Strategic management, British Airways Essay Example | Topics and Well Written Essays - 3000 words

Strategic management, British Airways - Essay Example External market costs, such as supply chain, are also impacting profit negatively at BA. This report takes an in-depth view of the market environment in which British Airways must operate as well as a strategic analysis about how the company has positioned itself for strategic success. British Airways operates in a very difficult environment currently, with profit continuously declining both in consumer travel and in the cargo division of the business. It is currently the economic downturn being felt globally which is contributing to these profit declines. Done (2009) offers that the recession has given the business more than two years of losses, with loss expectations until at least March 2010. Much of this decline, according to the author, is due to difficult financial market trading conditions which significantly impacts the budget capability at BA. In fact, this economic recession has caused British Airways to lose a total of 17.7 percent of its passenger traffic profit just in April of 2009 (Done). Additionally, BA is also losing money due to the slip of value in the British pound. Done (2009) offers that its total operating loss was 150 million pounds, which will serve as the firm’s first operating loss in over five years. These losses have given the company a very poor credit rating which impacts the firm’s ability to procure enough working capital to make strategic changes which can have positive long-term impact, such as new construction at various international airport terminals. There is also a great deal of competition in British Airways’ passenger traffic division of the business, including Lufthansa, Ryanair, Air France, Martinair and Iberia (plus many more European airlines). Competition is one external force which appears to be consistently trying to outperform BA by offering different consumer options on board, such as

Rhetorical analysis essay Assignment Example | Topics and Well Written Essays - 1250 words

Rhetorical analysis essay - Assignment Example These three stories are about â€Å"connecting the dots†, â€Å"love and lost† and â€Å"death†. Steve Jobs establishes his credibility, influence, and sometimes combines multiple rhetorical strategies to affect his audience to accept these enlightenments of life. To entirely understand goal of Steve Jobs in creating his argument on speech, the anticipated audience, apparent purpose and context ought to be initially analyzed. This presentation is at Stanford University as commencement. The audiences include top brains from the finest universities in the world. Steve Jobs advices and enlightens the graduates who are about to face life. In context, being an achiever, he imperceptibly uses his own life stories to convince his audience because the stories are reality. Steve Jobs’ humble beginning and the fact that he never graduated indicates that he has a lower starting point than these graduates thus confirming the reality of his stories. Steve Jobs presents his opinion and history as evidence that creates rhetorical backing in ethos. Steve Jobs, just like any other prominent speaker uses emotional anecdotes to represent their own personality and history. He begins his life story with his unwed graduate mother who puts him up for adoption and other clearly disadvantaged background as a poor child (Jobs Web). Steve Jobs, just like any other prominent speaker uses emotional anecdotes to represent their own personality and history. Presentation of his past connects well with his audience because they are able to relate his past and success. Job creates an environment that enables the audience understand that despite harsh historical encounters, it is still possible to excel. He also explains about a company he started that later grew into a big company and this reminds the grads that even them they can start off things humbly and be successful. Steve Jobs success in

New product in Qatari market ( Recorder pen ) Essay

New product in Qatari market ( Recorder pen ) - Essay Example The fourth section comprises of SWOT analysis of the business and product being offered. Fifth section provides a detailed discussion about segmentation, targeting and promotion strategy of the company. Sixth section provides a detailed marketing mix for the product, and the last section discusses the ethical dilemma of the product. The company, Qatar Deja Vu, is a newly established Qatari based company which is focusing on providing state of the art electronic products with smart and amazing use of technology. However, during this short history of 15 years, the company aims at learning and adjusting itself in line with the social and cultural values of the country, while ensuring that technological advancements run smoothly. Qatar Deja Vu will operate in the consumer electronic industry in Qatar and deal in the manufacturing of smart devices which are specifically made for young generation. The upcoming product of the company is named as â€Å"Smart Pen†, which is also being developed for people falling in the young age group. This mission statement is a depiction of the comprehensive vision and long term strategy being followed by the company. As the company aims at targeting young generation, therefore the element of youth is everywhere in its vision, strategies and products. The plan to introduce a Smart Pen in Qatari market is also a part of its long-term strategy to remain committed to serve the Qatari youth with innovative products. The marketing research carried out and presented in this report has been based on information collected through secondary sources of information. In fact, there has been no primary information source or research instrument has been used in the research. The major sources of secondary information, used in this report, have come from online sources, such as websites, market reports, analysts’ opinions and forecasts, news, journals, books, magazines, etc. All information obtained from these

American History Essay Example for Free

American History Essay Introduction: American History has always been persuasive and this paper enlightens most influential events in the U. S history. Following paper explains the events from 1950’s, 1960’s, 1970’s, 1980’s and 1990’s. Events that have been selected are the one that had an overriding influence on U. S. culture, economy, or governmental policy in that decade. A Step towards Technology: In early 1950’s film theater presence radically declined due to the innovation of television which impacted everyone politically, socially and economically. Hollywood commenced to build up ways to counter free televisions expand by the mounting use of color, and also by bringing in wide-screen films for example: Cinemascope, Cinerama, Vista Vision and etc. Gimmicks for example 3-D presentation with cardboard glasses were also initiated. Several technical improvements within amusement facilitated citizens to survive in a great compact of better-off and thrilling living. The foremost mania that came approximately to standard public was television in 1950’s. It was required by each family in the fifties and it overwhelmed millions of kids whose connection with Television has everlastingly inclined this countrys customs and political affairs. TV enforced numerous journalists and broadcasting corporations to labor hardest in maintaining their businesses in level to Television. (1950s, 2000) In the fifties TV merely had series which were accessible to watch in early afternoons and evenings plus it wasn’t colored only black and white. A number of the popular television shows were westerns like The Honeymooners, I love Lucy, The Twilight Zone, Private Eyes and Superman (Diriks , n. d. ). An Inspiration: Moving towards 1960’s most significant event came in view. Martin Luther King’s Speech ‘I have a dream’ in 1963 was a dynamic force in the push for racial equality. (The Groovys 1960, 2009). The purpose of this speech â€Å"I Have a Dream† which was conveyed which was held at Lincoln Memorial, Washington D. C took place the 28th August 1963 through more than 200,000 citizens was to give confidence for the performing of change among the American citizens and government it was related to their shocking observation towards diverse races or ethnic groups among their people. Martin Luther particularly placed stress on the black Americans being sufferers from professional and personal both ranks. His task was to place major strain on the government which was regarding passing the Civil Rights Bill and its people by telling the errors of their behavior and the pledges which were undeniably not kept all through the history. He also demanded changes and provided answers and in doing that required a lot of persuasion towards them to approach together as a one nation. The Rising civil-rights movement moving across the nation at that time; Productive speech of Martin Luther King made it more effectively, electrified it. Due to the previous immersive civil rights movement of the 1960 U. S went through a huge racial split which is more likely to be on racial discriminating at its climax. The Americans who were white felt themselves as superior and therefore the realism of life for the black Americans was rather unwelcoming. That’s why the enormous bulk of black Americans became as a separation of life, breathing with unpleasant injustice in service, housing, medical services, education and civic adjustment. Even the so called selection of a chosen president could not help them because a lot of were deprived from taking part in any of American political system. Everything was surrounded by an unfair ambiance that he was the only who was capable to raise as an influential leader among the civil rights movement. The Act controlled countless things that Martin Luther King had before asked of the government publically which showed the rule was in fact taking note to the people concerning the following matter. Martin Luther King was awarded the Nobel Peace Prize for his effort, he was the youngest among to get such a Nobel award. (I Have a Dream, 2000) Getting the Blame: The blame for murdering the entire civilization of Vietnam was put on American soldiers. This was considered as one of the most tragic event in the American History. Almost every person in Vietnam especially people in south had to go through the large scale bombing and target killings. The effect in the south during the war’s height in 1960 was so extreme that about half of the population of 20 million was dislocated. The northerners also suffered a lot; warfare and resentment continued on with neighboring countries until 1989. The after effects of the war were humongous. Many civilians lost their relatives and expensive assets. After the war Vietnam was not active in any military conflict. Following the war, the North and South Vietnam were again unified beneath the Socialist Republic of Vietnam. Postponement of the hateful battle in North Vietnam was also announced on 15 January 1973, it was afterward tagged along by a biased departure of American troops on Vietnam. Americans concerned and involvement in the Vietnam clash officially came to an end by the signing of Paris Peace Accords on 27 January 1973. On February 11 and March 29, the first batch of U. S. prisoners was released and American army was structured to depart respectively. The most astonishing factor was the fact when the army was coming back from War who was suppose to be treated as heroes incase that did happen, even at times damned for their contribution towards the Vietnam war. Even the contract of peace did not last for an extended period. American army consequently faced by the expectation of having won mainly of the war battles, however it was like having missing the peace. (Timeline of the 1970s, 2000). The American president Nixon was the one, who assured South Vietnam that he would give armed forces hold to them in experiencing the degeneration of military situation. But Nixon was having other problems at his end as well. Nixon was combating for his political profession and his existence. The Watergate humiliation which was intense at the moment faced a gradually more aggressive parliament that held the power of an antagonistic community who were tired of the Vietnam War. Therefore Nixon ruined his pledges towards South Vietnam which was expected. Both fiscal and monetary assist towards South Vietnam sustained although it was almost cut within half. Mainly the help went to the corrupt officials and a minute of it truly went to the needy and people who suffered from the war. Further USSR and China both augmented their support towards the North Vietnam. This clearly showed the imbalance between the North and South Vietnam and thus North Vietnam initiated a foremost military unpleasant stroke which was against south. The course which was completed by Congress; Foreign Assistance Act of 1974 held in December 1974. This completion cut off all military funding to the Saigon government and made unenforceable the peace terms negotiated by Nixon. The reason behind such an action was that it was assumed so as to any innovative military tools shipped to South Vietnam would rapidly handed over to the winning communists. Economical reforms acknowledged as d? i m? i (renovation), introduced by the management since the late 1980s, have been constructing stunning outcomes. Vietnam today is one of the greatest escalating economies in the world, which is filled by exports and overseas direct savings. America became the major export marketplace for Vietnam into fewer than two years after the signing the bilateral deal concurrence in 2001. (The end of U. S invovement, 2007) The Hero: Another event which motivated and provoked almost every woman in the history and the addition of heroes was taken place. The definition and theory of a hero is one that is greatly questioned and pondered. Some people look up to parents, a few admires Lincoln or Martin Luther King while rest of them has superstars. But for my part my hero would be one who had accomplish somewhat that placed a fresh normal in this nation. Sandra Day O’Connor is my hero. President Reagan designated O’Connor on August 19, 1981, for the post of Associate Justice in the United States Supreme Court. On September 25, Sandra was established with the voting of 99-0 and she was avowed in being the first female judge to be on the United States Supreme Court. And for the further 24 years, she controlled upon the Supreme Court. She was the common swing vote amongst closest verdicts. Sandra was frequently portrayed as being the changeable in a way, constantly gave trust to each side. She showed her concerned and knowledge during the time she served for her nation being associate justice. For example, in the decision of Roe v. Wade, her vote, though not the choosing one was serious in allowing abortion privileges. (Derek) From the time period of 1981 to 2006 she was a former American judge and elected official who served as being the first feminine Associate Justice of the Supreme Court in the United States. Her case-by-case move toward jurisprudence and her comparatively reasonable political views, Sandra was the vital swing vote of the Court for quite a few of her final time on the counter. Forbes magazine called her the fourth most influential woman in the United States and the sixth most commanding in the world in 2004. (OConner, Sandra Day, 2006) Bill Clinton Impeached: Moving toward the late 1990’s the most shocking event ever which happened for the first time in U. S political history; The impeachement of Bill Clinton. (President Clinton Impeached, 1994) The House impeached Bill Clinton on accusation of false swearing and hindrance of justice in connection to his concern among Monica Lewinsky who was White House intern. Clinton was ultimately acquitted by the council. In 1998 the U. S. House of Representatives chose in goodwill of two articles of the impeachment. Days sooner than departure of office, he hit a contract with the office of the particular prosecutor in that case so to keep away from an indictment. He further confessed to building deceptive testimony and then was suspended from working law in Arkansas up to five years. Although his wife, Hillary Clinton was voted as a U. S. Senator in 2000 from New York. It was the first point in time a lady had ever been voted to public workplace. Bill Clinton achieved admiration for his determination and his management of the workplace despite of a variety of controversies, strong-minded to increase above them somewhat than be pulled behind by them. It was a major shock to the public because such a leader is a mentor towards them and people still love they were disappointed and disturbed. (The History Place, 2000) Conclusion: History is not about getting disppointed towards our leaders or getting disturbed. Its about learning from our mistakes. American History holds great goals toward every aspect whether it is economical or political or social. There is a lot to learn and improve though many misunderstanding led to wars and severe damage but a lot of thing can still be done. Right now U. S is going through many crisis which are hidden. Changes can be done if racial discrimination can simply vanish. A lot of economical crisis have faced which can’t be changed by U. S by it has to be done on a global level as the whole world is facing them. References: 1950s. (2000). Retrieved July 10, 2010, from 123helpme: http://www. 123helpme. com/view. asp? id=22923 Derek. (n. d. ). My hero project. Retrieved July 10, 2010, from my hero: http://www. myhero. com/go/hero. asp? hero=Oconnor_Cupertino_hs_06_ul Diriks, T. (n. d. ). 1950s. Retrieved July 10, 2010, from filmsite: http://www. filmsite. org/milestones1950s_2. html I Have a Dream. (2000). Retrieved July 10, 2010, from maikeru: http://www. maikeru. cc/english_ihaveadream_martinlutherkingjr. htm OConner, Sandra Day. (2006, March 22). Retrieved July 10, 2010, from girlscantwair: http://girlscantwhat. com/oconner-sandra-day-supreme-court-justice/ The end of U. S invovement. (2007). Retrieved July 10, 2010, from factasy: http://www. factasy. com/vietnam_war/index. shtml

Tackling The Gang Problem In The Uk Criminology Essay

Tackling The Gang Problem In The Uk Criminology Essay In the past decade the concept of gangs has been debated thoroughly via research, media and government policy. This has led many to blame the youth of today for being the downfall of society by belonging to a gang. However this is not a new phenomenon, since the 1960s British research has focused on gangs, from a wide variety of groupings such as teddy boys, skinheads, punks, chavs and rudeboys. America is seen as the base for gang research however American researchers have been unable to agree on a uniform definition of gangs. In Britain Klein et al (2001) devised an operational definition of a gang as a durable street-oriented youth group whose involvement in illegal activity is part of the group identity. This definition has been found to have cross-national validity (Decker and Weerman, 2005), and has been adapted in British research and policy (Sharp et al 2006). A problem in inherent in defining such a complex notion is the involvement of the media. This is shown from as early as 1964 with Cohens Mods and Rockers studye. The medias exaggeration and distortion of the events resulted in the negative perception of those who defined themselves as a Mod or Rocker. They were depicted as folk devils and acted out that role accordingly in following years (Muncie, 1999). In todays society young people who become a member of a gang often seek to maintain that label for reasons such as the material, financial and social status gains (Jeffery, 1960). According to NACRO, youth offending fell between 1993 and 2001 and Britain has one of the lowest youth crime rates in Europe. However the media disregards this and continues to make young people folk devils (Cohen, 1980). By doing so it has lead to a moral panic (Cohen, 1980) with 1.5 million Britons considering moving home because of young people hanging around their neighbourhood (The Independent, 2006). Within this essay U.K gangs will be discussed in terms of the problems they cause such as gun and knife crime. The issue of the over-representation of ethnic minority gangs will also be debated. Attempts to prevent gang crime and the successes of prevention programmes will be discussed. The focus will be upon youth gangs as this is where the majority of research is based upon and they arguably have the most impact on British society. The significance of gangs in the U.K relates to the issues they cause in regards society and community cohesion. Although NACRO stated that youth offending had fallen young people involved in gangs are disproportionately involved in crime, especially involving weapons. In 2008 more than 70 youngsters died due to gang violence in Britain (Hughes, 2009). It is the death of innocent bystanders such as Rhys Jones, Sally Ann Byfield and Damilola Taylor. That has shook society, leaving many to be fearful of going to areas dominated by gangs. Such areas are inner-city, economically deprived and have a high ethnic population (Vigil 2002). The Metropolitan Police identified more than 170 gangs in London, with members as young as ten. Many gangs are loose affiliations of friends from the same area intent on controlling a territory, often defined by a post code. The penalty for straying into the wrong area is to be robbed, beaten or stabbed. Many teenagers carry a knife out of fear or to defend themselves if attacked. Recently knife crime has risen across England and Wales, the number of fatal stabbings in 2007-08 was 270, the highest since records began in 1977 (Hughes, 2009). The Home Office reported that gun crime fell by 29%, this could be down to displacement effect as knives are more readily available than guns (Hughes, 2009). It must be noted that official statistics do not offer a complete picture of gun and knife crime because often violence between criminals and offences by children under 16 goes unreported (Golding et al, 2008). An issue of gangs relates to reluctant gangsters (Pitts, 2009). They dont wish to be in a gang but as they fail to gain other employment they return to the gang lifestyle. Those who attempt to leave a gang are at high risk of victimisation (Taylor et al, 2007). The issue of victimisation is also a consequence for family as they may fall victim of a retaliation attack, have physical and mental health problem and endure numerous police raids and community stigma (Pitts, 2009).But as many will join gangs from a young age the effect of their actions is often not apparent before it is too late. Ethnic minorities are over-represented in media reports (Davison 1997) and in British Police accounts of gangs (Marshall et al. 2005). As gangs are more prevalent in areas populated by ethnic minorities (Vigil 2002), people consciously avoid or move from such areas which allows the area to worsen. Possibly rendering it un-fixable even with government or police intervention, this is in line with the Broken Windows Theory (Wilson and Kelling, 1982) Ethnicity may also not be such a strong predictor of gang membership in England and Wales, as opposed to a more segregated country such as USA (Peach 1996). Research on British gangs provides support for this view: Manchester gangs are ethnically mixed when the neighbourhood is ethnically mixed (Bullock and Tilley 2002), whereas in the more ethnically homogeneous Edinburgh, gangs tend to be mostly white (Bradshaw 2005). The ethnic composition of gangs is not divergent from the ethnic composition of other youth groups in Britain (Sharp et al. 2006). This is in support of Kleins (2001) definition is the what defines a gang is their involvement in crime. In 2007 Tony Blair and Gordon Brown held emergency summits dedicated to gangs, guns and knife crime (Alexander, 2007). The government announced a Three point plan to tackle gun and gang crime, focusing on policing, courts and community prevention (Alexander, 2007). Across the political spectrum policy amendments were called for ranging from David Camerons swiftly recanted Hug a Hoodie establishment of witness protection schemes to the establishment of safe houses for those escaping gangs (Alexander 2007). Police action against gangs is often described as intelligence-led; however, the nature, quality and ethical deployment of gang information continue to be questioned. Ralphs et al (2009) in a British ethnographic study found evidence of youth being targeted solely by association with known gang members, together with evidence of exclusionary experiences for example school exclusion, hampered employment prospects and excessive police attention that were attributed to erroneous labelling. Churchill and Clarke (2009) in a review of parent-focused policy to reduce social exclusion, list 39 separate major initiatives across early years, education, employment, benefit and parenting programme domains during 1997-2008, at a cumulative cost of hundreds of millions of pounds. Yet still numerous new initiatives are being introduced such as The Communities Against Guns, Gangs and Knives Initative at a cost of  £18 million for 2011-2013 (Home Office, 2011) Families have been conceptualised as a source of risk and resilience regarding antisocial and offending behaviour, and as a site for support and intervention. In an international narrative review (Klein and Maxson, 2006), the most consistent discriminator of gang involvement was a low level of parental supervision. It is a known fact the family can be a risk but also protective factor of criminal involvement for young people (Farrington, 2003). Multi-systemic Therapy is a multimodal intervention that is delivered to the families of serious delinquents aged 12-17. The approach sees the adolescents offending as being multiply determined by risk factors in nested socio-ecological risk domains. Multi-systemic Therapy has been evaluated to high standards in the USA, Canada and Norway with little dissent (Littell, 2005). In the British context Multi-systemic Therapy is seen in: Systemic Therapy for At-Risk Teens (START). As it is a new method the it is only recently that the positive effectiveness are beginning to emerge (Baruch and Butler, 2007). Family-oriented policy conceived by UK Labour governments in the 1997-2010 included Parenting Orders. They are civil measures that require parents of children aged 10-17 who truant, show antisocial or offending behaviour to attend parenting support initiatives. However they have been criticised as being out of touch with practice, inconsistently applied, inappropriately placing responsibility on parents and as backdoor criminalisation, whereby non-compliance results in criminal conviction (Burney and Gelsthorpe, 2008). Evaluation of the effects of Parenting Orders on child behaviour is extremely lacking. An inherent problem in parental involvement is that many parents often reject the blame for their childs gang involvement instead locating problems in the broader social context relating to lack of job opportunities and the influence of peers. This sense of misdirected blame, combined with a fear that one or more children could be taken into care, fed through into a mistrust of family support services that were felt to be stigmatising and inadequate (Aldridge et al 2009). Since 1997, Government policy has also focused on the social exclusion of young people who see gang activities conflicting with their community interests. Interventions that have been used are Anti-Social Behaviour Orders and Youth curfews. The government announced this year that Anti-Social Behaviour Orders were going to be replaced as many saw them as a badge of honour. The new Crime Prevention Injunction is aimed at stopping anti-social behaviour before it escalates (BBC, 2011). Youth Curfews have been seen as questionable in terms of their implications for human rights and freedoms and as regards their utility (Walsh, 2002) From the research put forward in this essay it is apparent that Gangs are still significant in contemporary society there are still issues related to their use of weapons and the over-emphasis on ethnicity in gangs. More needs to be done to help those seen as reluctant gangsters (Pitts, 2008) as individuals increasingly feel that they are unable to leave a gang in fear or retaliation on themselves, their family or the inability to survive financially. The media still has a strong impact on how society sees gangs which does not help such interventions that are attempting to decrease gang crime and culture. But it is clear nothing can be done to change the medias portrayal as they always need a social group to use as scapegoat for the problems within society and in the last decade gangs have been used as the moral panic (Cohen, 1980). To conclude, the success of interventions is varied, there have been numerous interventions brought in by the government with the most promising one being the most recent. As it is apparent the previous interventions have not been seen to be entirely beneficial otherwise there would not be a need for a new intervention. As can be seen by the cost of intervention programmes, Gang Crime is costing society billions of pounds not to mention the human cost. Like the new Crime Prevention Injunction more initiatives should seek to address to stop anti-social behaviour before it escalates (BBC, 2011). This is being piloted in the form of an early intervention initiative in Nottingham, which seeks to reach those under 12 who are deemed at risk of offending. There is strong support for involving family in the prevention method but this too should be instigated at an early age. As when individuals realise the detrimental effects of being a gang member it is too late and at the later point in life it may also be harder for the parents to convince the parents to comply with intervention (Aldridge et al 2009). Multi-systemic Therapy should be continued to be implemented in programs as it seems to be a promising method (Baruch and Butler, 2007). Like any prevention method it will take a few years to see the success of such and as prevention of gang crime is a relatively new procedure perhaps it is that we are not yet seeing the positive effects of the interventions that have been implemented.

Gang Violence Essay -- essays research papers

Gang Violence   Ã‚  Ã‚  Ã‚  Ã‚  Nowadays gangs are big issues in America. People who are in gang feel like they belong some where and people care about them. There are various reasons people join gangs, and almost all age group between ages 12-40 are involved in gangs. One of the big reasons people join gangs is because of their needs, protection, and also they want attention from people around them. Gang’s should be taken seriously because today’s gangs are more violent and brutal then they were in 60’s. Gangs do more violent act every day and if police don’t do anything about gangs then it will be hard to control the gangs in the future.   Ã‚  Ã‚  Ã‚  Ã‚  Today gang is a big issue when it comes to steeling and money. Usually young kids ages between 13-18 steel more then the older gang member who are eighteen and older. Once the kids start steeling they want more and more things like CD players, walkman, clothes, school supply, games, music, movies and whatever the kids could get their hands on. Also money is the biggest problem in the world because even if people have enough money they want more. But money problem was different for Luis because his family didn’t have much money and they lived in a poor neighborhood. So Luis’s mom told Luis to start working somewhere when Luis was only nine year old. Later Luis started to work with his mother and helped out the family bit. Then Luis met Yuk Yuk who was older then him. Yuk Yuk taught Luis and his ...

Developmentally Appropriate Practice Buzzwords or best practice?

Developmentally Appropriate Practice Buzzwords or best practice? By Jocelyn Smrekar and Andrea Hansen Teachers and parents are sometimes fooled into thinking that children must learn to read by age 5, usually in kindergarten. Consider this example: Jamie has trouble reading in kindergarten. Her teacher says it’s because she only played in preschool. In first grade, Jamie is called learning disabled because she still doesn’t read. By third grade though, Jamie is reading fluidly with her peers. Have teachers cured Jamie of a disability? No!Jamie’s reading development followed its own course and leveled into a lifelong skill and what teachers call â€Å"working at grade level. † Children develop at different rates in separate areas: physical, emotional, cognitive or intellectual, language, and social. Differences, including abilities and disabilities, affect the way and speed with which children develop skills. Genetic traits, temperaments, learning style, en vironment, cultural and racial expectations, and experiences influence learning. Some children learn to say words at 8 months, others not until they’re almost 2 or older.Many children learn to walk at 9 months, while others wait until they are 15 to 18 months. Charts of developmental milestones—walking, talking, running, or stacking three blocks, for example—are based on averages. Parents and teachers frequently worry when a child doesn’t have a skill at the targeted time. Most often, skills develop according to children’s interests and temperaments—that is, a child’s basic approach to people and events. Foundation for Further Learning Developmentally appropriate practice (DAP) is a term coined by the National Association for the Education of Young Children.It describes teaching techniques that identify and foster the developmental needs of children, both individually and in groups (Bredekamp, 1987). DAP is a set of guidelines suggest ing curriculum content and practice serving children birth through age 8. Simply stated, these guidelines encourage early childhood programs to provide an educational environment that responds to the needs and interests of children. In that environment, trained teachers use observation to plan for the class and the individuals in it. In DAP classrooms, children’s play is the primary vehicle for learning.This article will focus on DAP in school settings, prekindergarten through third grade. DAP deals with all the levels and stages children grow through, building a strong foundation for future learning. Children remember, classify, repeat, and modify their experiences as they learn about the world and the people in it. For example, Zach, age 6, is eager to put together a puzzle with 100 pieces. He has experience with puzzles—first with five-piece wooden puzzles in a frame, then with cardboard floor puzzles, and finally with boxed 60-piece puzzles.He knows that the pictur e on the outside of the box will be a guide as he separates the straight-edged pieces from the curved ones. He locates the four corners, looks for matching colors, and after 45 minutes of concentrated effort, completes the puzzle. He has used his past experiences to build new ones that include abstract tasks like classifying, matching, counting, sorting, identifying, and experimenting. He has improved his small motor skills, increased his ability to concentrate on a complex task, and learned the virtue of tenacity, sticking to the task until completion.Zack’s alert teacher notes his success and plans new ways to challenge his skills and foster new interests. A teacher’s understanding and use of DAP are keys to educational success. Learning experiences in a DAP classroom Children are active learners—they need opportunities to investigate and explore with objects, materials, and equipment in order to construct a base of information about their world. Through first hand experiences, children are able to connect what they already know with new, more complex information.Teachers who use DAP in their classrooms provide opportunities for children to interact with a variety of materials. They offer uninterrupted time to actively explore not only intellectual skills, but also social, emotional, physical, and language skills. Specific teaching techniques include asking open-ended questions, modeling, demonstrating, exploring, coaching, and direct instruction. These techniques extend learning and guide children to skill mastery (Bredekamp and Copple, 1997). Young children learn best and most when they actively and playfully explore materials and activities, using all their senses.Developmentally appropriate classrooms are set up so individuals or groups of children can become directly involved with materials. Children move between free or spontaneous play and organized play. In free play, for example, a puppet show evolves into a performance by childr en in dress-up clothes. In organized play, children might chart the favorite fruits of class members. Role of Play A central issue in DAP is the role of play in the curriculum. Because adults don’t depend on play to learn, they tend to dismiss it as a pleasant time spent without profit. In children, however, play is an essential part of a child’s education.Sometimes called children’s work, play supports a child’s development by providing the tools, equipment, and interpersonal experiences that help children grow. Through play, children acquire information, master activities, use concrete materials as symbols, organize previous learning, learn perseverance and focus, solve problems, and develop creativity. Are Children Really Learning? While many teachers agree that DAP helps children develop cognitive, social, emotional, language, and physical skills, parents often ask, â€Å"Is my child really learning? All I see is play. â€Å"Standardized tests given after second grade to children in both DAP and traditional classrooms have revealed little difference in general reading skills (Kostelnik, Soderman, and Whiren, 1993). Children in DAP classrooms scored significantly higher in tests of vocabulary, reading comprehension, expressive language, and reading and writing mechanics in context. In standardized tests of math, the two groups showed similar scores in overall math skills, but the DAP children scored significantly higher in conceptual understanding and problem-solving skills than children in traditional classrooms.Children who had been in DAP classrooms for five years scored significantly higher in reasoning and problem-solving skills. Most importantly, children in DAP classrooms reported great enthusiasm for school and high involvement in the learning process. What Does a DAP Classroom Look Like? The physical setup of a DAP classroom indicates how learning takes place. The teacher’s desk is usually in an inconspicuous pl ace, not in the front of the room. Student desks, if provided at all, are clustered into learning centers. Most often, long tables replace individual desks, encouraging cooperative group work.Room arrangements and traffic patterns may change throughout the year as children grow and change intellectually, and they meet specific educational goals. Another difference in DAP classrooms is the way textbooks and worksheets are used. Often in traditional classrooms, printed materials are the primary source of instruction; teachers dictate the use of textbooks, worksheets, and other teaching materials. In a developmentally appropriate classroom, children learn through materials that are concrete, real, and relevant to their lives.In a kindergarten class that is studying insects, for example, the classroom is rich with pictures, colorful field guides, and posters. It may also have an ant farm with magnifying glasses, a box of silk worms spinning cocoons, a tomato plant with resident praying mantis, and a butterfly house. Children are encouraged to collect insects and sort them by size, color, function, or benefits to humanity. They use math skills like counting, estimating, and graphing in the daily routine. They have opportunities to draw and paint their impressions of insects as well as to sing and act out the metamorphosis of caterpillar to butterfly.In a DAP classroom textbooks are resources, not the primary source of information. All equipment and supplies—including manipulatives, construction materials, art music, and role-playing props—are accessible to the children as they explore and discover answers and new questions. Teachers support learning by setting up centers and providing the materials and guidance necessary for the children to learn. DAP as Best Practice Teachers who have adopted developmentally appropriate practices consider each child’s uniqueness and skill level when planning activities.Allowing children to progress through the stages of development at their own rates is the best way to build the foundation for future learning. This philosophy is reflected in the classroom environment and activities planned. Learning takes place naturally, because it is child-centered and relevant. Children are constantly learning, building on what they know to create new ways of thinking and seeing their world. Isenberg, J. and N. Quisenberry. â€Å"Play: A necessity for all children,† Childhood Education, 64 (3), 138-145, 1988. Statements of Developmentally Appropriate Practice Space and Furnishings 1. Indoor spaceChildren need sufficient space that is well lit and has a comfortable temperature for learning and playing. Indoor space that is well maintained and in good repair sends a message to the young child that is welcoming and inviting. 2. Furniture for routine care, play and learning Children need appropriate furnishings to meet the demands of their daily schedules. Basic furniture such as cots, tables and c hairs should be sturdy and appropriate to the size of the children in the group in order for children to be comfortable, have proper body support, and focus on learning, playing, and routine activities rather than their own discomfort.Caregivers need easy access to routine care furnishings, such as cots, in order to maintain proper supervision and provide smooth transitions between activities. 3. Furnishings for relaxation and comfort Children need space and opportunity to relax and rest. Soft furnishings and toys allow children opportunities for relaxation and comfort. Cozy areas provide a space for quiet activities to occur and should be protected from active play so children can snuggle, daydream and lounge. 4. Room arrangement Creative room arrangement promotes a child's positive self-image and encourages a wide variety of age appropriate activities.Well-defined interest centers where materials are accessible help children to understand about organization and returning materials to their proper place. 5. Space for privacy Some children experience unacceptably high levels of stress when exposed to constant activity and interaction. Places where children can escape from the pressures of group care promote positive self-esteem. Providing a child with opportunities, space, and time to be alone can contribute to positive classroom behavior. 6. Child related display Every child needs to know that others value his/her play or work.Artwork or other individual work that is created by the children should be displayed in the classroom at the child's eye-level. This promotes feelings of positive self-esteem and sends the message to the child that his/her work is valued and appreciated. 7. Gross motor play Children need daily opportunities to exercise large muscles, run in open spaces, and practice gross motor skills. (Safety is always a number one priority. ) Space to develop children's large muscles through a variety of play experiences should be made safe by providi ng adequate cushioning for fall zones.All play equipment should be safe and effective monitoring should be implemented to teach children safe play behavior and to safeguard against accidents. 8. Gross motor equipment Children need age appropriate stationary and portable equipment to promote a wide variety of skills that exercise large muscles while developing confidence and abilities. Equipment should be sound, sturdy, safe and accessible to children daily. Personal Care Routines 9. Greeting/Departing Parents and children need a warm, welcoming, and pleasant atmosphere to make the daily greeting and departing routine a happy one.Positive greetings help to promote the children's self-esteem and create a welcoming environment for parents. 10. Meals/Snacks Meals and snacks that follow USDA guidelines contribute to the health of children and provide a model for good nutritional habits for life-long practice. Proper hand washing along with careful food preparation teach children proper h ygiene and promotes sanitary conditions. 11. Nap/Rest Nap and/or rest time should be appropriately scheduled and supervised for the children in the group. Adequate separation of cots helps to prevent the spread of germs.Soft music or a soothing story helps to facilitate a peaceful rest time that is important in helping children to balance the day and renew their energy. 12. Toileting/Diapering Young children need appropriate supervision of the toileting process in order to care for basic needs and to teach the importance of good health habits. The schedule should be individualized. Provisions, such as soap and steps near the sink, should be convenient and accessible so that children can wash hands after toileting; this promotes self-help skills and good personal hygiene.Diapering should always be managed in a manner that promotes safety and good health practices. 13. Health practices Practicing preventive measures, such as washing hands after handling pets or wiping noses, help to e ducate children to achieve life-long health practices. Taking appropriate action when children are sick will minimize the spread of germs. 14. Safety practices Protecting children is critical in providing quality care, whether through adequate supervision or minimizing hazards both inside and outside. Caregivers should anticipate potential safety problems and demonstrate, model, and teach children safe practices.Language-Reasoning 15. Books and pictures The use of books and pictures is an important means of learning for children as they make sense of the world around them. Books, pictures, and language materials should be available in sufficient number both for independent use in a reading center and for use by a teacher with children in formal and informal settings. 16. Encouraging children to communicate Activities and materials that promote language development should be available for use throughout the classroom and the daily schedule. Teachers should establish an environment wh ere language exploration and usage is encouraged.17. Using language to develop reasoning skills Logical relationships and concepts should be presented in appropriate ways. Children learn through interaction with materials and people, both peers and adults, in the context of play and daily routines. Language provides the key tool for success and problem solving, as children are encouraged to talk through their thought processes. 18. Informal use of language Language is a way for children to expand understanding. Caregivers should engage children in give and take conversations for enjoyment and learning.They should support child-to-child conversations as well. Activities 19. Fine motor Children need a variety of age-appropriate and developmentally-appropriate toys and materials that they can manipulate with their hands and play with at will. These activities strengthen fine motor control while encouraging skill development that contributes to academic readiness. 20. Art Children benef it from exposure to child-initiated art activities that are open-ended and process oriented. Children's art should be respected and appreciated as individual, creative expression.Materials and opportunities to create art projects at a beginning and more advanced level should be available as children are developmentally ready for them. 21. Music/movement Music and movement are valuable means of learning. Children need a supportive environment that includes a teacher and a variety of tools to encourage their self-expression through music and related activities. 22. Blocks Block play, with a variety of blocks and accessories, allows children the opportunity to explore spatial, mathematical, and role-play possibilities.Powerful block play requires sufficient space in a protected area and time to expand on concepts and ideas. 23. Sand/water Sand and water play gives children the opportunity to learn concepts through active exploration with their senses. The addition of interesting props extends the learning potential offered through sensory play. 24. Dramatic play Dramatic play gives children the opportunity to discover an array of roles and responsibilities. It provides a vehicle through which they make sense of their world. Dramatic play is enhanced by space, time, props, materials, and supportive teachers.25. Nature/science Science and nature activities and materials foster curiosity and experimentation benefiting the young learner through direct experience and application to other areas of learning. Concept and observation skills are strengthened through science procedures. 26. Math/number Math skills, when introduced through appropriate hands-on methods, form a foundation for school readiness and later academic success. Math skills can be taught effectively through routines, schedule, and play activities. 27. Use of TV, video, and/or computerTV/video viewing and computer use tend to be passive in comparison to active involvement with materials and people. The use of each should be confined to subject material that is age-appropriate and mentally stimulating. Time limits encourage more active learning. Participation should not be required. 28. Promoting acceptance of diversity Children need to be exposed to the similarities and differences of people in positive ways through books, pictures, toys, materials, and interaction. This exposure encourages respect for others and lessens misunderstandings. Interactions29. Supervision of gross motor activities Caregivers should use gross motor activities as learning opportunities to promote positive social interactions and to encourage the development of skills and new experiences Diligent supervision of gross motor activities, whether indoors or outdoors, is critical to preventing accidents and insuring safe, active play. 30. General supervision of children (other than gross motor) During activities, caregivers must balance the level of supervision and control based upon the ages, abilities, and i ndividual needs of the children.Adequate supervision and awareness of the whole group is required for children's health and safety and in the recognition of accomplishments, which is necessary for children's emotional well-being. 31. Discipline The set-up of the environment, teacher expectations, available materials and opportunities, and daily schedule significantly impacts children's behavior in childcare. A classroom and curriculum geared toward developmentally appropriate practice will lead to generally good behavior that is the product of self-motivation rather than the result of punishment and control. 32. Staff-child interactionsCaregivers, who are nurturing and responsive, promote the development of mutual respect between children and adults. Children, who trust adults to provide for their physical, psychological, and emotional needs, develop their own sense of self-worth and self-esteem. 33. Interactions among children Because self-regulation, proper emotional expression, a nd positive social relationships are such essential skills for later schooling and life, teachers must encourage children to develop acceptable behaviors by providing a setting that encourages real opportunities for initiative taking and competence building.Providing opportunities for children to work and play together, to solve conflicts in productive ways, and to participate in group activities are ways teachers promote positive social relationships. Program Structure 34. Schedule Children thrive on having a consistent routine that provides a balance of activities designed to meet individual needs and foster physical, cognitive, social, and emotional growth. Best practice promotes a daily schedule with large amounts of time for play, smooth transitions between activities, and a balance between child-initiated and teacher-directed activities. 35. Free PlayWhen children are permitted to select materials and companions, and, as far as possible, manage play independently, they practic e making decisions and having control of their world. Caregiver intervention should be in response to children's needs, an invitation, or an opportunity to expand play activities. 36. Group Time In group-care situations, the focus needs to be on meeting individual needs and guiding children as they interact in small groups. Whole group activities should be kept to a minimum and limited to gatherings that follow the interests and involvement of the children. 37. Provisions for children with disabilitiesMeeting the needs of children with disabilities requires knowledge of routine care needs, developmental levels, individual assessments, and the integration of the children in ongoing classroom activities. It also requires the involvement and establishment of a partnership between the parents and staff in setting attainable goals that will assist the child in reaching his/her full potential. Rutter, M. â€Å"Family and school influences on cognitive development,† Journal of Child Psychology and Psychiatry, 26, 683-704, 1985. Maybe little Janie can't read or count because her teacher can't teach.Or worse still, maybe the teacher doesn't know enough about English or math or history to teach the subject. Mischievous speculation? No. It happens, as a result of a historically flawed system in America of educating mostly average or below-average students to be public-school teachers. As evidence continues to pile up that American children are not learning the basics in school, critics are quick to blame the youngsters, their parents, the schools, television, or the curriculum. But increasingly, the focus has shifted to the teacher, the most vital link in the education process.Now, a four-month study at teachers colleges by The Washington Times indicates that the problem of unsatisfactory classroom learning is rooted in the early selection and education of students who say they want to be teachers. These students then are being taught by professors who differ wild ly on what teachers need to know. â€Å"Schools of education are cash cows to universities,† says Dean Edwin J. Delattre of the Boston University School of Education. â€Å"They admit and graduate students who have low levels of intellectual accomplishment, and these people are in turn visited on schoolchildren.They are well-intentioned, decent, nice people who by and large don't know what they're doing. † Mr. Delattre is one of the harshest critics of schools of education. â€Å"It would be possible in terms of the quality of their research, the significance of their research, and the quality of their instruction to give an intellectual justification for perhaps three dozen of them – certainly no more than 50,† he says. There are about 1,300 schools nationwide teaching students to be teachers. Roughly 2 1/2 million public-school teachers are responsible today for the education of 46 million children in kindergarten through high school.Although many teach ers perform well, a significant number are products of an entrenched training system that almost guarantees mediocrity in the classroom. New initiatives are under way in some of the preparatory schools and colleges, but, for the most part, the old ways and faddish new ways are still shaping the teachers of tomorrow. To become a public-school teacher, graduates have to be certified by the state. A college student must take required courses, do a stint at student teaching, and pass a series of general-knowledge examinations.The passing scores for these tests vary from state to state but tend to be fairly low. Curiously, many aspiring teachers never get in front of a classroom until their final days in college – an experience that sometimes persuades many to seek other careers. A major in education has long been considered an easy route to a college degree. Elementary education majors were especially easy to spot on any campus. They were the ones cutting out letters of the alpha bet to make posters while the English majors worried over a paper on Shakespeare's treatment of religious themes. Rigorous academic training was seldom demanded.â€Å"You just had to love kids to become a teacher,† says J. Michael Davis, dean of the School of Professional Studies at 105-year-old East Stroudsburg University of Pennsylvania. Thirteen years ago, it was possible to graduate from East Stroudsburg with a major in elementary education without ever taking a math class, Mr. Davis recalls. Twenty years ago, some University of Maryland campuses gave short shrift to reading instruction. Serious concerns about teacher training surfaced in 1983 with the publication of â€Å"A Nation at Risk,† a landmark national report on the state of America's educational system.It found that too many teachers had poor academic records and low scores on tests of cognitive ability. Students who went into teaching programs scored below nearly all other majors on college entrance exam s, then graduated not knowing enough about the subjects they were teaching. Not much has changed in 15 years. Anyone who believes that the problem of unqualified teachers is overblown or confined to a couple of subject areas such as math and science has only to look at the experience of a New York state school district last spring when it tried to fill 35 teaching vacancies.The Connetquot district on Long Island got 758 applications in response to an advertisement. District officials decided to narrow the pool by asking applicants to take a short version of a multiple-choice reading comprehension test taken from the state's old 11th-grade Regents English exams. Just 202 applicants correctly answered at least 40 of the 50 questions. Such incidents keep teacher education in the public consciousness and on the radar screens of elected officials at the state and federal levels. Initially, state legislators turned to higher salaries to try to attract higher-caliber students.From 1981 to 1997, average salaries for public-school teachers rose from $17,209 to $38,611. That's for what is essentially a 180-day school year plus in-service days spread over nine months. Then, lawmakers linked salary increases to policies aimed at raising standards such as requiring new teachers to have more education and raising the passing scores prospective teachers must attain on standardized tests such as the National Teacher Examinations and its successor, Praxis. The teachers colleges responded with talk of â€Å"restructuring† teacher education, and some institutions actually did move to raise admissions and curriculum standards.East Stroudsburg has raised entry standards and toughened course requirements. Students still need to take 60 hours in general education, but they no longer have a smorgasbord of courses to choose from. The college recently raised the grade point average needed to get into elementary education from 2. 5 to 2. 75. In 1996, Boston University began to ta rget only teacher applicants with high SAT scores, resulting in a 17 percent drop in the inquiry pool. As a result, prospective teachers in last fall's freshman class had average SAT scores of 1,276, compared with 964 for all 85,442 self-declared education majors who took the 1997 SAT.George Mason University decided in 1989 that teachers should get a bachelor's degree first and then train to teach in a fifth-year graduate-level program. The Fairfax County school says it annually rejects half the applicants for elementary education training because they don't meet admissions standards. It takes a 2. 7 GPA to get into the University of Maryland College of Education at College Park and a 3. 0 to prepare for special education, a five-year program. â€Å"We're not getting the best and the brightest kids,† says University of Maryland Dean Willis D. Hawley. â€Å"We're getting some of the best and brightest.Some kids are really smart. What there aren't anymore are kids who are real ly dumb. † But the perception lingers, even among insiders, that a lack of academic rigor continues to plague the nation's teacher training programs. â€Å"The truth is, students get into colleges of education – particularly early-childhood education majors – because it's the easiest thing they can get into,† says John E. Stone, professor of education at East Tennessee State University and founder of the Education Consumers Clearinghouse – an Internet source for parents, taxpayers and policy-makers.â€Å"Here at ETSU, the schools of education are kind of at the bottom of the pecking order,† he says. â€Å"Students flunk out of nursing or business and come to Ed to get some kind of college degree. † Since the concept of a formalized vocational training program for teachers was established nearly 160 years ago, that training has combined lessons in subject matter with courses in methodology, or â€Å"how to teach. † The training a lso has included theories of child development and practical field experience. From the start, teaching preparation emphasized methods of teaching at the expense of the content of courses.Often the subject matter would be watered down and presented in courses tailored especially for teachers, instead of requiring teachers to take the same math, for example, that liberal arts majors were required to take. â€Å"Their focus is process, and that hasn't changed,† says C. Emily Feistritzer, who as president of the private Washington-based National Center for Education Information has conducted a number of studies of teachers and teaching. â€Å"Resistance to change is extraordinarily high at the same time there is a high level of conversation about change.† Many critics of teacher training programs argue that a solid grounding in the liberal arts with a concentration in the subject to be taught is all that is needed to teach math, science, history or English. But Mr. Hawley at Maryland's College of Education disputes that. Chances are, he argues, that a rocket scientist would make a terrible science teacher. â€Å"You have to have the ability to transfer knowledge,† he says. That ability generally has to be learned, says Dean Gary R. Galluzzo of George Mason's Graduate School of Education.He believes that only 5 percent of the population might be â€Å"born† teachers, while 65 percent have knowledge but need to learn how to impart it. Boston University recently doubled the amount of time its prospective teachers are required to spend in math class. It also requires juniors and seniors in education to take an ethics course that exposes them to the icons of Western civilization. â€Å"We try to make the fact that teachers are deeply involved in character and values formation obvious to our students,† says professor Kevin Ryan, who teaches an introductory education course.† `What is the right thing to do? ‘ is a question teachers need to ask the young. And we want them to see that America has a moral heritage. † Adds Charles L. Glenn, chairman of BU's Department of Administration, Training and Policy Studies, who teaches a course on the social and civic contexts of education: â€Å"Teachers have to be moral exemplars to students. We raise questions that are usually raised in a religious context. On what basis can you say certain behaviors are right or wrong? I don't know how you can send someone who hasn't grappled with those questions out to teach a 7-year-old.†Schools of education, reacting to social and political pressures, are perceived to be more interested in promoting equity, diversity and social justice than in transmitting knowledge. And many of the educational practices they encourage are often criticized as fads. East Stroudsburg's administrators, for example, proudly describe their teacher training program as focused on the learner and on â€Å"outcomes,† committed to â€Å"developmentally appropriate practice,† â€Å"modeling,† inclusion, and â€Å"hands-on† and cooperative learning.These are the buzzwords and the practices that permeate nearly all of the nation's teacher training institutions. â€Å"Schools of education are currently the origins of our problems, not their solution,† says E. D. Hirsch Jr. , professor of English and university professor of education and humanities at the University of Virginia. Testifying before Congress, Mr. Hirsch sharply criticized what's known as â€Å"developmentally appropriate practice† – the philosophy that a child should not be pressured to learn anything until he signals that he is ready and receptive.â€Å"The doctrine,† he said, â€Å"is drummed into almost all teachers who take early-education courses. The intention is to ensure caring treatment for young children, yet the ultimate effect of the doctrine is to cause social harm. To withhold demanding content from young children between preschool and third grade has an effect which is quite different from the one intended. It leaves advantaged children [who get knowledge at home] with boring pablum, and it condemns disadvantaged children to a permanent educational handicap that grows worse over time. â€Å"The schools that hire new teachers appreciate the increased attention college and university training programs are giving to practical experience. â€Å"Teaching colleges are getting a lot better,† says James Dallas, a Fairfax County support coach for new teachers. â€Å"They have begun to structure their programs to the needs of the school systems. † Where practical experience used to come in the senior year, it now begins at many places in the freshman year, where it can serve to weed out those who discover that life in an elementary classroom is not what they thought it would be.While there is general agreement among the deans about the value of practical exp erience, they part company on the ideal program to train elementary teachers. Mr. Galluzzo of George Mason would opt for a solid general education foundation in an undergraduate or graduate program. â€Å"You should be required to take a liberal arts major of about 80 [semester hours] or two-thirds of the college experience for general education plus major combined.Then you should study the four core disciplines – math, science, history and English – roughly 15 credits each. Spend the other 20 hours getting smart in one of these areas. And in the undergraduate program, the other 40 credits are in learning to teach those things, because now you have something to say. † In many programs, a lot of the basic discipline has to be taught in the methodology classes because the prospective teachers don't know enough math or science to stand up in front of a class and teach, he says.One of his concerns is that too many future teachers take a concentration in psychology i nstead of English, math, science or history, thinking it will help them understand children. In fact, psychology is a subject they will never teach in elementary school. â€Å"What does it mean to know your subject? † asks Maryland's Mr. Hawley, whose background is in the liberal arts and political science. â€Å"You probably don't need to understand quadratic equations to teach fourth-grade math, but you ought to understand algebra and calculus. â€Å"