text: Show Hide image Politics 15 December 2010 What the US can teach Oxbridge David Lammy was right to raise concerns about how few black students there are at Britain's elite un Sign-up The coalition may have won the vote on tuition fees but it was a close call. It was rather fun to watch Nick Clegg and Vince Cable trying to wriggle out of the mess they had created for themselves. The Lib Dems' ratings fell to 8 per cent in a recent YouGov poll. I am very concerned about the government's tuition fee proposals, which appear to have a major funding hole that no one seems to want to talk about. It remains unclear how universities are supposed to get their funding over the next few years, given that the government is cutting their teaching budgets by 80 per cent. Promises of payback by graduates some time in the future won't help now. Universities are going to have to borrow on the security of the promised income stream. One possibility would be for them to issue bonds, presumably on the back of some sort of government guarantee, which would inevitably increase the deficit. The quality of education is likely to drop just as its price rises. Why should the young be singled out for such harsh treatment - with the Education Maintenance Allowance cut and increases in tuition fees - when older folks have been protected? Old people have non-means-tested bus passes and winter fuel allowances, which means that there are many company directors earning more than £100,000 who enjoy these freebies. The NHS, which mainly supports the elderly, has been protected from cuts for reasons that were never fully made clear. Given the fixed target for public-sector savings, this has meant that cuts elsewhere have had to be significantly ramped up. No wonder the young are cross. Poor boy blues Unusually, I found myself agreeing with Max Hastings, who argued in the Daily Mail: "The truth is that the money no longer exists to provide everyone with a free pass to higher education." The worry is that raising fees will further reduce access for the poor and minorities. The Labour MP and former higher education minister David Lammy, writing in the Guardian on 6 December, reported back on responses to a series of Freedom of Information requests which suggest that getting a place at Oxford and Cambridge "remains a matter of being white, middle-class and southern". He noted that David Cameron's alma mater Brasenose College, Oxford, recruits 92 per cent of its students from the top three social classes - the sons and daughters of solicitors and accountants. The average for UK universities is 65 per cent. Lammy also found that only one British, black, Caribbean student was admitted to Oxford last year. Merton College has not admitted a single black student in five years. Black students are applying - but they are not being accepted. Cameron reiterated concerns on 8 December that the current system had hurt social mobility, saying: "Oxford and Cambridge take more students each year from just two schools - Eton and Westminster - than from among the 80,000 pupils who are eligible for free school meals." It isn't that way where I work. More than a third of Dartmouth's students are minorities, including 7.6 per cent African Americans. Thirteen per cent of our students receive Pell Grants, which are given to students with family incomes under $20,000. Some 10 per cent are the first generation in their family to attend college. We operate needs-blind admissions, even for foreign students, which means that if you are poor, we pay. Harvard, Princeton and Yale operate comparable policies and have similarly diverse student bodies. There are no sports or merit scholarships in the Ivy League. US universities generally do not just look at the results of SAT test scores, but look more broadly at achievement to ensure the system doesn't work against those from poorer backgrounds. Dartmouth gives particular weight to an individual's high-school rank. Over a third of our students are first in their high-school class, the so-called valedictorians. To put it bluntly, the idea is to ensure that there is a level playing field, so that the (smarter) black youngster with a slightly lower SAT score from a poor family in the Bronx is able to compete on more equal terms against the (dumber) rich white boy with an expensive private education and a higher SAT score achieved in no small part by lots of tutoring for the test. This is about trying to determine ability and potential. Harvard and Dartmouth take the black kid from the Bronx with an off-the-scale IQ, who will get a free ride for all four years. Oxford takes the rich white guy. Minority report Sally Mapstone - Oxford's pro-vice-chancellor for personnel and (lack of) equality, who is also apparently an expert in older Scots literature and book history, whatever that is - responded to Lammy the next day in the Guardian, denying discrimination. She did not deny that Oxford has a far from diverse student body, but argued that it was not the university's fault - black candidates applied for the most popular subjects and their attainment at school was lower than whites'. Mapstone noted that, in 2009, 29,000 white students got the requisite grades for Oxford (three As excluding general studies), compared to just 452 black students - although she didn't explain why Oxford then admitted so few of these seemingly perfect candidates. US universities have increased diversity both in their student body and among their faculty, even in the face of threats of reverse discrimination suits by non-minorities. The universities felt that, if challenged, they could prevail in court by demonstrating the educational benefits that flow from a diverse student body and the societal benefits of increasing access. That Oxford and Cambridge are apparently ignoring these benefits is a disgrace. Lammy told me: "It is OK for Oxbridge to be elite institutions; what's not OK is for them to be elitist institutions." The worry, naturally, is that a rise in fees will compound and entrench this bias. I suspect it might be a good idea for any black student who applies to Oxford or Cambridge with three or more top grades at A-level and is rejected to forward the correspondence to the Prime Minister. Dr Mapstone, I suggest you make sure you have a good explanation for each and every rejection when Downing Street calls, along with a well-worked-out plan to make your student body more diverse. And soon. David Blanchflower is professor of economics at Dartmouth College, New Hampshire, and the University of Stirling David Blanchflower is professor of economics at Dartmouth College, New Hampshire, and a former member of the Bank of England's Monetary Policy Committee Subscribe For more great writing from our award-winning journalists subscribe for just £1 per month! This article first appeared in the 20 December 2010 issue of the New Statesman, Christmas Special SUBSCRIBE More


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Despite the great demand, very few Americans donate their organs when they die. But the reason for that may not be what you'd think -- it's your relatives.
That's what David Shaw, honorary lecturer at the University of Aberdeen in Scotland, thinks the real problem is. In an article published Tuesday in the British Medical Journal, he writes that one of the biggest reasons more people don't wind up donating is veto by their family.
Even when you have signed a donor card or checked off your driver's license a family member can still object to your being an organ donor. And some do -- at least 10 percent of the time or more, says Shaw. (That number may be even higher, according to other U.S. researchers.) Shaw says doctors ought to forget cousin Fred's second-guessing or your sister's distaste for donation and ought to honor your written wishes and use you as a donor.
Interestingly enough, that's actually the law in the U.S. In nearly every state, a signed driver's license or organ donor card is fully adequate for allowing donation no matter what your brother-in-law or other family member thinks. But despite that, doctors are still swayed by the family's wishes.
Shaw is up against some tough problems when he urges doctors to ignore family protests. Is it really realistic for organ and tissue procurement to proceed no matter how upset family members might be about it?
And even if doctors are willing to plow ahead no matter what kind of emotional chaos is occurring in the next room, which hospital wants to risk a headline that says, "Liver removed while widow wails; Doc says 'But I had a signed driver's license'"?
Shaw is right to urge doctors not to give up at the first sign of family discomfort. When you sign a card or your driver's license, you should expect that you will be able to be a donor.
I would argue, however, that the problem with family objections is not fearful doctors backing down in the face of distressed or divided families. The problem is what you and I often fail to do when we sign those cards and licenses — tell others!
If you sign your driver's license at motor vehicles it is not likely that the friendly employee you waited an hour to see is going to be there when you die. Your family and friends will be. You need to tell them while you are alive that you want to be an organ and tissue donor. That is the antidote for avoiding an outbreak of objections when your number is up and being a donor is the last way you can help those in need. If you make it clear while alive what your wishes are that is the most important step you can take to having them honored when you are not.
Arthur Caplan is the head of the Division of Medical Ethics at NYU Langone Medical Center.
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Bioethicst: US children suffer from vaccine exemptions
School makes right call in offering to admit HIV-positive boy, bioethicist writes

subset: commoncrawl


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In advocating on behalf of children with exceptionalities, CEC examines policy issues, develops appropriate responses to those issues and influences local, state, provincial and federal legislation. CEC also monitors and makes recommendations for program regulations and funding. In addition, CEC maintains a network among its state units and special interest divisions for influencing policy.
As the recognized leader for special education professional standards, CEC develops standards, ethics and practices and guidelines to ensure that individuals with exceptionalities have access to well-prepared, career-oriented special educators.
Through the vision and dedication of more than 22,000 members, CEC sets the standard for high quality education for children and youth with exceptionalities. And, CEC is known as THE source for information, resources and professional development for special educators.
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CEC publishes and distributes products designed to help practitioners work more effectively in the classroom. Learn more about CEC's publications and journals.
Special Education Topics includes information about the different exceptionality areas; international special education; hot topics in special education; and professional practice topics such as assessment, evidence-based practices and inclusion.
All descriptions are adapted from the U.S. Bureau of Labor Statistics:
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Teachers—Special Education, online at: http://www.bls.gov/ooh/Education-Training-and-Library/Special-education-teachers.htm.
Nature of Work
Special education teachers work with children and youth who have a variety of disabilities. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some work with infants and toddlers. The majority of special education teachers work with children with mild to moderate disabilities using or modifying the general education curriculum to meet the child's individual needs. A small number of special education teachers work with students with more significant cognitive disabilities, primarily teaching life skills and basic communication and literacy in connection with general education curriculum.
Work Environment
Special education teachers enjoy the challenge of working with students with disabilities and the opportunity to establish meaningful relationships with them. Some schools offer year-round education for special education students, but most special education teachers work only the traditional 10-month school year.
The special education classroom is an environment that relies on collaboration as special education teachers work closely with general education teachers, parents, teaching assistants, therapists, and other pertinent personnel in order to best meet the needs of students with disabilities. Professional traits such as strong organization skills, flexibility, patience, and personal responsibility are important to be a successful special education teacher.
While teaching students with disabilities can be highly rewarding, the work also can be emotionally and physically draining. Common issues include heavy workloads and administrative tasks, as necessary documentation of student assessments and progress monitoring can produce a substantial amount of paperwork. At times special education teachers deal with the threat of litigation against the school or district by parents if correct procedures are not followed or if they feel that their child is not receiving an adequate education. Recently passed legislation, however, is intended to reduce the burden of paperwork and the threat of litigation.
The physical and emotional demands of the job cause some special education teachers to leave the occupation. Taking advantage of mentoring opportunities and becoming involved in professional organizations can ease these concerns.
Education and Training
Many colleges and universities across the United States offer programs in special education at the undergraduate, master's, and doctoral degree levels. Special education teachers usually undergo longer periods of training than do general education teachers.
Most bachelor's degree programs last four years and include general and specialized courses in special education. However, an increasing number of institutions require a fifth year or other graduate-level preparation. Among the courses offered are educational psychology, legal issues of special education, child growth and development, assessment, curriculum development and planning, strategies for teaching students with disabilities, and transition.
Some programs require specialization, while others offer generalized special education degrees or a course of study in several specialized areas. Students typically spend the last year of their program completing an internship in a classroom supervised by a certified teacher while monitored by the university supervisor.
Licensure and Certification
All 50 states and the District of Columbia require special education teachers to be licensed. The state board of education or a licensure advisory committee usually grants licenses, and licensure requirements may vary by state.
In some states, special education teachers receive a general education credential to teach kindergarten through grade 12, then earn an additional certification in a specialty area, such as learning disabilities or behavioral disorders, on their license. Many states offer general special education licenses across a variety of disability categories, while others license several different specialties within special education. Find licensure and certification information for your state.
Other Qualifications
Special education teachers must be patient, able to motivate students, understanding of their students' special needs, and accepting of differences in others. They must be creative and able to apply different types of teaching methods to reach students who are having difficulty learning. Communication, cooperation, and collaboration are essential skills because special education teachers spend a great deal of time interacting with others, including students, parents, and school faculty and administrators.
Special education teachers who work with students in high-incidence disability areas (learning disabilities, behavioral disorders, and speech-language disorders) may work in either an inclusive or resource environment.
In an inclusive environment they co-teach with a general education teacher, allowing students with disabilities to stay in the general education classroom throughout the school day. There are a variety of co-teaching models available so that teamed teachers can find and use the model that works best for them and meets the needs of the students with disabilities in the classroom.
Resource environments allow the special education teacher to pull students out of the general classroom and teach them in a quieter, more structured location. In some cases, special education teachers may participate in both types of environments within the same school day—co-teaching in one classroom in an inclusion model and pulling students out of another classroom later in the day in a resource model.
Special education teachers who work with students who have more significant cognitive or physical needs often work in a self-contained classroom with the support of a teaching assistant. Low-incidence classrooms typically serve students who are working on communication, basic literacy, and functional skills for daily life. While the general course study is used to guide curriculum, the curriculum is often subject to modifications (as opposed to adaptations) in order to merge standard objectives with functional skills.
Special education teachers who specialize in emotional or behavioral disorders work with students who exhibit a wide range of characteristics, including but not limited to aggressive behaviors, attention deficit hyperactivity disorders, depression, and anxiety or conduct disorders. Teachers serving these students may do so in the inclusive classroom, in a pull-out/resource model, or in a self-contained classroom environment depending on the nature of the behavioral characteristics being exhibited. Some school districts may have a separate school for students who are unable to effectively function in a regular school environment.
A strong working knowledge of behavioral strategies and interventions is necessary. Many special education teachers who work with students with emotional and behavioral disorders choose to pursue a Behavioral Specialist degree in postsecondary education.
Special education teachers who work with students identified on the autism spectrum will also find a range of environments from full inclusion in the regular education classroom to a self-contained classroom with additional teaching supports. As autism characteristics include significant communication delays and deficits and an inability to relate to others or social situations, special education teachers who work with this population need to have a strong working knowledge of communication and behavior, as well as content areas and functional skills, since cognitive disabilities may or may not be present in the individual student.
Advancement Opportunities
Special education teachers can advance to become supervisors or administrators. They may choose to advance in specialized disability areas and seek higher degrees or certification such as a Behavioral Specialist, Autism Specialist, and so on. They may also earn advanced degrees to become instructors in colleges that prepare others to teach special education.
In some school systems, highly experienced teachers can become mentors to less experienced ones, providing guidance to those teachers while maintaining a lightened teaching load.
Job Outlook and Earnings
Employment of special education teachers is expected to increase faster than average. Job prospects should be excellent, as many districts report problems finding adequate numbers of certified special education teachers. For salary information in your state, click here.
For More Information:
Council for Exceptional Children
3100 Clarendon Blvd, Suite 600
Arlington, VA, 22201
CEC's Special Interest Divisions
Nature of Work
Speech-language pathologists (sometimes called speech therapists) assess, diagnose, treat, and help to prevent disorders related to speech, language, cognitive-communication, voice, swallowing, and fluency.
Work Environment
Speech-language pathologists (SLP) usually work at a desk or table in clean comfortable surroundings. In schools, they may work with students within their classroom or pull them out to an office or resource room. Some work in the client's home.
School-based SLPs typically serve students with both high-incidence and low-incidence disabilities. In high-incidence populations, they work primarily with language and articulation problems, while in low-incidence populations they may work with nonverbal students who are in need of augmented communication through communication icons or boards or a voice output system.
Education and Training
Most speech-language pathologist jobs require a master's degree. In 2007, more than 230 colleges and universities offered graduate programs in speech-language pathology accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology. While graduation from an accredited program is not always required to become a speech-language pathologist, it may be helpful in obtaining a license or may be required to obtain a license in some states. In some work situations, additional training in augmentative and alternative communication may be necessary to effectively serve students with significant communication disabilities.
Licensure and Certification
In 2007, 47 states regulated speech-language pathologists through licensure or registration. A passing score on the national examination on speech-language pathology, offered through the Praxis Series of the Educational Testing Service, is required. Other usual requirements include 300 to 375 hours of supervised clinical experience and nine months of postgraduate professional clinical experience. Forty-one states have continuing education requirements for licensure renewal. Medicaid, Medicare, and private health insurers generally require a practitioner to be licensed to qualify for reimbursement.
Only 12 states require this same license to practice in public schools. The other states issue a teaching license or certificate that typically requires a master's degree from an approved college or university. Some states will grant a provisional teaching license or certificate to applicants with a bachelor's degree, but a master's degree must be earned within three to five years. A few states grant a full teacher's certificate or license to bachelor's degree applicants.
In some states, the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP) offered by the American Speech-Language-Hearing Association meets some or all of the requirements for licensure. To earn a CCC, a person must have a graduate degree from an accredited university, complete 400 hours of supervised clinical experience, complete a 36-week postgraduate clinical fellowship, and pass the Praxis Series examination in speech-language pathology administered by the Educational Testing Service. Contact your state's licensing board for details on your state's requirements. Find licensure information for your state.
Other Qualifications
Speech-language pathologists should be able to effectively communicate diagnostic test results, diagnoses, and proposed treatment in a manner easily understood by students and their families. They must be able to approach problems objectively and be supportive. Collaboration skills are integral, as the SLP often works closely with the teachers (general education and special education) to further address student needs within the school day. Because a student's progress may be slow—particularly with students in low-incidence populations—patience, compassion, and good listening skills are necessary.
Advancement Opportunities
As speech-language pathologists gain clinical experience and engage in continuing professional education, many develop expertise with certain populations, such as preschoolers and adolescents, or disorders, such as aphasia and learning disabilities. Some may obtain board recognition in a specialty area, such as child language, fluency, or feeding and swallowing. Experienced clinicians may become mentors or supervisors of other therapists or be promoted to administrative positions.
For More Information:
American Speech-Language-Hearing Association
2200 Research Boulevard
Rockville, MD 20850-3289
CEC's Division for Communication, Language and Deaf/Hard of Hearing (DCD)
3100 Clarendon Blvd, Suite 600
Arlington, VA, 22201
Nature of Work
Occupational therapists help individuals improve their ability to perform tasks in living and working environments. In an educational setting, they work with students with cognitive, physical, developmental, or emotional disabilities. Occupational therapists use treatments to develop, recover, or maintain daily living and work skills. The therapist helps students not only improve their basic motor functions and reasoning abilities, but also compensate for permanent loss of function. The goal is to help these individuals have independent, productive, and satisfying lives.
Occupational therapists help students perform all types of activities, from using a computer to caring for daily needs such as dressing, cooking, and eating. Physical exercises may be used to increase strength and dexterity, while other activities may be chosen to improve visual acuity or the ability to discern patterns. For example, someone with short-term memory loss might be encouraged to make lists to aid recall, and a person with coordination problems might be assigned exercises to improve hand-eye coordination.
Occupational therapists also use computer programs to help students improve decision-making, abstract-reasoning, problem-solving, and perceptual skills, as well as memory, sequencing, and coordination—all of which are important for independent living.
Work Environment
In large rehabilitation centers, therapists may work in spacious rooms equipped with machines, tools, and other devices that generate noise. In school environments, therapists may work directly with students in the classroom or use a pull-out model to work with them in a more structured environment.
The work can be tiring because therapists are on their feet much of the time. Those providing home health care services or serving multiple schools may spend time driving from appointment to appointment. Therapists also face hazards such as back strain from lifting and moving people and equipment.
Education and Training
A master's degree or higher in occupational therapy is the minimum requirement for entry into the field. In 2007, 124 master's degree programs offered entry-level education, 66 programs offered a combined bachelor's and master's degree, and 5 offered an entry-level doctoral degree. Most schools have full-time programs, although a growing number are offering weekend or part-time programs as well. Coursework in occupational therapy programs includes the physical, biological, and behavioral sciences as well as the application of occupational therapy theory and skills. Programs also require the completion of six months of supervised fieldwork.
People considering this profession should take high school courses in biology, chemistry, physics, health, art, and the social sciences. College admissions offices also look favorably on paid or volunteer experience in the health care field. Relevant undergraduate majors include biology, psychology, sociology, anthropology, liberal arts, and anatomy.
All states regulate the practice of occupational therapy. To obtain a license, applicants must graduate from an accredited educational program and pass a national certification examination. Those who pass the exam are awarded the title "Occupational Therapist Registered (OTR)." Specific eligibility requirements for licensure vary by state.
Other Qualifications
In school environments, therapists are typically part of a planning team for each child that they serve. Therefore, strong communication and collaboration skills are a must.
Advancement Opportunities
Occupational therapists are expected to continue their professional development by participating in continuing education courses and workshops. In fact, a number of states require continuing education as a condition of maintaining licensure.
Job Outlook and Earnings
Employment of occupational therapists is expected to grow much faster than the average for all occupations, and job opportunities should be good.
Nature of Work
Physical therapists provide services that help restore function, improve mobility, relieve pain, and prevent or limit permanent physical disabilities of patients suffering from injuries or disease. They restore, maintain, and promote overall fitness and health. They treat accident victims and individuals with disabling conditions such as low-back pain, arthritis, heart disease, fractures, head injuries, and cerebral palsy.
Work Environment
Physical therapists practice in hospitals, clinics, and private offices that have specially equipped facilities. They also treat patients in hospital rooms, homes, and schools. These jobs can be physically demanding because therapists often have to stoop, kneel, crouch, lift, and stand for long periods. In addition, physical therapists move heavy equipment and lift patients or help them turn, stand, or walk.
Education and Training
Individuals pursuing a career as a physical therapist usually need a master's degree from an accredited physical therapy program and a state license, which typically requires passing scores on national and state examinations.
According to the American Physical Therapy Association, there were 209 accredited physical therapist education programs in 2007. Of the accredited programs, 43 offered master's degrees and 166 offered doctoral degrees. Only master's degree and doctoral degree programs are accredited, in accordance with the Commission on Accreditation in Physical Therapy Education. In the future, a doctoral degree might be the required entry-level degree. Master's degree programs typically last two years, and doctoral degree programs last three years.
Physical therapist education programs start with basic science courses such as biology, chemistry, and physics and then introduce specialized courses, including biomechanics, neuroanatomy, human growth and development, manifestations of disease, examination techniques, and therapeutic procedures. Besides getting classroom and laboratory instruction, students receive supervised clinical experience.
All states regulate the practice of physical therapy. Typical licensure requirements are graduation from an accredited physical therapist education program and passing scores on national and state licensure exams. Specific eligibility requirements for licensure vary by state.
Other qualifications
Physical therapists should have strong interpersonal skills so that they can educate patients about their physical therapy treatments and communicate with patients' families. Physical therapists also should be compassionate and possess a desire to help others.
Nature of Work
Educational, vocational, and school counselors provide individuals and groups with career and educational counseling. They assist students of all levels, from elementary school to postsecondary education, and advocate for students by working with organizations to promote the academic, career, personal, and social development of children and youth.
School counselors help students evaluate their abilities, interests, talents, and personalities to develop realistic academic and career goals. They use interviews, counseling sessions, interest and aptitude assessment tests, and other methods to evaluate and advise students. They also operate career information centers and career education programs. Often, counselors work with students who have academic and social development problems or other special needs.
Elementary school counselors observe children during classroom and play activities and confer with their teachers and parents to evaluate the children's strengths, problems, or special needs. In conjunction with teachers and administrators, they make sure that the curriculum addresses both the academic and the developmental needs of students, particularly in the areas of social interaction and behavior. Elementary school counselors do less vocational and academic counseling than high school counselors.
High school counselors advise students regarding college majors, college and university admission requirements, entrance exams, financial aid, trade or technical schools, and apprenticeship programs. They help students develop job search skills such as resume writing and interviewing techniques. College career planning and placement counselors assist alumni or students with career development and job-hunting techniques. They assist with transition planning for students with disabilities, focusing on postsecondary education and job training for students with mild disabilities and job training and life skills for students with significant disabilities.
Vocational counselors, also called employment or career counselors, provide mainly career counseling outside the school setting. Their chief focus is helping individuals with career decisions. Vocational counselors explore and evaluate a person's education, training, work history, interests, skills, and personality traits. They may arrange for aptitude and achievement tests to help the individual make career decisions. They also work with individuals to develop their job-search skills and assist them in locating and applying for jobs. In addition, career counselors provide support to people experiencing job loss, job stress, or other career transition issues. In regard to special education, vocational counselors are often members of the transition planning teams for students with disabilities, providing school personnel and families with information and support for transition plans.
Rehabilitation counselors help people deal with the personal, social, and vocational effects of a variety of disabilities. They evaluate the strengths and limitations of the individuals, provide personal and vocational counseling, and arrange for medical care, vocational training, and job placement. Rehabilitation counselors interview both individuals with disabilities and their families, evaluate school and medical reports, and confer with physicians, psychologists, occupational therapists, and employers to determine the capabilities and skills of the individual. They develop rehabilitation programs by conferring with clients; these programs often include training to help clients develop job skills. Rehabilitation counselors also work toward increasing the client's capacity to live independently.
Work Environment
Work environment can vary greatly depending on occupational specialty. School counselors work predominantly in schools, where they usually have an office but may also work in classrooms. Other counselors may work in a private practice, community health organization, or hospital. Many counselors work in an office where they see clients throughout the day. Because privacy is essential for confidential and frank discussions, counselors usually have private offices.
The work schedules of counselors depend on occupational specialty and work setting. Some school counselors work the traditional 10-month school year with a summer vacation, but increasing numbers are employed on 11-month or full-year contracts, particularly those working in middle and high schools. They usually work the same hours as teachers, but they may travel more frequently to attend conferences and conventions. College career planning and placement counselors work long and irregular hours during student recruitment periods.
Education and Training
Education requirements vary based on occupational specialty and state licensure and certification requirements. A master's degree is usually required to be licensed as a counselor. Some states require counselors in public employment to have a master's degree; others accept a bachelor's degree with appropriate counseling courses.
Counselor education programs in colleges and universities are often found in departments of education or psychology. Fields of study include college student affairs, elementary or secondary school counseling, education, gerontological counseling, marriage and family therapy, substance abuse counseling, rehabilitation counseling, agency or community counseling, clinical mental health counseling, career counseling, and related fields. Courses are often grouped into eight core areas: human growth and development, social and cultural diversity, relationships, group work, career development, assessment, research and program evaluation, and professional identity. In an accredited master's degree program, 48 to 60 semester hours of graduate study, including a period of supervised clinical experience in counseling, are required.
Find licensure information in your state.
Other Qualifications
People interested in counseling should have a strong desire to help others and should be able to inspire respect, trust, and confidence. They should be able to work independently and as part of a team. Counselors must follow the code of ethics associated with their respective certifications and licenses.
Counselors must possess high physical and emotional energy to handle the array of problems that they address. Dealing daily with these problems can cause stress.
Job Outlook and Earnings
Employment for counselors is expected to grow much faster than the average for all occupations through 2016. However, job growth will vary by location and occupational specialty. Job prospects should be good due to growth and the need to replace people leaving the field.
Nature of the Work
An assistive technology (AT) practitioner or specialist evaluates students with disabilities in order to help them become more independent and productive with the use of appropriate assistive or adaptive technology. They conduct assessment evaluations to determine a student's needs, recommend hardware and software, suggest products to address a particular functional need, assist in procuring the technology needed for trials, provide professional development and training on the product, collect data, and provide telephone and classroom technology support to students, teaching staff, and families. Their expertise helps them assist in accommodating the physical and cognitive limitations of students with disabilities.
Work Environment
School-based AT specialists are often district-wide positions requiring travel from school to school in order to meet with individual students and teachers. In addition, they may be required to prepare professional development for afternoons/evenings, weekends, or summer trainings to help teachers and families successfully implement AT. Depending on the case load, number of members on the AT team, and size of the district, the position can be a stressful one. Strong organizational skills are a must.
Education and Training
Some states require a teaching license to be employed as an assistive technology specialist, but others do not. Generally speaking, job applicants who have strong computer skills combined with experience in special education or teaching are most likely to be hired in entry-level jobs.
Colleges and universities increasingly offer undergraduate and graduate classes in special education technology. Entrance to a master's degree program generally requires a strong background in teaching, curriculum and instruction, special education, or a related service field. A typical sampling of courses includes strategies for integrating technology into early childhood, elementary, and secondary education; technology for educating students with multiple disabilities or pervasive developmental disorders; computer applications; and transdisciplinary approach to rehabilitation.
High school students considering this profession should take classes in science, math, and English, as well as courses in business or industrial arts. Excellent computer skills in both software and hardware will be required in all courses of study beyond secondary school. Teenagers can gain valuable experience toward becoming technology specialists by working with children who are learning how to use computers. They can gain valuable experience working with children and youth with disabilities by volunteering for organizations such as the Special Olympics.
While licensure in assistive technology is not currently offered, there are a number of certificate programs offered through universities as well as the Assistive Technology Practitioner (ATP) certificate offered by the Rehabilitation Engineering and Assistive Technology Society of North America (RESNA). The ATP certificate encompasses those working in industry as well as schools, including clinicians, manufacturers, and suppliers. AT certification programs offered through universities are more focused on the effective provision of school-based AT services for students with disabilities.
Other Qualifications
AT practitioners and specialists are resourceful, persistent, patient, and creative. They are problem solvers who work well with both children and adults and can juggle a variety of tasks at the same time. Excellent observation and communication skills are needed as they are required to analyze complex information to make sound decisions. They need to combine technical expertise with insight into how to help others become confident users of technology, particularly when working with students, teachers, and families who may be intimidated by technology.
For More Information:
CEC's Innovations in Special Education Technology Division (ISET)
3100 Clarendon Blvd, Suite 600
Arlington, VA, 22201
Nature of the Work
Teacher assistants provide instructional and clerical support for classroom teachers, allowing teachers more time for lesson planning and teaching. They support and assist children in learning class material using the teacher's lesson plans, providing students with individualized attention. Other responsibilities may include supervision of students in the cafeteria, schoolyard, and hallways, or on field trips; recording grades; setting up equipment; and helping prepare materials for instruction. Teacher assistants also are called teacher aides or instructional aides. Some assistants refer to themselves as paraeducators or paraprofessionals.
As schools become more inclusive and integrate special education students into general education classrooms, many teacher assistants in both general education and special education classrooms increasingly assist students with disabilities. They attend to the physical needs of students with disabilities, including feeding, reinforcing the learning of functional skills such as good grooming habits, or providing physical assistance in special area classes, in therapy, or on the school bus.
Teacher assistants also provide personal attention to students with other special needs, such as those who speak English as a second language or those who need remedial education. Some work with young adults to help them obtain a job or apply for community services to support them after schooling. Teacher assistants help assess a student's progress by observing performance and recording relevant data.
Work Environment
Teacher assistants work in a variety of settings—including preschools, child care centers, and religious and community centers, where they work with young adults—but most work in classrooms in elementary, middle, and secondary schools. They also work outdoors supervising recess when weather allows, and they spend much of their time standing, walking, or kneeling.
Those who work in general education classrooms may provide remediation lessons to students with high-incidence disabilities, monitor behavior, and assist with attention and motivation while working with individual students or small groups. In special education classrooms, they often have these responsibilities in addition to offering support in learning basic communication, literacy, and functional life skills.
Approximately 4 in 10 teacher assistants work part time. However, even among full-time workers, about 17 percent work fewer than 40 hours per week. Most assistants who provide educational instruction work the traditional 10-month school year.
Education and Training
Requirements for teacher assistant positions vary by state and district. In some areas, they may need only a high school diploma and on-the-job training, while other areas require an associate's degree at an accredited community college.
Teacher assistants who work in Title 1 schools—those with a large proportion of students from low-income households—must have college training or proven academic skills. They face new federal requirements as of 2006: assistants must hold a two-year or higher degree, have a minimum of two years of postsecondary education, or pass a rigorous state or local assessment.
For those areas that only require a high school diploma, having a college degree or related coursework in child development improves job opportunities.
Some states or districts require teaching assistants to pass the ParaPro Assessment of the Educational Testing Services (ETS) Praxis evaluation. Others follow the guidelines discussed under the Education and Training section.
Advancement Opportunities
Advancement for teacher assistants—usually in the form of higher earnings or increased responsibility—comes primarily with experience or additional education. Specifically, teaching assistants may increase their advancement opportunities in special education by pursuing assistive technology training in order to better support students with disabilities. Some districts offer financial incentives for qualified teaching assistants to work with students who have more significant needs and require high-tech supports to succeed in school.
Some school districts provide time away from the job or tuition reimbursement so that teacher assistants can earn their bachelor's degrees and pursue licensed teaching positions. In return for tuition reimbursement, assistants are often required to teach for a certain length of time in the school district.
Job Outlook
Many job openings are expected for teacher assistants due to turnover and average employment growth in this large occupation, resulting in favorable job prospects. Opportunities should be best for those with at least two years of formal postsecondary education, those with experience in helping special education students, or those who can speak a foreign language.
Demand is expected to vary by region of the country. Regions in which the population and school enrollments are expected to grow quickly, such as many communities in the South and West, should consequently have rapid growth in the demand for teacher assistants.
Nature of the Work
Special education administrators oversee school district special education programs. They assist with program administration, ensure the quality of special education services, and work with teachers and parents in the education process.
Effective management of area coordinators that deal with specific components of special education is also critical for success in special education administration. These components include but are not limited to compliance monitoring, overseeing assistive technology programs, planning district-wide professional development for both high-incidence and low-incidence populations, and working with families and legal advocates.
Work Environment
The work environment for special education administration personnel is often office based and located in county school system buildings. It may also be office space in local schools depending on the space requirements or need to be near schools that have a high population of students in special education.
As is often the case in administrative jobs, positions in special education may have increased stress due to paperwork, heavy workloads, and dealing with legal concerns and litigation.
Education and Training
A master's degree is required in most (if not all) administration positions, while larger school districts may require a doctoral degree.
Licensure requirements for administrators vary by state. Find your state's Department of Education website here for more information.
Other Qualifications
Special education administrative positions require candidates to be innovative leaders in the field, keeping abreast of research-based best practices and supporting teachers in pursuance of additional training. In addition, they must be excellent managers and have strong organizational skills. Special education meetings with families can be emotional and require the leadership to be supportive of both teachers and families, confident in decisions made, and articulate about those choices. Administrators must inspire trust in those that work for them as well as the families of the students with disabilities in the district.
Advancement Opportunities
Education administrators advance through promotion to higher-level administrative positions or by transferring to comparable positions at larger schools or systems. They also may become superintendents of school systems or presidents of educational institutions.
For More Information:
CEC's Council of Administrators of Special Education
101 Katelyn Circle, Suite E
Warner Robins, GA 31088
American Association of School Administrators
1615 Duke Street
Alexandria, VA 22314
Nature of Work
Postsecondary teachers include college and university faculty, postsecondary career and technical education teachers, and graduate teaching assistants. Postsecondary teachers instruct students in a wide variety of academic and vocational subjects beyond the high school level. Most of these students are working toward a degree, but many others are studying for a certificate or certification to improve their knowledge or career skills.
Teaching in any venue involves forming a lesson plan, presenting material to students, responding to students' learning needs, and evaluating student progress. In addition to instruction, postsecondary teachers, particularly those at four-year colleges and universities, also perform a significant amount of research in the subject they teach as well as provide service on local, state, and national levels. They must also keep up with new developments in their field and may consult with government, business, nonprofit, and community organizations.
Work Environment
Many postsecondary teachers find the environment intellectually stimulating and rewarding because they are surrounded by others who enjoy their subject. The ability to share their expertise with others is also appealing to many.
Education and Training
Four-year colleges and universities usually require candidates for full-time, tenure-track positions to hold a doctoral degree. However, they may hire individuals with a master's degree or doctoral candidates for certain disciplines for adjunct, part-time, and temporary jobs.
Doctoral programs take an average of six years of full-time study beyond the bachelor's degree; this includes time spent completing a master's degree and a dissertation. Candidates specialize in a subfield of a discipline, for example, counseling psychology, and also take courses covering the entire discipline. Programs typically include 20 or more increasingly specialized courses and seminars plus comprehensive examinations on all major areas of the field.
Candidates also must complete a dissertation—a written report on original research in the candidate's major field of study. The dissertation sets forth an original hypothesis or proposes a model and tests it. Students in the natural sciences and engineering usually do laboratory work; in the humanities, they study original documents and other published material. The dissertation is done under the guidance of one or more faculty advisors and usually takes one or two years of full-time work.
Advancement Opportunities
For faculty, a major goal in the traditional academic career is attaining tenure. The process of attaining tenure can take approximately seven years with faculty moving up the ranks in tenure-track positions as they meet specific criteria. The ranks are typically instructor, assistant professor, associate professor, and professor. Colleges and universities usually hire new tenure-track faculty as instructors or assistant professors under term contracts. At the end of the period, their record of teaching, research, and overall contribution to the institution is reviewed and tenure may be granted if the review is favorable. Those denied tenure usually must leave the institution.
Tenured professors cannot be fired without just cause and due process. Tenure protects the faculty's academic freedom—the ability to teach and conduct research without fear of being fired for advocating controversial or unpopular ideas. It also gives both faculty and institutions the stability needed for effective research and teaching and provides financial security for faculty. Some institutions have adopted post-tenure review policies to encourage ongoing evaluation of tenured faculty.
Job Outlook
Employment of postsecondary teachers is expected to grow much faster than average as student enrollments continue to increase. However, a significant proportion of these new jobs will be part-time and non-tenure-track positions. Retirements of current postsecondary teachers should create numerous openings for all types of postsecondary teachers, so job opportunities are generally expected to be very good, although they will vary by the subject taught and the type of educational institution.
For More Information:
CEC's Teacher Educator Division (TED)
3100 Clarendon Blvd, Suite 600
Arlington, VA, 22201


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Marcus Wareing at The Berkeley
The Berkeley
Wilton Place
London SW1X 7RL
Online bookings
- Menus: prix-fixe lunch menu at £20 (2 courses), £28 (3 courses) or £50 (3 courses plus wine pairing chosen by sommelier); dinner is £80 for the 3-course à la carte menu, £85 for the 'du jour' menu (weekends only), £98 for the 'prestige' menu & £120 for the 'gourmand' menu (weekends only)
- You can view all of the photos from this meal on my Flickr page
Curing my curiosity
I had been in London for a week, mostly for what turned out to be an exceedingly stressful and long week of work. However, after visiting Mrs. LF's family in France on our second weekend in Europe, and returning to London with two days off before heading back to the US, I was looking forward to some relaxation, and hopefully a good meal…or two.
The day after our arrival the weekend prior, we had the good fortune to dine at the chef's table of Heston Blumenthal's new restaurant, and his first in London. I hope to post about that meal next, as we had a great time – Baby LF included – and generally enjoyed the food. My only other fancy meal for the trip was originally supposed to be at Pied à Terre, the dual Michelin star stalwart on Charlotte Street, at which I enjoyed a meal with my parents a number of years ago. However, with news that its head chef Shane Osbourne was to be departing rather soon, my dining colleague and I decided it might be more fun to try somewhere else.
In fact, in planning my London trip, I had originally thought about trying the seemingly good value prix-fixe lunch menu at Marcus Wareing at The Berkeley, despite the fact that I have never been a great fan of the current name adorning the restaurant's masthead. Having never met the man in person or tasted his food, 'who am I to judge anyway' is a fair enough question. I guess I have just never liked the way he comes off on camera, or in press comments/interviews, or through accounts of him from people I know. However, I was informed by my partner in crime that the kitchen's current head chef was definitely a talent (formerly holding the position of sous-chef at noma in Copenhagen) and, as I had always wanted to see what all the fuss was about anyway, it seemed like a grand idea – or at least a grand setting.
If you enter the hotel from Wilton Place, just off Knightsbridge, you head straight to your right, through an open and pleasant informal dining space. Once through this area, two doors stand before you, they are opened (of course you would not open them yourself at a 5-star hotel), and you enter a fairly intimate rectangular dining room.
As I was the first one to arrive, I was seated on a cushioned bench at one of the three squat tables that serve as the waiting area, and I must admit I felt rather awkward on my own seated next to two smartly dressed older couples who were enjoying aperitifs and some nibbles before taking their proper seats. After fiddling with my phone for a bit, I was about to order some Champagne as this seemed to be what one should do (and I never say no to some good Champagne), but my partner in crime arrived just in time to prevent a minor fleecing of funds from my wallet.
As you would expect, the dining room tables were traditionally and faultlessly appointed, with perfectly ironed linen, fancy napery and so on and so forth. As many UK readers will know, this restaurant was formerly called Petrus, and was run by Gordon Ramsay Holdings before Marcus and Gordon went their separate ways in not such an amicable fashion. Ramsay recently, and rather ridiculously if you ask me, opened a new restaurant of the same name not that far away from the original one. Old habbits, and aging egos, die hard it would seem.
In any case, the dining room that David Collins designed in 2003 for the original Petrus remains largely the same so far as I could tell, with rich claret being the color of concentration. The metal gridding adorning the windows is reminiscent of a wine rack, reinforcing the theme. Tables are very well spaced, and parties of two are seated at four and eight o'clock. It is a formal room and most of the guests on the day we dined were probably over 50 and all very well turned out. I wondered if the food would be as traditional as the setting.
Tour de flavor
We were presented with a number of menu options, but in the end decided to go with the prix-fixe menu, which gives you two options for starters and mains and three choices for desserts, plus the amuse bouche(s), pre-dessert and petit fours that you expect at a restaurant that is catering for an inspector or two from a particular tire company. All in all, I thought it was pretty good value at £38 if the cooking would hold muster, and even better at £50 with a wine pairing thrown in.
In order to be completely transparent, for one reason or another – either because of our photo snapping or because of the name on our reservation – we did receive a few extra courses, which we had not asked for and for which we were not charged (these were: starters 1 and 3, which came with accompanying wines, plus possibly an additional pre-dessert).
One of my dirty kitchen secrets is that I quite enjoyed a particular supermarket's tub of taramasalata when I lived in the UK. Slightly pink, creamy and salty, it always did the trick for a quick no-hassle snack. This version, besides being extremely beautiful to look at – with the micro herbs and delicate radish slices – was miles removed from the commercial stuff. It was definitely the best taramasalata I have I've ever had, including versions from well-known Mediterranean restaurants and a few home kitchens. Another extremely refined nibble that was not shy in the flavor department.
Sticking with the Mediterranean theme, we were given some more crisp melba toast in a basket, with a wonderful dip of eggplant and mint yogurt, which was quite ambitiously salted, but this worked due to the creaminess of the yogurt and the faint sweetness of the mint.
I was surprised with all three canapés as I had expected to be served very traditional French or British foods at the restaurant, and we had already been flown to the South of the USA and back to Greece. I was wondering what would come next.
I would give this opening trio of snacks an 8/10 as they were bursting with flavour and pretty original, at least within this context, and compared to my expectations.
Our next course came in a narrow glass that contained what appeared to be some sort of deep orange milkshake, replete with whipped cream and toppings. It was in fact a butternut squash soup, which had a lovely creamy texture and was perfectly seasoned. The slightly sweet accent from the froth on top and the spice of ginger elevated this dish to live up to its appetizing presentation. Another strong dish, another 8/10.
We both received the next dish which, in my opinion, was one of the more beautiful plates I have had the pleasure of looking at in while. Luckily, the taste again lived up to the promise of the presentation. This dish was all about the sweetness of the Scottish scallops being married to the bright acidity and tang of the finger limes and lemon vinegar. Some additional sweetness was provided by dainty wild strawberries and a few sprigs of Thai basil. This cold plate warmed my heart and reminded me of my frozen plate of sea urchins at noma a few months prior (possibly because of the connection between the Orkney Islands and the lone Scotsman who caught the sea urchins at the Northern tip of Scandinavia). 9/10.
Next came the starter I had actually ordered from the menu. This was pure genius and not at all what I had been expecting to find at a 'fine dining' restaurant. It was probably not such an expensive dish to put together, but its rich flavors proved you don't need fancy ingredients to make something taste amazing. The shallots had been beautifully cooked and were hence exceedingly sweet. This allied well with the smokiness that ran through the dish, from both the cheese and the char on the potato bread. The yogurt was excellent, as it had been in our canapés, and the mint – which arrived in both liquid and leaf form – not only added a pretty visual accent, but a significant layer of flavor too. I almost licked my plate clean. 9/10.
Another unannounced dish was presented shortly thereafter, and this one was also a looker. A classic combination of black pudding and langoustines was executed very well, but it was again the minute but flavorful accents that set this above other versions that I've had of this pairing. Besides its citrus notes, the blood orange added good acidity to cut through the sweetness of the langoustines and the richness of the black pudding. The langoustines were very close to the texture and sweetness of the ones I had at noma, and they were cooked very well, retaining their moisture and soft texture. 8/10.
Unfortunately, one of the two dud notes in this thus far edible symphony was my main course. I have had Pollock a few times before, and it has never been my favorite of fishes, but I thought in such a kitchen they might be able to elevate this humble craniate to new heights. Sadly it was not to be. The fish itself seemed a little too dry to me, and it just didn't have much flavor. The same couldn't be said of the accompaniments, which were actually excellent…on their own, that is. I really enjoyed the robust flavors that came from the green nettle (mimicking pesto in texture), the particularly sweet tomato (did they add a sweetening agent?), some bittersweet preserved lemon and purple olives. The homemade pasta they came with was first-rate too, cooked as al dente as you'd get in a proper Italian restaurant. So if it had just been a bowl of pasta with sauce, great, but unfortunately the fish and the rest of it just didn't integrate at all and I almost didn't see the point in finishing the fish itself. 6/10.
Our waiter asked us if we would like a tour of the kitchen as we waited for our desserts, and we certainly had no reason to decline. It turned out Marcus was not in the kitchen – I would guess he was in St Pancras Renaissance Hotel at the then soon-to-open (and now opened) The Gilbert Scott, his second London restaurant – but his head chef, James Knappett (who is on twitter, by the way), was present and had a lot of interesting things to say. I think the three of us actually ended up talking for nearly half an hour, and we learned a lot about the restaurant's extremely high quality of sourcing of ingredients, plus the serious effort they put into making as many things as they can in the kitchen from scratch (including all of the pastas, for instance). It was also great to see them finishing all of the plates going out at the pass.
After our seventh-inning, and eight-course stretch, we returned to our table, where we were met with another delight. I am not sure exactly what this creamy cube of a cake was called, but it was delicious, with a decadent dark chocolate layer on top, and some crumbled honeycomb whose crunchiness and mellow sweetness worked perfectly with it. 8/10.
Given my current city of work, it was a shame that the other real shortcoming in my meal was the 'Manhattan' pre-dessert. I really can't recall much about it except that both my dining partner and I didn't like it at all. It was a shame considering it was quite an attractive little glass. I prefer not to score this as, if I did, it would probably be around a three and disproportionately bring down the score for the overall meal. My strong reaction to it was probably due to my dislike of the flavors inherent within the glass (I remember something like blackcurrant and/or kirsch, neither of which I care for much).
We both ordered an evolved version of Marcus' Wareing's now classic British dessert, which originally made it through to the final event in the first series of The Great British Menu television, and, and was served to HRH herself. I didn't fall in love with it, but I did enjoy most elements of the complicated plate, with its pink, creamy Hershey kisses, candied rhubarb, crispy crumbs and ice cream. The custard tart itself was very good, but I thought there was too much going on otherwise – it all seemed a sideshow, a distraction. The flavour of black pepper did come through very strongly, and I had mixed feelings about how this interacted with the sweeter-than-expected rhubarb flavour and the firm custard itself. I think the original version may have been better, though I never tried it. I would personally pare this down a bit more, at least presentation-wise. 6/10.
The sommelier recommended a sticky wine from Sardinia to go with dessert and it was pleasant enough though it didn't get my palate racing. It was also quite aggressively priced, but I couldn't complain given the extra courses and wines we had been given.
We were both totally stuffed at this point and, despite my noted sweet teeth, I couldn't bring myself to sample a single sphere from the prodigious and immaculate bonbon trolley. 😦
A splendid surprise
As I pointed out at the beginning, my expectations were not very high before our meal, and most of the food we were served far exceeded them. For the most part, each dish had been technically very well prepared, and the unifying theme – as there didn't seem to be a particular type of cuisine being served – was the fullness of the flavors. Out of the all the dishes we tasted (and that was a fair many), the only dish in particular seemed lacking in this department was my companion's starter of mackerel, cucumber, beetroot, carrot, finger lime and chilli.
It looked beautiful (see the photo above), but it just didn't function well as a whole, and was quite bland, with the star of the show – the mackerel – leaving something to be desired. (I must add that his main course of beef cheeks and bone marrow was completely the opposite, with deep flavors that begged to be eaten). The only other thing we both didn't like was the cute little 'Manhattan' pre-dessert, but this is nitpicking. The fact is the food here certainly belongs in a small handful of the best London 'fine dining' restaurants.
The service throughout the meal, which was delivered by a diverse cast of characters, was generally very good. Besides one person who I think took himself a tad too seriously, everyone was knowledgeable, friendly and professional. The interaction was definitely on the formal side, but this is what you expect at such a venue.
If I still lived in London, I don't think I would be chomping at the bit to return asap, but I certainly would like to explore more of the menu as I think the kitchen is performing at a very high level. And if I had a business meeting or formal occasion to celebrate, this would definitely be one of the places I would consider. I guess this is proof that you can't always judge a chef by his TV cover(age). Good show.
Ambience: 7/10
Service: 7/10
Food: 8/10
Wine: the wine list is a seriously thick, heavy, leather-bound tome of over 40 pages, which has some great wine from excellent producers. There is a good selection by the glass and half bottle too, although it seems very aggressively priced across the board, with mark-ups of 4 times or so common throughout. You can see a list of the wines we had by the glass that the sommelier chose for the pairings with our dishes.
For more about my rating scale, click here.
*Note: I have dined at Marcus Wareing at The Berkeley once, and it was for a weekday lunch. Please note above that we received two extra starters – with accompanying wine – plus possibly an extra pre-dessert, for which we did not ask and did not pay of, likely as we were either known to the house or simply because they saw that we were interested and taking photos of the food*


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WASHINGTON — On December 4, 2008, exactly 40 years after returning from a tour as an infantryman in the Vietnam War, United States Senator Chuck Hagel spoke of peace. "When I think of jobs and improving people's conditions," he told the nonpartisan Israel Policy Forum, "I think of what Stef Wertheimer has been doing in Turkey and Israel." Hagel explained that Wertheimer — one of Israel's wealthiest men — "has five very high-tech industrial base firms in Turkey and Israel. They're planning twenty more. I've been there. I've seen them. Here he has Palestinians and Israelis and Jews working side by side in these plants, and he is helping educate their children. They have futures, they have opportunities. This is not some idealistic dream, in fact it's happened."
Three years later, in an address to the graduating class at Tuft University's Fletcher School of Law and Diplomacy, Hagel's Senate colleague and fellow Vietnam veteran, Senator John Kerry, declared that "We are again in desperate need of a Marshall Plan for the Middle East" because "in the end, nothing will be more important than helping to build a better economic future for the Middle East as a whole."
Today, these two advocates of economic engagement are poised to become America's next Secretary of Defense and Secretary of State. At a time when the Israeli-Palestinian peace process only seems to move backwards, both offer painfully-won knowledge of the horrors of war, and a needed willingness to consider other approaches. They recognize that if the leaders of Israel, Hamas and Fatah are unwilling to find political solutions, maybe it's time for America to work with business leaders to drive economic solutions.
The idea of a Marshall Plan for the Middle East has been suggested by everyone from the dean of Columbia Business School to the leader of the Syrian rebels. The New York Times' David Brooks has gone so far as to propose a $50 "Marshall Plan Tax" whenever anyone recommends such a program. Nor is everyone convinced that a WWII-era policy named for then-Secretary of State George C. Marshall — through which the U.S. provided massive grants, loans and technical assistance to rebuild post-war Europe while preventing the spread of Soviet communism — translates so easily to an unstable region known for corruption and tribal loyalties.
Yet Stef Wertheimer's Marshall-inspired industrial parks are something different, consisting not just of economic development, but technical education, cross-cultural communities and art museums — home. Nestled in the foothills of the Galilee, his flagship Tefen Industrial Park draws a steady stream of startups and visitors, as impressed by the high-performing businesses as they are by the Israeli and Palestinian residents who happily co-exist. Wertheimer — a highly-respected entrepreneur who fled Nazi persecution and fought for Israeli Independence before founding a small metal tool cutting business — jokingly calls this his "capitalist kibbutz," but a more appropriate name might be "Marshall Parks."
Wertheimer runs seven such parks — six in Israel, one in Turkey — which he proudly informs me have helped launch more than 200 export firms, create over 5,500 jobs and generate over $1 billion in sales. The Middle East manufactures only two percent of the globe's goods — compared to 60 percent of the world's oil — yet more than a tenth of Israel's industrial exports trace their origin to Wertheimer's model.
His dream — Wertheimer's Marshall Plan — is a string of 100 industrial parks stretching from Turkey to Egypt, employing and training equal numbers of Israelis and Arabs while giving shaky Arab states the industrial base from which to launch modern economies.
For a few tantalizing months in the 1990s that dream seemed in reach. "I personally went to Gaza in the late 1990s to meet with Yasser Arafat and secured his agreement to build an industrial park there," Wertheimer tells me. There were signed agreements from two Israeli Prime Ministers — Ehud Barak and Benjamin Netanyahu — in addition to commitments from Daimler Chrysler, Sidney Harman and other business leaders. A week before ground broke the Second Intifada began, derailing plans.
Ever the industrious industrialist, Wertheimer continued to marshal support for his stalled project, testifying before Congress in 2002 and impressing the likes of George Mitchell and Liz Cheney until the Iraq War diverted U.S. attention. As international interest waned with each new wave of violence, Wertheimer's did as well, though he continues to plead his case to anyone who will listen. His newest plant — in the largely Arab city of Nazareth — opens this month, but Wertheimer still yearns to build in the Palestinian Territories where the impact would be greatest.
At the moment, however, Israel seems as resistant as ever to improving its untenable situation. In November, rocket attacks from Gaza nearly precipitated an Israeli ground operation, and to the north, Israel is constructing another wall to prevent the chaos in Syria from spilling across the border. Israel's upcoming elections will almost certainly return to power a fractured but increasingly hardline coalition of nationalists and religious right-wingers. Meanwhile, despite the Palestinian Authority achieving "observer status" at the U.N., Palestinians remain badly divided between Hamas and Fatah, their government nearly bankrupt.
Still, as Gilead Sher, a former Camp David negotiator and now co-chair of the pro-peace organization Blue White Future, wryly tells me, "The circumstances never seem to be right for any initiative, a fact that makes any time right for such an initiative."
With traditional diplomacy at a standstill — and the likely elevation of two U.S. cabinet secretaries committed to the soft power of economic development — now is the perfect time to recommit to constructing these Marshall Parks. Building five across Jordan would cost a relatively paltry $1 billion over five years. The cost of a single $150 million F-22 Raptor fighter jet, Wertheimer notes, would fund the initial cost of constructing seven parks. They could quickly be replicated in the West Bank and Gaza, creating a free trade zone benefiting Israelis, Palestinians and Egyptians.
The model and the motivation are there — all that's missing is the money. Just as it successfully did in post-war Europe — and more recently in Northern Ireland under President Bill Clinton ahead of peace talks — the U.S. government can encourage the investment that will sow the dividends of peace. If international business executives can join with local leaders to take a leap of faith, these industrial parks will take off.
Before long, Wertheimer says, "the parks can usher in an era in which production, exports, education and an advanced quality of life can replace terrorism and poverty." He adds, "Quite frankly, helping the Palestinians economically is the best thing for Israel. When you're sitting down for dinner and you've got food on your plate and the people around you don't, it's dangerous. Israel will be a lot safer if the people in our region have more food on their own plates."
It was the Biblical prophet Isaiah — revered by Jews and Muslims alike — whose oft-quoted words command us to beat our swords into plowshares, and our spears into pruning hooks. Melting weapons of war into instruments of a productive peace has always been a goal worth chasing. With a few industrial parks, it might just be a goal within reach.


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Well of course not! Nothing out of the ordinary will happen. No (apocalyptic) earthquakes, no volcanic eruption, no giant Planet-X/Nibiru/whatever-they-call-it coming towards earth, no reversal of polarity of earths magnetic field… And – at least with me – no jump on a higher level of conscious awareness.
Just remember, that we only know of two archaeologic findings that refer to tomorrow. One's context is unclear and the other is written in a symbolic sense, signifying a long span of time.
One very special thing today however is the Google Doodle. Great idea and great look:
Got nothing to do with your last hours on earth (hey, some still believe, something will happen)? Just try to decipher what is written there and if it makes sense. The Glyph books of Mark Pitts, which we featured in a previous article, might be helpful in that task. Please contact me with any results or worries at email@example.com.
Anyways, 8:15 means only 15.75 hours left in GMT for the earth to somehow turn itself out. Oh and the next post will be post #100, which feels like a worthy coincidence.


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A Sober Situation Returning to 'Jersey Shore,' Suing Abercrombie & Fitch
How exactly The Situation plans to maintain his new found sobriety on a show fueled by alcohol is unclear but the 'Jersey Shore' star is bound and determined to return for the show's sixth season, drunk or not. "Bound" is the key word here, as The Situation will be forced to miss a court date in his ongoing legal battle with Abercrombie & Fitch due to his contractual obligations to appear on the MTV hit this June.
"The Situation," government name Mike Sorrentino, is suing the clothing company for ten-million dollars for selling "Situation" and "G.T.L." themed apparel. Abercombie & Fitch claims their designs are pure parody and therefore non-infringing on any trademarks Sorrentino or MTV might hold. Interestingly enough, A&F once offered to pay Sorrentino not to wear their clothes.
TMZ reports The Situation, who was recently in rehab for a substance abuse problem, is scheduled to appear in court for the case on June 14th but is asking to postpone the date, as he's to appear on "Jersey Shore" from May 22nd to July 7th.
Though both the show's marquee stars, The Situation and Snooki will be back, with one sober and the other pregnant, we're left wondering what's the point.