Dell, Inc. B2B Marketing - Derived Demand Essay

Dell, Inc. B2B Marketing - Derived Demand - Essay Example The final goal is to scrutinise Dell’s marketing channels and design channel strategy for a new market segment. The major findings reflect that: †¢ An increase in the derived demand directly leads to a rise in Dell’s production and this concept assists the company to reduce its operating costs. †¢ The company adopts geographical market segmentation approach †¢ Dell uses social media as its major marketing channel to interact with its corporate customers. Introduction Dell, Inc. is a US-based multinational computer technology corporation which was found by Michael Dell in 1984. The company deals in sales of computers and supports computer related products and services including computer peripherals, computer software, and IT consulting services. Currently, Dell is one of the world’s largest technological corporations and provides employment to over 103,300 people worldwide. Business acquisition is the major expansion strategy of the company and this approach has assisted the company to significantly improve its customer base over the last decade. Currently, the company is the world’s third largest PC maker and it is ranked 41 in the Fortune 500 list. The company also sells other manufacturers’ electronic products including HDTVs, MP3 players, cameras, and printers. Market analysts opine that innovations in e-commerce and supply chain management can be considered to be core strengths of the company. As we discussed in the previ ous assignment, Dell is a business to business organisation that provides B2B transactions called PremierConnect to its customers. This facility assists the organisation to deliver improved shopping experience to customers. Hardware infrastructure, outsourcing services and ERP are the major components that Dell needs to be supplied to make the company’s PremierConnect services effective. We have already discussed how Dell’s B2B strategies assisted the organisation to add value to its value creation process and sustainability. The concept of derived demand is of vital importance in B2B marketing. This paper will specifically evaluate how Dell estimates derived demand, evaluates business segmentation opportunities, and develops a new channel strategy aligned to one new business segment. Drivers of derived demand Derived demand and Dell’s production In the words of Hutt and Speh, the term derived demand indicates the relationship between â€Å"demand for an indust rial product and the demand for consumer products†. The authors add that â€Å"the demand for an industrial product is derived from the ultimate demand for consumer products† (Hutt and Speh, 2009, p.13). In simple words, an increase in the supply of a specific good or service in turn leads to a rise in the derived demand for production components or raw materials required for developing that product or service. Therefore, this situation would result in an increase in the price of associated components of production. Dell manufactures and distributes an array of computer related products to various retailers. Data indicates that Dell is a potential supplier to many fortune 100 companies (Business Affiliates). Hence, an increase in the supply of any of those companies would indirectly add value to the derived demand for Dell’s production components. Under such circumstances, Dell is forced to supply more production components to its retailers so as to enable them t o meet increasing customer needs. Hence, this situation causes to increase Dell’s total production volume. It must be noted that the level of derived demand generated is heavily dependent on the retailer’

Motivating High School Students Essay Example | Topics and Well Written Essays - 1750 words

Motivating High School Students - Essay Example Creating changes in the planning of courses whereby the teacher is forced to have many choices of materials use in motivating these students. The teacher can spend time on discussions in class activities imposes emotion, social and moral parts of education. This is normally an effective method of motivating students to act on difficult topics in their studies. These students should be encouraged to read more books to gain more knowledge for themselves in various aspects of their studies. Teachers are asked to focus on the students matter culturally, linguistically and socially and at the same time, they should encourage the students to choose subjects that are of interest to them. These high school students should be allowed choose a unit of their study whereby, the teacher can relate the student's preferences of the subjects by asking them questions on the subjects they like and those they dislike. 1 Motivation, in this case the high school teachers who are serious and are engaged in educating this category of students in high schools must apply the teaching techniques they have acquired in order to motivate these students to achieve their goals in school where by each child should be involved in every meaningful learning while at school. The first step that a teacher is recommended to take is to know what the students like or dislike about the school activities and what they would recommend the school to do to enable them have an environment that makes them to learn better. The teacher should also interview the other teachers including carrying out class observations whereby the teacher is enabled to know the strengths and weaknesses of each student who needs motivation under this, the teacher should include the activities and preferences of each student with their personal goals. The teacher should therefore learn to like all students despite their differences in school work performances. He should create an environment for every student in which they can be free to ask their own questions, under this, the teacher is recommended not to be too serious thus he should engage himself in creating funs during his lessons in order to break the boredom that some students may be facing which leads them to dislike the particular teacher which may lead to poor performance by the students in that particular subject that the teacher teaches. Teachers are encouraged to be caring and be able to give attention and assistance to each and every student in his class. This is said to be normally the major factor leading to improvement in the achievement of the students' school goals. The teacher who is engaged in motivating the students should therefore ensure that the students are given personal assistance using various teaching strategies which ensures that every student begin his study work with a success before proceeding to a more challenging work, therefore, the teacher should start by working on the strength of the student but not on his weakness. 2 The teacher is supposed to create an environment in which students are allowed to explain a difficult

Science of Epidemiology

Science of Epidemiology Edward Truelove EPIDEMIOLOGY Introduction This assignment will identify and explain what epidemiology is and describe how epidemiologists collect and analyse specific data. It will then identify a number of aspects of the science and then look a disease and see how epidemiologists data was used to influence health promotion. What is Epidemiology? Epidemiology is the ‘science concerned with the study of the factors determining and influencing the frequency and distribution of disease, injury, and other health-related events and their causes in a defined human population. Also, the sum of knowledge gained in such a study. There are two main types of Epidemiology. The first one is descriptive which describes the occurrence of the disease according to people, place and time and the second is analytic which determines the causation, risk factors for health, disease and association. Descriptive epidemiology describes and investigates the scale of the problem. This is the amount of people that have developed or caught the disease over a specified period. e.g. in 2004 there were 44,659 cases of newly diagnosed breast cancer in the UK. From this epidemiologists would look at the prevalence, the number of people that have the disease or condition at any particular time. e.g. the number of people who are regular smokers within a specified time period. The next factor is to look at how the condition is spread. This is done by analysing categories such as age, gender, socioeconomic class and ethnicity e.g. women from lower social classes are much more likely to smoke than women in higher social classes. Examples of questions asked to collect this data are as follows: What are the health problems? How many people are affected? Who is affected? Which communities are affected and why? What are the trends? Answers to these questions can indicate if primary prevention is possible and it can show the seriousness of the problem and how individuals and communities may be affected. Analytical epidemiology aims to answer the question, why did it happen? This is done by identifying and determining the causes and risk factors for health and disease. Comparisons have to be made between groups with or without the disease and between groups exposed and not exposed to a possible causal factor. Causation can show if there is a link from a certain disease to environmental influences, lifestyle or socioeconomic factors. To find the cause, epidemiologists can use inferential statistics to draw inferences about apopulationfrom arandom sample. From analysing the results and assessing the risks, a link between events and contributory factors can be draw and this can vary from negligible to high. Assessing the needs and analysing the data The first step in planning health promotion is to assess the needs and this consists of two elements. Firstly are the health service needs, which are determined from health data such as occurrence, frequency, mortality and morbidity. Secondly is the community determined needs covering issues that individuals and communities have brought to the attention of the local authority, politicians and letters etc. Sometimes these two elements overlap but it is important to identify which are priorities for communities. Health data is analysed according to who has been affected and this shows which communities are affected the most so that resources can be allocated. From this information about prevention begin. Prevention Primary prevention consists of trying to keep people healthy and free from disease such as immunization and encouragement of healthy lifestyles. Secondary prevention tries to identify the disease and persuade people to go for treatment at the earliest opportunity. Examples could be a cough that could lead to tuberculosis or a fever that could lead to influenza. In some conditions once the disease has developed it can often be too late, so one of the key roles of health promotion is to encourage screening i.e. breast cancer. Tertiary prevention involves actions if the disease has become very serious. This is to promote recovery and focus on rehabilitation to help speed the recovery. An example of primary prevention would be lung cancer as it is know what causes it, but it is not suitable for breast cancer as the causes are not yet known. Prevention can only take place if the causes can be established. Causes Epidemiologists need to establish causes and to look at many factors such as the environment, society and individuals. They also need to find out what causes the cause as there can be a whole chain of causal factors triggering a chain of events. These study designs are used for finding out possible causes, although they do not prove causal relationships as they just look at associations. There are two types of analytical study designs. The first is group one which are used for finding out possible causes. Ecological studies compare studies of a particular disease in different communities to try to ascertain the cause. Cross-sectional studies sample a section of society at one particular time to see if there are common characteristics between people. Case control studies compare a sample of people with a disease to a sample without and a conclusion can be drawn to see if characteristics are more likely to be found in people with the disease. Group two analytical studies are stronger design studies which are used to provide evidence for causal relationships. Cohort studies, also known as prospective or longitudinal studies are when a large sample of the population is followed over a long period of time to monitor their lifestyle and exposure to the risks. From this, the incidence of the disease can be followed to look for causal risks. Examples of this are following a sample of the population for fifty years to see if there is a link between smoking and lung cancer. Intervention study involves exposing a random selection of people to a health promotion trial to find out if the if intervention has health benefits and then to compare the results to a group of people who have not. Results can be analysed to establish if there are key variable such as income, age, distribution, etc. Relative or attributable risk provides a measure of the strength of a causal relationship. Decisions can be made from this as to how many lives c ould be saved if the causal factor was removed. Epidemiologists have also to work out which are confounding factors, ones that can appear to be associated with a disease but are not a causal. From all the information and studies undertaken there has to be a systematic review to identify which studies have strong conclusions. From the evidence, reasons can be worked out for showing the causes of health problems and disease and an action plan for health promotion can be set out. Epidemiology is an essential key discipline in health promotion and unless the specific factors that cause a health problem are identified, action cannot be taken to prevent it and promote health. Swine flu and Epidemiology What are the health problems? In the case of swine flu, dry cough, sore throat, headache and fatigue are the most common associated symptoms. Typically patients will have a fever over 38C. Most people recover in a week without any specific treatment. How many are affected In swine flu the number of cases in the UK rose quickly after the first established cases in Scotland. By May 312009, there were 252 confirmed cases in the UK.Seventy of these had been to Mexico or the US seven days prior to infection, and 178 reported that they had not been abroad. Who is affected? In the case of swine flu, in the first months of its outbreak in the UK, it mostly affected young people, and was most commonly spread through contact at schools. These findingsare based on an analysis ofthe first 252 cases of the disease diagnosed in the UK after news of the virus broke What are the trends? Of the 168 who contracted the infection it was established the likely place of viral transmission: 60% had been acquired in school; 25% from a household environment; 8% in the community; 1% (two cases) acquired in the workplace; Less than 1% (one case) in a healthcare environment; 5% acquired elsewhere. (nhs.uk) Which communities are affected and why? People of all genders and ages, including infants and the elderly were developing the disease equally. Due to a larger proportion of younger people travelling abroad and being in contact with younger people, the average age of the first 252 infected people was 20 years. Of the 178 first cases in the UK, 22% reported contact with someone who had developed the infection overseas (secondary infection) and 70% reported contact with a secondary case. 7% were not aware that they had contacted anyone (nhs.uk) Influence on health promotion The disease was first identified in Mexico in April 2009 and quickly spread round the globe. Initially the HNS had to make the public aware of the health problems through the media and do everything to contain the disease such as closing schools. After a while it was classed as a pandemic and moved from a containment status to treatment status. Generally the disease was fairly mild and was usually more serious in patients with other health problems. Part of the health promotion campaign was to offer antiviral medicines, Tamiflu or Relenza. Another step was to identify who and which communities are affected, and those people that are in high risk groups, as they are more likely to develop to complications. Vulnerable people are those who have lung disease, heart disease, kidney disease, liver disease, neurological disease and diabetes. Also at risk are people who have had drug treatment, pregnant women, people over 65 and children under five. A health promotion campaign through the Television and media was used to make these particular groups aware of the potential risks. Swine flu vaccination began in October 2009 The NHS issued information to the public to stop the disease spreading such as good respiratory and hand hygiene i.e. sneezing into a tissue and putting it a bin and to wash your hands and work surfaces at home regularly. Other public health information includes a National Pandemic Flu website and telephone number for the public to call for any information. The public were asked to call their GP if they had flu like symptoms and particularly if they had a serious condition that weakens your immune system, if they are pregnant, have a sick child under one or if the condition suddenly gets worse. The Service assesses the symptoms and if required will provide authorisation to collect antiviral medicine. Carers also have been identified as at risk as they come into contact with the most vulnerable in the community and steps have been taken in the second phase of vaccination to protected them from the risk of infection Conclusion The science of epidemiology involves elements of biology, social sciences and ecology and it is therefore it is a bio-social-environmental science focusing on disease in populations. Epidemiology is a key discipline in Health Promotion as is analyses specific factors of a disease. From this data action can be taken to prevent the disease spreading and promote health i.e. smoking and lung cancer, asbestos and cancer, alcohol and liver disease. However, mistakes can be made as some diseases such as heart disease have many influential factors including diet, exercise, smoking, blood pressure and genetic history. Epidemiology is a population science and investigations of health problems in populations have been very important for public health. Its techniques in examining the disease patterns between populations have been widely applied and there is no consensus of the best means to measure health. As epidemiology is a study of populations it does not tailor health promotion needs for the individual and quite often complicated data and government health warnings such ‘eat five portions of fruit and vegetables a day can be largely ignored by a sceptical public, and therefore destructive activities still persist. This report has identified what epidemiology is and explained how epidemiologists assess the spread of illness and analyse data collected. It has also listed aspects of epidemiology and stated how they have an influence on health promotion. References Cancer Research (2009) [Online], Available at: http://info.cancerresearchuk.org/cancerstats/types/lung/incidence/index.htm 1 ( (Accessed 22 Nov 2009) Hubley, H. and Copeman, J. (2008) Practical Health Promotion, Polity Press: Cambridge. Naidoo, J. and Wills, J. (2009) Foundations for Health Promotion, 3rd Edn, Bailliere Tindall: London. Naidoo, J. and Wills, J. (2008) Public Health and Health Promotion, 2nd Edn, Bailliere Tindall: London. NHS (2009), [Online], Available at: http://www.nhs.uk/news/2009/07July/Pages/Swinefluearlyepidemiology.aspx 1 (Accessed 2 Dec 2009) NHS (2009), [Online], Available at: http://www.nhs.uk/conditions/pandemic-flu/Pages/Introduction.aspx?WT.srch=1 (Accessed 2 Dec 2009)

Swimming :: essays research papers

The sun sleeps as the desolate city streets await the morning rush hour. Driven by an inexplicable compulsion, I enter the building along with ten other swimmers, inching my way toward the cold, dark locker room of the Esplanada Park Pool. One by one, we slip into our still-damp drag suits and make a mad dash through the chill of the morning air, stopping only to grab pull-buoys and kickboards on our way to the pool. Nighttime temperatures in coastal California dip into the high forties, but our pool is artificially warmed to seventy-nine degrees; the temperature differential propels an eerie column of steam up from the water's surface, producing the spooky ambience of a werewolf movie. Next comes the shock. Headfirst immersion into the tepid water sends our hearts racing, and we respond with a quick set of warm-up laps. As we finish, our coach emerges from the fog. He offers no friendly accolades, just a rigid regimen of sets, intervals, and exhortations. Thus starts another workout. 4,500 yards to go, then a quick shower and a five-minute drive to school. Then it's back to the pool; the afternoon training schedule features an additional 5,500 yards. Tomorrow, we start over again. The objective is to cut our times by another tenth of a second. The end goal is to achieve that tiny, unexplainable difference at the end of a race that separates success from failure, greatness from mediocrity. Somehow we accept the pitch--otherwise, we'd still be deep in our mattresses, slumbering beneath our blankets. In this sport, the antagonist is time. Coaches spend hours in specialized clinics, analyze the latest research on training technique, and experiment with workout schedules in an attempt to defeat time. Yet there are no shortcuts to winning, and workouts are agonizing. I took part in my first swimming race when I was ten years old. My parents, fearing injury, directed my athletic interests away from ice hockey and into the pool. Three weeks into my new swimming endeavor, I somehow persuaded my coach to let me enter the annual age group meet. To his surprise (and mine), I pulled out an "A" time. I furthered my achievements by winning "Top 16" awards for various age groups, setting club records, and being named National First Team All-American in the 100-Butterfly and Second Team All-American in the 200-Medley. I have since been elevated to the Senior Championship level, which means the competition now includes world-class swimmers.

Unfair Public School Funding

Eryka English 102 Research Paper Public School Funding: Closing the Education Gap In America we have spent billions of dollars on public school funding in hopes of educating the youth that will one day run the country. Without a solid foundation for the next generation to succeed, America will not be able to continue to improve and move forward. But if the education of our children is such an importance; why are we not giving every public school the right amount of funding to succeed? Just as there is an unequal opportunity in the work force; it also happens in the public school system.Schools that perform better are given more funding than schools that are not. Public school funding in America should not be determined by the academic achievement of a school, but should all receive the same amount of funding. Although many Americans would agree that the education of their children is a top priority, not many of them would know how funding is distributed throughout the country. It is the general idea that students do better in a well-funded school and that the public schools should all provide the same opportunity for every student to succeed.But if the belief is all public schools are the same then why are there private schools? And why do many parents decided to move and live in an area that as a great school system. There is no secret that some schools are better than others; it’s the point in which how the schools are able to become â€Å"better† than other public schools that’s the problem. Nearly half of the funding for public schools is provided from local taxes in the community the school is located in. Which means that funding for public schools varies across the country between the wealthy and poorer communities in America.At both the state and federal level there have been efforts to change the deficit the schools lack compared to others, but the idea has been taken negatively by the wealthy and powerful to choose how their school community functions. Others would argue that more money given to the schools will not improve the education of students; that individual success depends on the student and not the resources that are available to them. Such as Eric Hanushek, an academic reviewer wrote: â€Å"Detailed research spanning two decades and performance in many different educational settings provides strong onsistent evidence that expenditures are not systematically related to student achievement† (Hanushek 49) This claim has been a factor to the driving force that money can only go so far in a student’s educational life. But it has also been contradicted by academic researchers of public school funding by Rob Greenwald, Larry Hedges, and Richard Laine wrote: â€Å"school resources are systematically related to student achievement and that those relations are large [and] educationally important. (Greenwald et al. 384) With such a controversial topic, which one should we believe?How can we pos sible know for sure more money given to schools is the best option to improve the education our students receive from the government? And why should we change the way wealthy community schools are run when they are already successful in their academic achievements? How large is the difference in the amount of funding that each public school receives? Public school funding comes from federal state, and local sources, which nearly half of those funds are from local property taxes(National Center for Education Statistics).Because of the local property taxes from the community this is where the uneven funding for public schools start that makes a difference from the wealthy and impoverished communities. For example in 1998, New Jersey had an annual funding rate per student of $8,801, while Utah had a yearly rate of $3,804 per student(National Center for Education Statistics). Just from these numbers it shows that students from New Jersey where given twice the level of education than tho se students in Utah. While America funds its schools by the local wealth of the communities, we are the only country that does that.This type of funding system makes a huge difference in the quality of school building, faculty, equipment, class sizes, and technology resources for a student’s education. In other countries public schools are funded through state taxes and the communities. But what makes other countries educational system different than our own is each school gets the same amount of funding needed to run the school. As Robert Slavin a psychologist focusing on community and education said: â€Å"the U. S. is the only nation to fund elementary and secondary education based on local wealth.Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle- class Dutch child, 1. 25 guilders are allocated for a lower-class child and 1. 9 guilders for a minority child, exactly the opposite of the situation in the U. S. where lower-class and minority children typically receive less than middle-class white children. Slavin 520)† Poorer and minority students face more difficulties in their life as they are more prone to experience more difficulties in the family. But also these students are also forced to go to school at poorly funded schools. There is often commonly a language boundary that keeps many of the children from having a proper education in a school system. Teachers that are starting out in their educational career are sent to schools that are having a hard time developing their students into academic achievers.Schools in poorer communities are in need of more experienced teachers, but there is not enough money to recruit a quality teacher that has not already been recruited to teach at a higher paying and more academically achieving job and environment. Teachers are a learning tool that helps the students get to where they can be successful in life. The quality of materials that students have available to them impact the way they learn and also the pace they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. On the other side of the argument, students are given their own choice to either achieve or fail in their education. In other words, success and failure results from individual effort and not a group interaction of the student by the community the student lives in. Even if less funded schools are given more money; more than half of adults say that poverty is a personal problem (Smith).The community that the scho ol was built into has already set the standard of the school. Depending on the community influences the child is more likely to follow into the footsteps of their parents. If the parents are mechanics and the child follows in their footsteps, does that make them a failure if the student does not go on to be a doctor or an over achiever? The effects of the community on a child can change the way education is viewed in the family and home. Daniel Patrick Moynihan, politician and sociologist, argues that minorities are disadvantaged because of the â€Å"social traditions† of the minority communities().Which means that students have the ability to learn but the social culture in their communities hinder them to take their education seriously unless their family does. This belief that students come from impoverished homes lack the support system to benefit from a quality education drives the idea that there is no need for more funding. Even though there are outrageous numbers that can be easily equaled out for all students. America has focused on the idea to invest in the students that have a more promising future in the long run. Why would we waste money that will become a gamble, and we will not know if the outcome will be positive or not.The wealthy communities have been able to produce those students that have continued to succeed. The states believe that if they reward those schools that are producing results then it will give the other schools incentive to achieve to retrieve more money for the state. But how can a school be able to climb its way to the top if it’s stuck in the bottom, working with the resources that it already has. The biggest survey done on the relationship of the amount of funding and the impact of students’ education was called The Coleman Report.The report was a study that randomly selected thousands of students from all over the nation and tried to connect the issue of money and education. From the report it was lin ked that students’ home background and peer groups were a major part of achievement, but the quality of the school had little to no impact on their education. Which researchers wrote: â€Å"Schools bring little influence to near on a child’s achievement that is independent of his background and general social context† (Cain 325). Schools that are also well funded are able to get familiarized with the current technology that is popular in today’s life.From the advantage of having the practice with technology has already put themselves ahead of others who have not gotten the chance to learn that kind of technology. Students who are not able to access technology are behind to those who have and will lack in their technology skills in college. Being updated with the latest technology helps students want to continue in into college to learn more new things. The quality of materials that students have available to them impact the way they learn and also the pac e they learn. With little funding students are left to work without dated technology and second hand books.The effect of outdated technology can be an intimidation for a student to not continue onto college. Many students feel as though schools did not prepare them for an institution that has technology far beyond than what they know how to use. Without confidence in the education that they have received, students are hesitant to ask for help and get the help that they need to succeed into a higher education level. If the materials the schools are using are outdated and not taken care of, then the students will also return the same respect to the books in the condition that they are in.Schools no longer become a place for opportunity, but a place where students are required to attend with old material, that will not get any better as the years go on. The quality of the materials the students are given the more respect and effort they will give to the course material. If American is able to provide the entire students with the equal opportunity to succeed then there would be more achievements in the nation, but also a higher achievement in the country. There needs to be more awareness of the effect that funding in public schools has on the students.Statistics in the nation vary from state to state, but with the same amount of material for each student. Most Americans say they support equal funding for public schools, but they are not willing to take the necessary steps to improve and provide equal funding for all the schools across the country. Some reasons why wealthy people and communities do not to anything about unequal funding is because of: not even admitting that there is a funding difference, to keep personal taxes low, and the thought that poverty is brought onto the person instead of trying to better themselves through their education.It is better to keep the money going to the schools that continue to have academic success with their students. Studie s indicate that the level of student advantage within the home or community matters a lot to the outcome of the student’s education. But also that funding will help the student be more educated and motivated to go onto college. Greater one on one time with a teacher will help the student learn more material. Two main aspects that have been tied to higher levels of student achievement: stronger teacher qualifications, and smaller class sizes in the early grades.Getting the bases of an early education but also a quality education helps the student in the long run to adapt to the education system in a positive environment. The achievements of disadvantaged students in poorer communities are more likely to suffer America’s public school system because of two main reasons: those students are more likely to attend poorly funded schools, and they are more likely to be hurt by lack of academic resources when there is not enough funding that the school needs.Legal and political efforts to improve funding have not been very successful at the federal level, but a lot of activity has been present in the state courts and there is a realization to increase school funding. The future effects have increased in state funds for poorly-funded districts while leaving funding for rich, suburban districts up to the communities to continue with their educational support. We have concluded that well-funded schools are able to obtain higher educated teachers that continue to increase the school progression.In addition to better funded schools, schools are able to reduce the class sizes which will improve the students learning to be more focused and engaged in the classroom. Which is a huge advantage because a main problem in low funded schools, is that there is so many students in one room that a single teacher is not able to guarantee that that material is being understood from every student. Resources Cain, G. G. & Watts, H. W. (1970). Problems in making policy inferen ces from the Coleman Report. American Sociological Review, 35(2), 228-242.Hanushek, E. A. (1989). The impact of differential expenditures on school performance. Educational Researcher, 18(4), 45-65. Kluegel, J. R. & Smith, E. R. (1986). Beliefs about inequality: Americans' view of what is and what ought to be. New York: Aldine de Gruyter. Greenwald, R. , Hedges, L. V. , ; Laine, R. D. (1996). The effect of school resources on school achievement. Review of Educational Research, 66(3), 361-396. Moynihan, D. P. (Ed. ). (1969). On understanding poverty: Perspectives from the social sciences.New York: Basic Books. National Center for Education Statistics (2000a). Common core of data for school years 1993/94 through 1997/98 (a compact disk). Washington, DC: Office of Educational Research and Improvement, U. S. Department of Education. National Center for Education Statistics (2000b). The condition of education 2000. Washington, DC: Office of Educational Research and Improvement, U. S. Dep artment of Education. Slavin, R. E. (1999). How can funding equity ensure enhanced achievement? Journal of Education

1996 Ap Us History Free Response dbq Essay

Throughout the period 1801-1817, the government was ruled by the Jeffersonian Republican party, whereas the Federalist Party began to slowly fade away from public view. The Jeffersonian Republican party, led by Thomas Jefferson, professed to favor a weak central government through the support of more states’ rights, â€Å"†¦that the states are independent†¦ to†¦themselves†¦and united as to everything respecting foreign nations.† (Document A). On the other hand, the Federalist Party, previously led by Alexander Hamilton, espoused the idea of a strong central government. The characterization of these two political parties during the presidencies of Jefferson and Madison were inconsistent with the professed position in the 1790’s.The Jeffersonian Republican party was founded on specific principles, presented and created by Thomas Jefferson’s ideal of the perfect government. The nation was thus divided into two ideals – the Jefferson ian Republicans and the Federalists – but as Thomas Jefferson rose to power, the Federalists ideals and influence began to fade. During the Tripolitan War, Jefferson used mostly the navy to fight and win the war, because of Jefferson’s belief of a strong standing army was an invitation towards dictatorship. Specifically, the â€Å"mosquito fleet† was used because of its size and maneuverability. The â€Å"mosquito fleet† was also lightly funded because of the Jeffersonian Republicans’ belief in a minimal navy, but it provided sufficient protection for the American shores. Three years after the Tripolitan War, the Embargo Act was enacted to avoid yet another war, which was the reason for Jefferson’s pressure on Congress to pass it. The Embargo Act, however, was an example of Jefferson’s Jeffersonian Republicans’ â€Å"strict constructionist† ideal because a compromise in the Constitution stated that Congress had the power to regulate foreign trade. Jefferson’s main goal was to avoid war, but the Embargo Act only delayed what seemed to be the inevitable. The Embargo Act caused a complete boycott of British and European goods, and it was supposedly an ultimatum for the discontinuation of British and European harassment of American shi ps. The Embargo Act in turned backfired, because it hurt the merchants through the discontinued trade with superpower, Great Britain and other European countries, and was three times more costly than war itself. On the other hand, the Embargo did have positive attributes because the merchants began to develop domestic manufacturing, which slowly made the United States economically independent  from other countries’ economies. Ironically, Jefferson’s Embargo Act did cause an economic ripple in Europe, but the American people were too impatient to reap its â€Å"bountiful† yield. The Federalists obtained the title of being â€Å"loose constructionists.† The Jeffersonian Republicans’ rational of the Constitution was if it did not grant, it forbade. President Madison vetoed the Internal Improvement Bill (soon to be known as the American System) because â€Å"†¦seeing that such a power is not expressly given by the Constitution.† (Document H) President James Madison further defended his position by stating the success of the Constitution depended on the cooperation of the federal and state governments. (Document H) Thus President James Madison upheld the ideals of the Jeffersonian Republican of a strict interpretation of the Constitution and the conservation of states’ rights, even though he was the person to first propose/develop, the soon to be known, American System – later made popular by Henry Clay in 1824. The Jeffersonian Republicans wanted to avoid the Federalist ideals of â€Å"Congress has power to create a dict ator,† but the pressure from the American people and being the President of the United States caused certain members of the Jeffersonian Republicans to be steadfast on only several governmental and national topics. (Document D) As certain members, Thomas Jefferson and James Madison, of the Jeffersonian Republicans rose into a higher leveled power, their ideals began to fade and mix with Federalists’ views. During Jefferson’s second term as president, Jefferson’s â€Å"reasons† â€Å"†¦tells me that civil powers along have been given to the President of the U.S†¦Ã¢â‚¬  (Document B). In four years time, Jefferson switched from his Jeffersonian Republicans’ view to the Federalists’. Furthermore, as Jefferson urged the removal/impeachment of Supreme Court justice, Samuel Chase, Jefferson was – at the same time – further empowering his own governmental position. The Embargo Act postponed America’s war with foreign European nations and developed the United States’ domestic manufacturing. On the other hand, the Embargo Act was quickly pushed through Congress by Thomas Jefferson, but the Embargo Act was never approved by the individua l states. So, the Embargo Act was a federal policy and not a policy passed by the states. The abolition of the slave trade also expressed Jefferson’s indirect favoritism towards the Federalist policies. The method  of which Jefferson obtained the abolition of the slave trade was against the Jeffersonian Republicans principles. The states did not have representation in the decision upon which to abolish the slave trade because Jefferson pushed the policy through Congress for a permanent ban on the slave trade. Similarly, the War of 1812, occurred during Madison’s presidency, was not supported by all American, and therefore was one of the many factors that caused America to suffer one of its most humiliating defeats. John Randolph, who was a Democratic Republican, began to state the obvious near the end of Madison’s presidency, â€Å"†¦the present government have renounced the true republican principles of Jefferson’s administration.† (Document F) The Jeffersonian Republicans were feeling the pressure of addressing national issues at different angles and they could not remain solid on their original ideals, â€Å"Their (Jeffersonian Republicans) pri nciple now is old Federalism.† (Document F) In a sense, Thomas Jefferson was slowly replacing his own political party ideals with Federalist ideals. The Jeffersonian Republicans was not the only political party to sway from its ideals. The Federalist, Daniel Webster, stepped aside from the common Federalists ideal. In Daniel Webster’s speech to the House of Representatives on the conscription bill, he strongly opposed the conscription bill. (Document D) What was his reason for such opposition, even though he was a Federalist? Thus, the Jeffersonian Republicans were not the only political parties to lean away from their political ideals, Federalists did also. The Louisiana Purchase further exemplified Thomas Jefferson’s growing detachment from his Jeffersonian Republican ideals. Where did it strictly say in the Constitution that Jefferson could buy land? It did not. Thus, Jefferson adopted the Federalist ideal of â€Å"loose construction† through buying land to expand America’s power, even though Jefferson contemplated if the purchase was unconstitutional. Similarly, the Federalists were also changing views, for the Federalist opposed the Louisiana Purchase – even though it would increase the federal government power. The underlying purpose of the Federalists’ opposition towards the Louisiana Purchase was mainly on political grounds. Through the United States doubling in size, the influence of the much faded Federalist ideals would further weaken because the Federalists were already out of office and faced steadily diminishing influence in American society. Thus, in a respect, the Federalist ideas did not begin to fade from public view  after John Adams was voted out of office, but instead was expressed to the public through the opposing party’s top officials, Thomas Jefferson and James Madison. The characterization of the two parties did not remain accurate during the presidencies of Jefferson and Madison because of the pressure during the possession of the high powered position changed the views of the Jeffersonian Republican leaders, â€Å"laws and institutions must go hand in hand with the progress of the human mind.† (Document G) During Jefferson’s and Madison’s term as president, the single-minded ideal of the Jeffersonian Republican did not withstand the influence of the Federalist ideas on several government issues. Thus, Jefferson’s and Madison’s term as president was a melting pot of both Jeffersonian Republican and Federalist ideas. None of the two presidents were able to continually uphold the Jeffersonian Republican idea through their presidency. However, the War of 1812 – known as the Second War for Independence – would cause an upsurge of nationalism in the upcoming years during James Madison’s term as pr esident and bringing America closer.