died in Amsterdam in 1670. â€Å"Comenius’s theory incorporated spiritual love of human beings with emphasis on Nature’s goodness. 5 He was a naturalistic educator who believed children were innately good and learned most effectively and efficiently by examining objects in their immediate natural environment. â€Å"Comenius anticipated many practices associated with modern child-centered progressive education. † 6 He believed that teaching should build on children’s interests and actively involve their senses. During his lifetime he published 154 books, mostly dealing with educational philosophy and theology. Known today as the ‘Father of Modern Education,’ he pioneered modern educational methods. 1Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 2Essa Young (19 94), p. 36 3www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 4Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comenius-biography. php 5www. wou. edu/~girodm/foundations/pioneers. pdf, p. 106 6www. wou. edu/~girodm/foundations/pioneers. pdf, p. 107 2. Friedrich Wilhelm August Froebel The German educationalist Friedrich Wilhelm August Froebel was born in 1782. From 1798 to 1800 he was an apprentice to a forester and surveyor in Neuhaus, and attended the University of Jena from 1800 to 1802. In 1805 Froebel briefly studied architecture in Frankfurt, got hired as a teacher and took a short course with Johann Heinrich Pestalozzi at Yverdon, where he interned from 1808 to 1810. Although he accepted certain aspects of Pestalozzi’s method – the emphasis on nature, the permissive school atmosphere and the object lesson – he believed that Pestalozzi’s theory lacked an adequate philosophical foundation. Froebel gave Pestalozzi’s object lesson a more symbolic meaning by saying that the concrete object was to stimulate recall of a corresponding idea in the child’s mind. He accepted Pestalozzi’s general method that saw schools as emotionally secure places for children, but he elevated the concept to a highly spiritual level. Like Pestalozzi, he wanted to prepare teachers who would be sensitive to children’s readiness and needs. 7 Furthermore Froebel studied languages and science at the University of Gottingen from 1810 to 1812 . He wanted to identify linguistic structures that could be applied to language instruction. From 1812 to 1816 Froebel studied mineralogy at the University of Berlin. He believed the process of crystallization, moving from simple to complex, reflected a universal cosmic law that also governed human growth and development. Froebel was influenced by two trends in the first half of the 19th century: a resurgence of philosophical idealism and the rising nationalism of the post-Napoleonic eras. Idealism emphasizes a spiritually based reality. Idealists saw the nation as embodying the world spirit on earth. During Froebel’s life, there were efforts to unite the various small German kingdoms into one large nation. He believed that an education that emphasized German traditions and folk tales would advance this cause. Froebel’s idealism was a reaction against the empiricism of Locke and Rosseau. However, his educational philosophy emphasized the dignity of child nature as recommended by Rousseau and Pestalozzi. In 1816 Froebel established the Universal German Educational Institute at Griesheim. He moved the institute to Keilhau in 1817 where it functioned until 1829. In 1818 Froebel married Henrietta Wilhelmine Hoffmeister (1780–1839), who assisted him until her death. In 1831 Froebel established an institute at Wartensee on Lake Sempach in Switzerland and then relocated the school to Willisau. Froebel next operated an orphanage and boarding school at Burgdorf. He believed that every child’s inner self contained a spiritual essence that stimulated self-active learning. He therefore designed the kindergarten system for children under the age of six (1837) that would be a prepared environment to externalize children’s interior spirituality through self-activity using play, songs, stories, and activities. He developed special materials (such as shaped wooden bricks and balls), a series of recommended activities (occupations) and movement activities (fine motor skills). This particular curriculum – now a standard part of early childhood education – stimulated children’s cognitive, social, emotional, creative and physical development. Froebel’s reputation as an early childhood educator increased and kindergartens were established throughout the German states. In 1852 Froebel passed away. By the end of the nineteenth century, kindergartens had been established throughout Europe and North America. 4 7http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html 3. Maria Montessori On August 31st, 1870 Maria Montessori was born at Chiaravalle, Italy. Her father, Alessandro Montessori, worked for the civil service, and her mother, Renilde Stoppani, came from an academic family and was well educated. The Montessori family moved to Rome in 1875, and the following year Maria enrolled in the local state school on the Via di San Nicolo da Tolentino. At 12, Montessori expressed her intention to attend what was called a technical school for her secondary education, which was unusual at the time as most girls who pursued secondary education studied the classics. From 1886 to 1890 she continued her studies at the Regio Instituto Tecnico Leonardo da Vinci, which she entered with the intention of becoming an engineer. This decision didn’t find favor with her father, who believed that the education of females should be restricted to certain subjects. Upon her graduation, Montessori was determined to enter medical school and become a doctor. Her father opposed this course—medical school was then an all-male preserve—and initially Maria was refused entry by the head of the school. 8 In 1890, with her mother’s support, Montessori obtained her father’s reluctant permission to attend the University of Rome to study physics, mathematics and natural sciences, receiving her diploma two years later. This and the Pope’s intercession enabled her to enter the College of Medicine, and she became the first woman to enter medical school in Italy. Montessori stood out not just because of her gender, but because she was actually intent on mastering the subject matter. She awarded for her work in pathology by winning a series of scholarships at medical school which, together with the money she earned through private tuition, enabled her to pay for most of her medical education. In 1895 she won a position as assistant in the University hospital. Montessori’s time at medical school was a challenge, because her male colleagues showed their disapproval of her presence and she had to work alone on dissections since these were not allowed to be done in mixed classes. But she was a dedicated student and graduated in June 1896 at the top of her class as a specialist in surgery and in the diseases of women and children. She became the first woman to qualify as a doctor in Italy, and with this distinction also became known across the country. She was immediately employed in the San Giovanni Hospital attached to the University. Later that year she was asked to represent Italy at the International Congress for Women’s Rights in Berlin, where she talked about the progress of education for women in Italy. In November 1896 Montessori added the appointment as surgical assistant at Santo Spirito Hospital in Rome to her portfolio of tasks. In 1897 she volunteered to join a research program at the psychiatric clinic of the University of Rome, and it was here that she worked alongside Giusseppe Montesano, with whom she would have a child a few years later. As part of her work at the clinic she would visit Rome’s asylums for the insane, seeking patients for treatment at the clinic. Montessori discovered that many children with mental, physical, or emotional disabilities, who couldn’t stay at home or go to school or work, were being kept in asylums alongside adults with major psychiatric disorders. She came to realize that in such a bare, unfurnished environment the children were desperate for sensorial stimulation and activities for their hands, and that this deprivation was contributing to their condition. She began to read what others had published about working with children with various disabilities and in particular she studied the groundbreaking work of two early 19th century Frenchmen, Jean-Marc Itard and Edouard Seguin, his student. 5 8A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm Itard had developed a technique of education through the senses, which Seguin later tried to adapt to mainstream education. Seguin emphasized respect and understanding for each individual child. He created a practical apparatus and equipment to help develop the child’s sensory perceptions and motor skills, which Montessori was later to use in new ways. From 1897-98 she attended courses in pedagogy, studying the works of Rousseau, Pestalozzi and Froebel. In 1898 Montessori was becoming known for her work with and ideas about education for children with disabilities. In 1899, she began teaching at a college for the training of female teachers, and there she further explored and discussed ideas about education. Then, in 1900, as a result of her work with children in hospitals and asylums, Montessori was asked to become the co-director of the Orthophrenic School for children with various disabilities that prevented them from doing well in regular schools. Montessori spent 2 years working at the Orthophrenic School, experimenting with and refining the materials devised by Itard and Seguin and bringing a scientific, analytical attitude to the work; teaching and observing the children by day and writing up her notes by night. In 1898 Maria gave birth to a child, a boy named Mario, who was given into the care of a family who lived in the countryside near Rome. In 1901 Montessori left the Orthophrenic School and immersed herself in her own studies of educational philosophy and anthropology. In 1904 she took up a post as a lecturer at the Pedagogic School of the University of Rome, which she held until 1908. 9 During this period Rome was experiencing rapid population growth and industrialization. In the fever of speculative development, some construction companies were going bankrupt, leaving unfinished building projects which quickly attracted squatters. One such development, which stood in the San Lorenzo district, was rescued by a group of wealthy bankers who undertook a basic restoration, dividing larger apartments into small units for impoverished working families. Many children not old enough for school or work were being left alone while their parents went to work each day. These unsupervised children were vandalizing the newly renovated buildings and getting into other kinds of trouble. This prompted the developers to approach Dr. Montessori to provide ways of occupying the children during the day to prevent further damage to the premises. Montessori grasped the opportunity and established her first Casa dei Bambini or ‘Children’s House’. What Montessori came to realize was that children who were placed in an environment where activities were designed to support their natural development had the power to educate themselves (autoeducation). By the autumn of 1908 there were five Case dei Bambini operating, four in Rome and one in Milan. Children in a Casa dei Bambini made extraordinary progress, and soon 5-year-olds were writing and reading. In the summer of 1909 Montessori gave the first training course in her approach to around 100 students. He published her first book that same year in Italy, which appeared in translation in the United States in 1912 as The Montessori Method, reaching second place on the U. S. nonfiction bestseller list. Soon afterwards it was translated into 20 different languages and has become a major influence in the field of education. A period of great expansion in the Montessori approach now followed in Europe and America. By 1933 all Montessori schools in Germany had been closed. In the same year, after Montessori refused to cooperate with Mussolini’s plans to incorporate Italian Montessori schools into the fascist youth movement, he closed them all down. 9A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 6 The outbreak of civil war in Spain forced the family to abandon their home in Barcelona, and they sailed to England in the summer of 1936. From England the refugees travelled to the Netherlands. In 1939 Montessori and her son Mario traveled to India to give a 3-month training course in Madras followed by a lecture tour; they were not to return for nearly 7 years. With the outbreak of war, as Italian citizens, Mario was interned and Montessori put under house arrest. She was well looked after in India, where she met Gandhi, Nehru and Tagore. Her 70th birthday request to the Indian government, that Mario should be released and restored to her, was granted. Together they trained over a thousand Indian teachers. In 1946 they returned to the Netherlands. A year later Montessori addressed UNESCO on the theme ‘Education and Peace’. In 1949 she received the first of three nominations for the Nobel Peace Prize. Her last public engagement was in London in 1951 when she attended the 9th International Montessori Congress. On May 6th 1952, at the holiday home of the Pierson family in the Netherlands, she passed away in the company of her son, Mario, to whom she bequeathed the legacy of her work. 10 10A Biography of Dr Maria Montessori, in: http://montessori. org. au/montessori/biography. htm 7 References: A Biography of Dr Maria Montessori, in: http://montessori. rg. au/montessori/biography. htm Comenius Foundation, 2013, in: http://comeniusfoundation. org/pages/why-comenius/comeniusbiography. php E. M. Standing, Maria Montessori: Her Life and Work (New York 1984), p. 38. Essa, E. Young, R. (2003). Introduction to early childhood education (3rd Can. ed. ). Nelson: Canada Friedrich Froebel (1782–1852) – Biography, Froebel’s Kindergarten Philosophy, The Kindergarten Curriculum, Diffusion of the Kindergarten, in: http://education. stateuniversity. com/pages/1999/Froebel-Friedrich-1782-1852. html Julia Maria, â€Å"’Le Feminisme Italien: entrevue avec Mlle. Montessori†, How to cite History of Early Childhood Education – Comenius, Froebel, Montessori, Essay examples

To Kill a Mockingbird Thesis free essay sample

Which, gentlemen, we know is in itself a lie as black as Tom Robinson’s skin, a lie I do not have to point out to you†¦and there is no man living who has never looked upon a woman without desire. ’† Lee (204). Prompt #: 2 Thesis: Aunt Alexandra is almost like a mother to Scout for teaching her the ways to be ‘lady-like’ and also teaching her on how to have respect for the family since Auntie thinks that the Finches are superior. Quote 1: â€Å"Aunt Alexandra was fanatical on the subject of my attire†¦Ã¢â‚¬  Lee (81). Quote 2: â€Å"’Atticus says you can choose your friends but you sho’ can’t choose your family†¦Ã¢â‚¬â„¢Ã¢â‚¬  Lee (224). Quote 3: â€Å"’Atticus told me one time that most of this Old Family stuff’s foolishness because everybody’s family is just as old as everyone else’s†¦Ã¢â‚¬â„¢Ã¢â‚¬  Lee (226). Prompt #: 3 Thesis: Jem starts to mature and realizes that life is not a game show while Scout is still a little girl trying to learn about life. We will write a custom essay sample on To Kill a Mockingbird Thesis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Quote 1: â€Å"Jem stays moody and silent for a week†¦so I leftJem alone and tried not to bother him. † Lee (57). Quote 2: â€Å"Do not let this inspire to go further glory, Jeremy but I watched the spark of fresh adventure leave his eyes. † Lee (72). Quote 3: â€Å"’You oughta let your mother know where you are†¦Ã¢â‚¬â„¢Ã¢â‚¬  Lee (141). Prompt #: 6 Thesis: Bob Ewell was a (mentally) sick man for taking so many advantages such a Mayella, racism, family/friends, alcohol, ect. But he made Tom Robinson’s life a living hell (excuse my language) that he, Tom, have had to escape from guiltiness of being a black man. Quote 1: He stood up and pointed his finger at Tom Robinson. —I seen that black (insert bad N word here) yonder ruttin’ on my Mayella! Lee (173). Quote 2:†According to Miss Stephanie Crawford, however, Atticus was leaving the post office when Mr. Ewell approached him, cursed him, spat on him, and told him he’d get him if it took the rest of his life. † Lee (217). Quote 3: Prompt #: 10 Thesis: Atticus lives for courage from raising two kids without a wife, taking a case for a black man, and having to listen to his sister, Alexandra, for parental advice when he lets Jem and Scout be themselves. Quote 1: â€Å"’I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. Its when you know youre licked before you begin but you begin anyway and you see it through no matter what. You rarely win, but sometimes you do’ Lee (112). Quote 2: â€Å"’Im no idealist to believe firmly in the integrity of our courts and in the jury system that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than each man of you sitting before me on this jury. A court is only as sound as its jury, and a jury is only as sound as the men who make it up. ’† Lee (205). Quote 3: â€Å"â€Å"You just hold your head high and keep those fists down. No matter what anyone says to you, don’t let ‘em get your goat. Try fighting with your head for a change†¦it’s a good one, even if it does resist learning. ’† Lee (76).

Billy Budd free essay sample

This paper discusses the theme of choosing between ones duty and ones heart with special emphasis on Melvilles character, Captain Vere. This paper provides a brief summary of Herman Melvilles classic novel, Billy Budd. The author discusses one of the main themes of the tale- an individuals need to choose between following orders and following the heart. Often a person is torn between doing his duty, and doing what is right. This is a common problem to many people in everyday life, a problem that can have terrible results, such as death. Many authors have had to deal with making a tough choice, and so they try to capture the struggle between duty and heart in their books. A prime example of this is Billy Budd by Herman Melvill e. In this novel, Captain Vere was the man who found himself in a difficult position, where he had a hard decision to make. We will write a custom essay sample on Billy Budd or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Billy had murdered the master-at-arms on board the ship, and so his punishment in military law was for Billy to be hung. It was the captains duty to see this sentence carried out. On the other hand, Captain Vere cared a great deal for Billy.

Compare and Contrast, Copley essays

Compare and Contrast, Copley essays John Singleton Copley was born on July 3rd 1738. The son of a widowed tobacco shop owner, he was influenced artistically for the most part by his stepfather, Peter Pelham. Mr. Pelham was an Engraver by trade who married Copleys mother when John was ten years old. Through Mr. Pelham, John had access to some of the leading colonial artists of the day. One artist in particular, John Smibert, often brought his portraits to Mr. Pelham to be reproduced. Looking at Copleys early work, we can see that this had some influence on the artist in his youth. With very little exception, most of J.S. Copleys works were portraits. In colonial New England, art was mainly valued as a way of recording likeness. A young Copley had hoped to stake his reputation with portraits and then move on to classical and mythological themes as seen in the Renaissance period. One of Copleys most notable portraits was a family picture from 1776-1777 entitled The Copley Family. It was painted by him after his family fled America and was reunited in London with him. We see Copley located in the background holding some papers. In my interpretation, there looks to be a tone of arrogance in his narrowed eyes. Sitting in front of him is his father in law, Richard Clarke, who holds his daughter Susanna. Just to the right of him is his other daughter Elizabeth. The child being held by the mother is John Jr. and the little girl latched onto the mothers arm is Mary, the youngest daughter. Overall, the scene appears to be a very solemn event. I honestly would not expect for a father to be so detached from the family after a 2 year separation. However there is warmness in the use of color that is absent from his previous works. Following in Copleys footsteps was an American painter named Charles Willson Peale. He was a saddle maker by trade who took up painting after seeing some artwork in Virginia. He is believed to have...

Business environment Essay Example | Topics and Well Written Essays - 1500 words

Business environment - Essay Example IKEA has more than 1,500 suppliers spread around 50 plus countries, and it uses online and mail order selling tactics. The company’s success lies in resourcing the right manufacturer for a precise product. The suppliers and designers pose a threat of customizing some of IKEA’s products to sell them for a better price in the market due to IKEA’s cost-cutting strategies and low profit margins. The company, however, has been enjoying steady growth in sales each year due to its store expansion and continuous price cut strategies, despite a maximum of 10% operating profit in home furnishings (Jones, 2008). Coca-Cola Coca-Cola is one of the world’s top notch organisations offering refreshing soft-drinks in the non-alcoholic beverage category. Four of the world’s top five brands in soft-drinks belong to The Coca-Cola Company (TCCC). These brands are Coca-Cola, Diet Coke, Fanta and Sprite. It also licenses a number of other brands and drinks for sale, amoun ting up to 3,500 in more than 200 countries. More than one billion carbonated drinks produced by TCCC are consumed each day. The formula for Coke was invented in 1886, primarily for the purpose of medicinal usage, by pharmacist John Pemberton of Atlanta (Hoovers, 2012) To analyze the business environment and variations in the market, we need to use the PESTLE method. PESTLE is short form for Political, Economic, Sociological, Technological, Legal and Environmental, all of which determine the ever fluctuating market (Morrison, 2007). PESTLE Analysis of IKEA and Coca-Cola Political Political analysis studies the existing and possible effects of political pressures. IKEA is an organisation that is successful in both international and domestic business. It is a Swedish based company that has set world-wide brand recognition, and has gained popularity by retailing Scandinavian design furniture with flat packaging and â€Å"do-it-yourself† trend (Analysis on IKEA, 2010). Government plays a vital part in the operation of manufacturing Coca-Cola as it is a non-alcoholic beverage falling under FDA. If the company does not meet the regulation requirements laid out by the government, then the government has the authority to impose fines on such companies. The changes in laws and regulations may also affect the organisation’s entry in another country. In order to enter the emerging and developing countries, the company needs to study its political conditions and changes, with respect to the government and internal markets, as it affects the penetration ability of the company. Both Coca-Cola and IKEA endlessly watch and observe the regulations and policies laid out by the government (Analysis on Coca Cola, 2009). Economic Economic analysis studies consist of both the national and local economy, and its impact on the world. This also comprises of the inflation rates and issues related to recession. In order to own customer loyalty, different strategies are bei ng adopted by IKEA, keeping in view the current trends and economic changes. IKEA also adopted other styles in its furniture product category, such as dinnerware and rugs, in order to compete with the changing economic conditions and boost market performance. The company needs to analyze key issues involved in the economic conditions and every aspect of business, in order to spawn high performance (Analysis on IKEA