You know why. You teach standard mainstream fourth grade.

And your favorite student comes in without the homework again. “Actually,” he says, “I forgot. Really, I should be punished.” Prempting you.

You realize that his shirt is on inside-out. The other kids are mocking him. He’s hurt for a second, then his look changes to pride.

“Go ahead, laugh,” he says, and sears them with (an increasingly familiar) look of condescending pity. “The high probability of an asteroid strike would end all life on earth as we know it. Since we live in a world that might end instantly at any given moment, I wore my shirt this way on purpose. It’s a Dada thing. You know, Ubu Roi.”

You love this kid. And you fear for his future. You know he doesn’t belong here. But where?

His jokes are understood by you, but none of the kids in your class. He loves to tease you with plays on words and satire. He makes everyone laugh with his brilliant insights.

Sometimes, he can be incredibly sensitive to feelings of others, but other times he’s bossy and condescending to other kids. When the tough kids pick on him, he plays the class clown role, but you know he hates it. His defense mechanisms are elaborate.

What he doesn’t know he finds out as fast as he can. Google is his authority.

He would be the dream student, IF he were your only student!

In part one of EXCEPTIONALS, we explored a degree in teaching exceptional disabled students. We discussed the world of those students, and the kind of training and degree necessary to equip a future teacher for that world.

Today, I want to flip the mirror and view learning through its other side, the development of the gifted student— another unique type of person, with very exceptional learning needs and abilities.

School psychologists work with students in early childhood and elementary and secondary schools. They collaborate with teachers, parents, and school personnel to create safe, healthy, and supportive learning environments for all students. School psychologists address students’ learning and behavioral problems, suggest improvements to classroom management strategies or parenting techniques, and evaluate students with disabilities and gifted and talented students to help determine the best way to educate them.

When the gifted student is evaluated, a suitable and appropriate teaching program should be developed for that student’s special needs.

Then the exceptional teaching begins. A host of positive and negative incidents will challenge both the student and the teacher. This is why a solid basis of knowledge, specific to teaching exceptional students, is essential for the teacher.

The challenges are many for both the teacher and the student. There are many classic examples…

The Gifted Student asks many questions and is very curious. Typically, he/she already possesses a surprising amount of information, often with amazing memory skills. However, the same student easily gets “off task” and “off topic”, impatient when not called on in class.

The Gifted Student can grasp ideas very quickly, getting it the first time. He/she retains information easily, masters reading skills earlier, quick in math, and completes assignments with startling quickness. This student may expect constant recognition. He/she is very easily bored, often disruptive when feeling ignored, and hates repetitive activities and memorization. Speed in thought means sloppy, hasty execution of class work, then more and deeper impatience.

The Gifted Student can become the worst of adults or the best of adults. The way he/she is taught— or NOT taught— means everything. Good or bad. Just as the gifted student can become bored and upset when ignored, the gifted adult can turn inward and dangerous when undeveloped and unrecognized.

In the first part of this two-parter, we covered the pathways of higher education for you, the teacher, of exceptional students.

This youth can become a great thinker, a great leader, a great innovator, as an adult.

With this person, original thoughts and indecent opinions are self-motivated. With higher level thinking skills of analysis, synthesis, and evaluation, he/she makes connections other students don’t see. Highly individual approaches to problem-solving bring amazing results.

Our world desperately needs minds of this quality, but minds that have been nurtured with skill, love, and insight.

So, this rare human potential is in your hands. Never let it be wasted. Or even much worse, distorted and twisted!

It’s up to YOU to go back to college— and gain the additional knowledge required to bring this gift into the world, and this little human being in to a fruitful life.

YOU are the doorway, the exceptional teacher of the Gifted Student!”

For information on professions related to early intervention and education for gifted children, listings of schools with special education training programs, information on teacher certification, and general information on related personnel issues, contact:

• The National Association of Gifted Children http://www.nagc.org/
• The Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201. http://www.cec.sped.org
• National Center for Special Education Personnel & Related Service Providers, National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. http://www.personnelcenter.org

To learn more about the special education teacher certification and licensing requirements in individual States, contact the State’s department of education.

You were always drawn to that side, the disabled kids. There are so many more of them than the gifted. Their needs seem so desperate, their gratitude so overwhelming.

You’d always wanted to teach. You’d grown up working at a summer camp for kids with disabilities.

Maybe you yourself were a gifted kid, and hardly realized it. But you always had so much to share. You seemed to have a very special intuitive insight into others.

Somehow, disabled kids, (with their unusual ways of expressing themselves), didn’t sadden or scare you the way they did some of the other counselors— who often quit after a couple of hours, or the first trying day.

Camp for disabled kids was like going to another world. You loved their delight in small things. After summer vacation, you missed being with those kids, actually.

There was a way you learned to reach them, that made you feel so special yourself. They saw that way you had and loved you for it.

But for all that, you wanted to do more. You always knew there was so much more you should be able to do for them. To bring that light to their eyes. And their hugs aplenty.

Then you were asked to counsel at a camp for what they called the “emotionally disturbed.” You went online and googled the major diagnoses and symptoms. You prepared yourself with effective techniques for working with those kids. It was tougher, but you learned.

And now, you’re fully educated. You work in a public school for Students with Emotional Disturbance or Emotional Disabilities (ED). Their emotions are exaggerated or inappropriate for a situation. They can’t explain or control their actions or impulses. But you understand. Your education prepared you.

But still, it’s so hard. You are the last hope of these kids.

Before this, out of college, you taught in a Title One school. You still bear the fingernail and bite scars on both arms. But those are trivial, compared to the suffering of your students. Autistic, violent temper tantrums, screamers, thrashers.

Your heart aches for them, but so does your head, trying so many ways, over and over, to reach them, soothe and comfort and teach them.

Your family wonders how you can stand it. They have no idea how much inner satisfaction it brings you.

Teaching special education is the difficult teaching positions in the public school system. An incredible level of motivation and courage is needed, to not give up when the going gets tough.

Special education teachers work with children and youths who have a variety of disabilities. It requires a solid background degree in child development and education.

A small number of special education teachers work with students with severe cases of mental retardation or autism, primarily teaching them life skills and basic literacy.

However, 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. Most special education teachers instruct students at the elementary, middle, and secondary school level, although some work with infants and toddlers.

The various types of disabilities that may qualify individuals for special education programs include specific learning disabilities, speech or language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, visual impairments, autism, combined deafness and blindness, traumatic brain injury, and other health impairments. Students are classified under one of the categories, and special education teachers are prepared to work with specific groups.

Early identification of a child with special needs is an important part of a special education teacher’s job, because early intervention is essential in educating children with disabilities.

Special education teachers use various techniques to promote learning. Depending on the disability, teaching methods can include individualized instruction, problem-solving assignments, and small-group work. When students need special accommodations to take a test, special education teachers see that appropriate ones are provided, such as having the questions read orally or lengthening the time allowed to take the test.

Special education teachers help to develop an Individualized Education Program (IEP) for each student. The IEP sets personalized goals for the student and is tailored to that student’s individual needs and ability. When appropriate, the program includes a transition plan outlining specific steps to prepare students with disabilities for middle school or high school or, in the case of older students, a job or postsecondary study. Teachers review the IEP with the student’s parents, school administrators, and the student’s general education teachers. Teachers work closely with parents to inform them of their child’s progress and suggest techniques to promote learning at home.

Special education teachers design and teach appropriate curricula, assign work geared toward each student’s needs and abilities, and grade papers and homework assignments. They are involved in the students’ behavioral, social, and academic development, helping them develop emotionally, feel comfortable in social situations, and be aware of socially acceptable behavior. Preparing special education students for daily life after graduation also is an important aspect of the job. Teachers provide students with career counseling or help them learn routine skills, such as balancing a checkbook.

As schools become more inclusive, special education teachers and general education teachers increasingly work together in general education classrooms.

Special education teachers help general educators adapt curriculum materials and teaching techniques to meet the needs of students with disabilities. They coordinate the work of teachers, teacher assistants, and related personnel, such as therapists and social workers, to meet the individualized needs of the student within inclusive special education programs. A large part of a special education teacher’s job involves communicating and coordinating with others involved in the child’s well being, including parents, social workers, school psychologists, occupational and physical therapists, school administrators, and other teachers.

Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; still others teach together with general education teachers in classes including both general and special education students.

Some teachers work with special education students for several hours a day in a resource room, separate from their general education classroom. Considerably fewer special education teachers work in residential facilities or tutor students in homebound or hospital environments.

Some special education teachers work with infants and usually travel to the child’s home to work with the parents. Many of these infants have medical problems that slow or preclude normal development. Special education teachers show parents techniques and activities designed to stimulate the infant and encourage the growth and development of the child’s skills. Toddlers usually receive their services at a preschool where special education teachers help them develop social, self-help, motor, language, and cognitive skills, often through the use of play.

Technology is becoming increasingly important in special education. Teachers use specialized equipment such as computers with synthesized speech, interactive educational software programs, and audiotapes to assist children.

Special education teachers enjoy the challenge of working with students with disabilities and the opportunity to establish meaningful relationships with them. Although helping these students can be highly rewarding, the work also can be emotionally and physically draining.

Some schools offer year-round education for special education students, but most special education teachers work only the traditional 10-month school year.

All States require special education teachers to be licensed, which typically requires at least a bachelor’s degree and completion of an approved training program in special education teaching.

Many States require a master’s degree. Most States have alternative methods for entry— for bachelor’s degree holders who do not have training in education.

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 years and include general and specialized courses in special education. However, an increasing number of institutions require a 5th year or other graduate-level preparation.

Among the courses offered are educational psychology, legal issues of special education, child growth and development, and strategies for teaching students with disabilities. Some programs require specialization, while others offer generalized special education degrees or a course of study in several specialized areas. The last year of the program usually is spent student teaching in a classroom supervised by a certified teacher.

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 varies by State. In some States, special education teachers receive a general education credential to teach kindergarten through grade 12. These teachers then train in a specialty, such as learning disabilities or behavioral disorders. Many States offer general special education licenses across a variety of disability categories, while others license several different specialties within special education.

For traditional licensing, all States require a bachelor’s degree and the completion of an approved teacher preparation program with a prescribed number of subject and education credits and supervised practice teaching. However, many States also require a master’s degree in special education, involving at least 1 year of additional course work, including a specialization, beyond the bachelor’s degree.

Special education teachers can advance to become supervisors or administrators. They may also earn advanced degrees and 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 light teaching load.

The number of special education teachers is expected to increase by 15 percent from 2006 to 2016, faster than the average for all occupations.

The number of students requiring special education services has grown steadily in recent years due to improvements that have allowed learning disabilities to be diagnosed at earlier ages and medical advances that have resulted in more children surviving serious accidents or illnesses, but with impairments that require special accommodations. In addition, legislation emphasizing training and employment for individuals with disabilities and educational reforms requiring higher standards for graduation has increased demand for special education services.

The percentage of foreign-born special education students also is expected to grow, as teachers become more adept in recognizing disabilities in that population. Finally, more parents are expected to seek special services for their children who have difficulty meeting the new, higher standards required of students.

In addition to job openings resulting from growth, a large number of openings will result from the need to replace special education teachers who switch to teaching general education, change careers altogether, or retire. At the same time, many school districts report difficulty finding sufficient numbers of qualified teachers. As a result, special education teachers should have excellent job prospects.

The job outlook does vary by geographic area and specialty. Although most areas of the country report difficulty finding qualified applicants, positions in inner cities and rural areas usually are more plentiful than job openings in suburban or wealthy urban areas. Student populations also are expected to increase more rapidly in certain parts of the country, such as the South and West, resulting in increased demand for special education teachers in those regions.

Job opportunities may be better in certain specialties—such as teachers who work with children with multiple disabilities or severe disabilities like autism—because of large increases in the enrollment of special education students classified under those categories. Legislation encouraging early intervention and special education for infants, toddlers, and preschoolers has created a need for early childhood special education teachers.

Bilingual special education teachers and those with multicultural experience also are needed to work with an increasingly diverse student population.

Median annual earnings in May 2006 of wage-and-salary special education teachers who worked primarily in preschools, kindergartens, and elementary schools were $46,360. The middle 50 percent earned between $37,500 and $59,320. The lowest 10 percent earned less than $31,320, and the highest 10 percent earned more than $73,620.
Median annual earnings of wage-and-salary middle school special education teachers were $47,650. The middle 50 percent earned between $38,460 and $61,530. The lowest 10 percent earned less than $32,420, and the highest 10 percent earned more than $80,170.

Median annual earnings of wage-and-salary special education teachers who worked primarily in secondary schools were $48,330. The middle 50 percent earned between $38,910 and $62,640. The lowest 10 percent earned less than $32,760, and the highest 10 percent earned more than $78,020.

In 2006, about 58 percent of special education teachers belonged to unions—mainly the American Federation of Teachers and the National Education Association—that bargain with school systems over wages, hours, and the terms and conditions of employment.

In most schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Some teachers earn extra income during the summer, working in the school system or in other jobs.

Other occupations involved with the identification, evaluation, and development of students with disabilities include psychologists, social workers, speech-language pathologists, audiologists, counselors, teacher assistants, occupational therapists, recreational therapists, and teachers—preschool, kindergarten, elementary, middle, and secondary.

All States require teachers to be licensed; traditional licensing requires the completion of a special education teacher training program and at least a bachelor’s degree.

Many States require a master’s degree. Also, a number of States offer alternative licensure programs to attract college graduates, who do not have training in education.

As a special ed teacher, you job prospects are excellent— enrollments of special education students (and shortages of qualified teachers) keep rising.

Your degree can be the gateway to a profession in increasingly high demand, and a deeply satisfying profession, and a very challenging one.

Special education can be exhausting, intense, delightful, depressing, wonderful… but never boring.

The pain your kids suffer, the delight of discovery in their eyes, their hugs, all make each of your teaching days a world unto itself— beyond merely special— unique!

NOTE: Tomorrow, in our second part of Exceptionals, we will explore the world of Gifted Children, the other side of teaching “Exceptional Students“.

For information on professions related to early intervention and education for children with disabilities, listings of schools with special education training programs, information on teacher certification, and general information on related personnel issues, contact:

• The Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201. http://www.cec.sped.org
• National Center for Special Education Personnel & Related Service Providers, National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. http://www.personnelcenter.org

To learn more about the special education teacher certification and licensing requirements in individual States, contact the State’s department of education.

It’s the middle of the night. A big rain is blowing through the city. The giant glass tower is empty except for security guards. And you and the world-famous entrepreneur. He’s wearing golf clothes, you’re dressed in an old plastic raincoat like a homeless guy with a garbage bag.

His face isn’t smiling the way it was on the Time cover. He’s furious, worried, grim. “I don’t trust my own security people. Their sweeps showed nothing. Maybe they did the plant, if there is one… if we can crush this takeover crap, we’re meeting in Dubai, and before that, I’ve gotta know.”

You make him leave the room. Even his body’s faint electromagnetic field is too strong for the incredibly sensitive scanning codes in your laptop-based remote. You’ve adjusted for your own field and that took a full day of programming.

Walking out, he grinds his teeth, says, “Find the bug and I’m giving you a hundred-thousand-buck tip.”

You pull off the Goodwill raincoat. Your high-tech work overalls have tool and gear pockets, most of them full.

You clear your head and remove your gear bag from the garbage bag. You set up and boot up and calibrate the scanner remote… and you systematically begin your sweep.

You smile and remember the first bug you ever found, inside a curtain rod in a home kitchen, a cheap circuit board about the size of a quarter and powered by a 9-volt battery. An amateur’s bug for sure, but a bug no less. It’s on your key ring for good luck.

This is your life, bug sweeps, disguises, surveillance missions, clients sobbing in desperation. Expertise in polygraph testing, internal theft, domestic abuse cases.

You scan the luxurious surfaces of the Billionaire’s conference room walls, ceiling, tables, chairs, lamps, carpeting. You muse while you scan.

You met him when the company hired you to sweep his fleet of cars. You found six bugs, astonishing him. Then he asked you out to his mansion on the lake, and you found a dozen more. He liked you, bonused you, retained you.

Most of all, with your track record working for him, he trusts you. In fact, nobody else in his company even knows about you. He pays you by wire transfer. You wonder why he trusts you. His bonuses, maybe. Or the fact that he knows this— all you have, besides your knowledge, is your reputation for your loyalty to the client.

An hour goes by. The scans reveal nothing. With your remote so high it feeds back, still nothing. You trust the exotic gear, some of it you designed yourself.

Now you stop, put the gear down. You tell yourself… look around… empty your mind.

Across the gulf of space outside the building, another huge glass building glitters in the night. It’s walls face these walls. The rain is gone, and the tall office buildings steam from their vents. In the back of your mind, something is emerging…

Wham! A revelation hits you.

You grab your laptop and key in a new program. You rest your range-finding laser scanner on the desktop, pointed at that building, in a triaxial angled grid.

Suddenly, your laptop data screen jumps to life.

And you grin. You triangulate the signals, focusing them to a pinpoint.

On the sixth floor over there. Ninth office from the left. A vibration code scanner signal that reads choice pattern vibes from the conference room glass.

The next day your online banking shows a big wire deposit. And an e-mail request: “Traveling to Dubai next month. Need services to and from and there.”

You’re a PI.

A Private Investigator. A detective at the top of your game.

You’re on the high end, but you didn’t start there. You first earned a degree in criminology, and began at the bottom of the ladder… with divorce and child custody disputes.

Your world is nothing like you see on TV. You don’t chase cars, enter illegally, or chase people waving a gun. You are careful not to trespass, even. You’ve got a State detective’s license to protect, and an “agency operator’s license,” which permits you to be your own boss.

And a bad economy means ever more work for you.

You assist individuals, businesses, and attorneys by finding and analyzing information. You connect small clues to solve mysteries or to uncover facts about legal, financial, or personal matters. You offer many services, including executive, corporate, and celebrity protection; pre-employment verification; and individual background profiles.

Sometimes you investigate computer crimes, such as identity theft, harassing e-mails, and illegal downloading of copyrighted material. You also provide assistance in criminal and civil liability cases, insurance claims and fraud, child custody and protection cases, missing persons cases, and premarital screening.

Private detectives and investigators have many methods to choose from when determining the facts in a case. Much of their work is done using a computer, recovering deleted e-mails and documents, for example. They may also perform computer database searches or work with someone who does.

Computers allow investigators to quickly obtain huge amounts of information such as a subject’s prior arrests, convictions, and civil legal judgments; telephone numbers; motor vehicle registrations; association and club memberships; and even photographs.

Sometimes investigators go undercover, pretending to be someone else to get information or to observe a subject inconspicuously. Most detectives and investigators are trained to perform physical surveillance, which may be high-tech or low-tech. They may observe a site, such as the home of a subject, from an inconspicuous location or a vehicle. Using photographic and video cameras, binoculars, and cell phones, detectives often use surveillance to gather information on an individual; this can be quite time consuming.

Detectives and investigators must be mindful of the law when conducting investigations. They keep up with Federal, State, and local legislation, such as privacy laws and other legal issues affecting their work.

The legality of certain methods may be unclear, and investigators and detectives must have knowledge and training of law that a degree can greatly facilitate.

Private detectives and investigators often specialize. Those who focus on intellectual property theft, for example, investigate and document acts of piracy, help clients stop illegal activity, and provide intelligence for prosecution and civil action. Other investigators specialize in developing financial profiles and asset searches. Their reports reflect information gathered through interviews, investigation and surveillance, and research, including review of public documents.

Computer forensic investigators specialize in recovering, analyzing, and presenting data from computers for use in investigations or as evidence. They determine the details of intrusions into computer systems, recover data from encrypted or erased files, and recover e-mails and deleted passwords.

Legal investigators assist in preparing criminal defenses, locating witnesses, serving legal documents, interviewing police and prospective witnesses, and gathering and reviewing evidence. Legal investigators also may collect information on the parties to the litigation, take photographs, testify in court, and assemble evidence and reports for trials. They often work for law firms or lawyers.

Corporate investigators conduct internal and external investigations for corporations. In internal investigations, they may investigate drug use in the workplace, ensure that expense accounts are not abused, or determine whether employees are stealing merchandise or information. External investigations attempt to thwart criminal schemes from outside the corporation, such as fraudulent billing by a supplier.

Financial investigators may be hired to develop confidential financial profiles of individuals or companies that are prospective parties to large financial transactions. These investigators often are certified public accountants (CPAs) who work closely with investment bankers and other accountants. They might also search for assets in order to recover damages awarded by a court in fraud or theft cases.

Investigators generally work alone, but they sometimes work with others during surveillance or when following a subject in order to avoid detection by the subject. Some of the work involves confrontation, so the job can be stressful and dangerous. Some situations call for the investigator to be armed, such as certain bodyguard assignments for corporate or celebrity clients. In most cases, however, a weapon is not necessary because the purpose of the work is gathering information and not law enforcement or criminal apprehension. Owners of investigative agencies have the added stress of having to deal with demanding and sometimes distraught clients.

Private detectives and investigators often work irregular hours because of the need to conduct surveillance and contact people who are not available during normal working hours. Early morning, evening, weekend, and holiday work is common.

Most private detectives and investigators have some college education and previous experience in investigative work. In most States, they are required to be licensed.

There are no formal education requirements for most private detective and investigator jobs, although many of the top PI’s have college degrees.

Courses in criminal justice and police science are helpful to aspiring private detectives and investigators.

Although related experience is usually required, some people enter the occupation directly after graduation from college, generally with an associate or bachelor’s degree in criminal justice or police science.

The 2006 educational attainment for private detectives and investigators, in percent, was as follows:

Most corporate investigators must have a bachelor’s degree, preferably in a business-related field. Some corporate investigators have a master’s degree in business administration or a law degree; others are CPAs.

For computer forensics work, a computer science or accounting degree is more helpful than a criminal justice degree. An accounting degree provides good background knowledge for investigating fraud through computer forensics.

Either of these two degrees provides a good starting point after which investigative techniques can be learned on the job.

Alternatively, many colleges and universities now offer certificate programs, requiring from 15 to 21 credits, in computer forensics. These programs are most beneficial to law enforcement officers, paralegals, or others who are already involved in investigative work. A few colleges and universities now offer bachelor’s or master’s degrees in computer forensics, and others are planning to begin offering such degrees.

Most of the work of private detectives and investigators is learned on the job. New investigators will usually start by learning how to use databases to gather information. The training they receive depends on the type of firm. At an insurance company, a new investigator will learn to recognize insurance fraud. At a firm that specializes in domestic cases, a new worker might observe a senior investigator performing surveillance. Learning by doing, in which new investigators are put on cases and gain skills as they go, is a common approach. Corporate investigators hired by large companies, however, may receive formal training in business practices, management structure, and various finance-related topics.

Because they work with changing technologies, computer forensic investigators never stop training. They learn the latest methods of fraud detection and new software programs and operating systems by attending conferences and courses offered by software vendors and professional associations.

The majority of States and the District of Columbia require private detectives and investigators to be licensed. Licensing requirements vary, however. Seven States—Alabama, Alaska, Colorado, Idaho, Mississippi, Missouri, and South Dakota—have no Statewide licensing requirements, some States have few requirements, and many others have stringent regulations.

A degree can push your chances radically forward. For example, the Bureau of Security and Investigative Services of the California Department of Consumer Affairs requires private investigators to be 18 years of age or older; have a combination of education in police science, criminal law, or justice and experience equaling 3 years (6,000 hours); pass a criminal history background check by the California Department of Justice and the FBI (in most States, convicted felons cannot be issued a license); and receive a qualifying score on a 2-hour written examination covering laws and regulations.

Detectives and investigators in all States who carry handguns must meet additional requirements for a firearms permit.

There are no licenses specifically for computer forensic investigators, but some States require them to be licensed private investigators. Even where licensure is not required, a private investigator license is useful to some because it allows them to perform follow-up or complementary tasks.

Private detectives and investigators typically have previous experience in other occupations. Some have worked in other occupations for insurance or collections companies, in the private security industry, or as paralegals.

Many investigators enter the field after serving in law enforcement, the military, government auditing and investigative positions, or Federal intelligence jobs. Former law enforcement officers, military investigators, and government agents, who are frequently able to retire after 25 years of service, often become private detectives or investigators in a second career.

Others enter from jobs in finance, accounting, commercial credit, investigative reporting, insurance, and law. These individuals often can apply their prior work experience in a related investigative specialty.

Most computer forensic investigators learn their trade while working for a law enforcement agency, either as a sworn officer or a civilian computer forensic analyst. They are trained at their agency’s computer forensics training program. Many people enter law enforcement specifically to get this training and establish a reputation before moving to the private sector.

For private detective and investigator jobs, most employers look for individuals with ingenuity, persistence, and assertiveness. A candidate must not be afraid of confrontation, should communicate well, and should be able to think on his or her feet. Good interviewing and interrogation skills also are important and usually are acquired in earlier careers in law enforcement or other fields. Because the courts often are the judge of a properly conducted investigation, the investigator must be able to present the facts in a manner that a jury will believe. The screening process for potential employees typically includes a background check for a criminal history.

Some investigators receive certification from a professional organization to demonstrate competency in a field. For example, the National Association of Legal Investigators confers the Certified Legal Investigator designation to licensed investigators who devote a majority of their practice to negligence or criminal defense investigations. To receive the designation, applicants must satisfy experience, educational, and continuing-training requirements and must pass written and oral exams.

ASIS, a trade organization for the security industry, offers the Professional Certified Investigator certification. To qualify, applicants must have a high school diploma or equivalent; have 5 years of investigations experience, including 2 years managing investigations; and must pass an exam.

Most private-detective agencies are small, with little room for advancement. Usually, there are no defined ranks or steps, so advancement takes the form of increases in salary and assignment status. Many detectives and investigators start their own firms after gaining a few years of experience. Corporate and legal investigators may rise to supervisor or manager of the security or investigations department.

Private detectives and investigators held about 52,000 jobs in 2006. About 30 percent were self-employed, including many for whom investigative work was a second job.

Around 34 percent of detective and investigator jobs were in investigation and security services, including private detective agencies, while another 9 percent were in department or other general merchandise stores. The rest worked mostly in State and local government, legal services firms, employment services companies, insurance agencies, and credit mediation establishments, including banks and other depository institutions.

Sharp competition is expected for most jobs despite faster-than-average employment growth. A degree is definitely a plus.

Employment of private detectives and investigators is expected to grow 18 percent over the 2006-16 decade, faster than the average for all occupations. Increased demand for private detectives and investigators will result from heightened security concerns, increased litigation, and the need to protect confidential information and property of all kinds.

The proliferation of criminal activity on the Internet, such as identity theft, spamming, e-mail harassment, and illegal downloading of copyrighted materials, will also increase the demand for private investigators.

Employee background checks, conducted by private investigators, will become standard for an increasing number of jobs.

Growing financial activity worldwide will increase the demand for investigators— to control internal and external financial losses, to monitor competitors, and to prevent industrial spying.

There will be many increasing opportunities at the entry level. Build from there, and work your way up the ladder.

Begin with your degree in Criminal Justice, Police Science, Criminology, or Computer Forensics.

A career as Private Investigator, Legal Investigator, Corporate Investigator, or Financial Investigator, is yours for the earning.

Every day will be an adventure, good or bad. You’ll never be bored!

For information on local licensing requirements, contact your State Department of Public Safety, State Division of Licensing, or local or State police headquarters.

For information on a career as a legal investigator and about the Certified Legal Investigator credential, contact:

• National Association of Legal Investigators, 908 21st St., Sacramento, CA 95814-3118. http://www.nalionline.org

For more information about investigative and other security careers, about the Professional Certified Investigator credential, and for a list of colleges and universities offering security-related courses and majors, contact:

• ASIS, 1625 Prince St., Alexandria, VA 22314-2818. http://www.asisonline.org

Let’s talk about a very powerful, yet invisible, person. A professional behind the scenes of all our daily lives. A professional who creates opinion, shapes our attitudes, our likes and our dislikes.

In Hollywood, when they help create a star, they are called “Praisers.” They might score “sexiest man in the world” status for their client.

In manipulating political views, they are “spin-doctors.” They might persuade a famous religious leader to pose with their client, in return for other power-producing favors.

If a celebrity has a bad news release, they might change the “bad spin” to “positive spin” with a series of counter-articles, exploiting their connections with popular columnists or TV Shouters.

They are brokers of public opinion. They create an intrinsic quality that some call “the sweet smell of success.”

Popularity makers. Poll pumpers. The politician’s best friend. The builders of corporate image.

Amazing, isn’t it? How can one person wield such power— to make millions of people like or dislike a single person? Make them admire or hate a company? Persuade them to vote for or vote against a political candidate?

Sound impossible? Who are these incredibly influential professionals?

They are Publicists. The academic term is “Public Relations Specialist.”

Some just call them PR’s.

PR’s create desire and image and brand recognition. A top PR commands millions in fees, but can use their connections to get an actor’s face on the cover of people, or a candidate’s face on a banner on Yahoo.

Their media campaigns have created the world we live in— through media campaigns they shape many of our prides and prejudices. They drive our opinions, who we think is cool, who we don’t, who we want to imitate, what brands we buy, what shows we watch, what clothes we wear.

They create “publics”— targeted groups in focused demographics. A great PR expert can turn a person’s image around, or make fame from obscurity.

An organization’s reputation, profitability, (and even its continued existence) can depend on the degree to which its targeted “publics” support its goals and policies.

PR’s come in many levels of rank and power. From the million-dollar-fee global elites, to the rank and file of local business and politics.

Public relations specialists—also referred to as communications specialists and media specialists, among other titles— promote businesses, nonprofit associations, universities, hospitals, and other organizations, and build and maintain positive relationships with the public. As managers recognize the importance of good public relations to the success of their organizations, they increasingly rely on public relations specialists for advice on the strategy and policy of such programs.

Public relations specialists handle organizational functions such as media, community, consumer, industry, and governmental relations; political campaigns; interest-group representation; conflict mediation; and employee and investor relations. They do more than “tell the organization’s story.” They must understand the attitudes and concerns of community, consumer, employee, and public interest groups and establish and maintain cooperative relationships with them and with representatives from print and broadcast journalism.

Public relations specialists draft press releases and contact people in the media who might print or broadcast their material. Many radio or television special reports, newspaper stories, and magazine articles start at the desks of public relations specialists. Sometimes the subject is an organization and its policies toward its employees or its role in the community. Often the subject is a public issue, such as health, energy, or the environment, and what an organization does to advance that issue.

Public relations specialists also arrange and conduct programs to keep up contact between organization representatives and the public. For example, they set up speaking engagements and often prepare speeches for company officials. These media specialists represent employers at community projects; make film, slide, or other visual presentations at meetings and school assemblies; and plan conventions. In addition, they are responsible for preparing annual reports and writing proposals for various projects.

In government, public relations specialists—who may be called press secretaries, information officers, public affairs specialists, or communication specialists—keep the public informed about the activities of agencies and officials. For example, public affairs specialists in the U.S. Department of State keep the public informed of travel advisories and of U.S. positions on foreign issues. A press secretary for a member of Congress keeps constituents aware of the representative’s accomplishments.

In large organizations, the key public relations executive, who often is a vice president, may develop overall plans and policies with other executives. In addition, public relations departments employ public relations specialists to write, research, prepare materials, maintain contacts, and respond to inquiries.

People who handle publicity for an individual or who direct public relations for a small organization may deal with all aspects of the job. They contact people, plan and research, and prepare materials for distribution. They also may handle advertising or sales promotion work to support marketing efforts.

The typical public relations specialist works in a busy office. The pressures of deadlines and tight work schedules can be stressful.

Some public relations specialists work a standard 35- to 40-hour week, but unpaid overtime is common and work schedules can be irregular and frequently interrupted. Occasionally, they must be at the job or on call around the clock, especially if there is an emergency or crisis. Schedules often have to be rearranged so that workers can meet deadlines, deliver speeches, attend meetings and community activities, and travel.

There are no defined standards for entry into a public relations career. But in such a wild-wild-west business habitat, you need all the help you can get.

A college degree in a communications-related field, combined with public relations experience, is excellent preparation for public relations work.

Many entry-level public relations specialists have a college degree in public relations, journalism, advertising, or communication.

Some firms seek college graduates who have worked in electronic or print journalism.

Other employers seek applicants with demonstrated communication skills and training or experience in a field related to the firm’s business—information technology, health care, science, engineering, sales, or finance, for example.

Many colleges and universities offer bachelor’s and postsecondary degrees in public relations, usually in a journalism or communications department. In addition, many other colleges offer at least one course in this field.

A common public relations sequence includes courses in public relations principles and techniques; public relations management and administration, including organizational development; writing, emphasizing news releases, proposals, annual reports, scripts, speeches, and related items; visual communications, including desktop publishing and computer graphics; and research, emphasizing social science research and survey design and implementation.

Courses in advertising, journalism, business administration, finance, political science, psychology, sociology, and creative writing also are helpful. Specialties are offered in public relations for business, government, and nonprofit organizations.

Many colleges help students gain part-time internships in public relations that provide valuable experience and training. Membership in local chapters of the Public Relations Student Society of America (affiliated with the Public Relations Society of America) or in student chapters of the International Association of Business Communicators provides an opportunity for students to exchange views with public relations specialists and to make professional contacts that may help them find a job in the field.

A portfolio of published articles, television or radio programs, slide presentations, and other work is an asset in finding a job. Writing for a school publication or television or radio station provides valuable experience and material for one’s portfolio.

Some organizations, particularly those with large public relations staffs, have formal training programs for new employees. In smaller organizations, new employees work under the guidance of experienced staff members. Beginners often maintain files of material about company activities, scan newspapers and magazines for appropriate articles to clip, and assemble information for speeches and pamphlets. They also may answer calls from the press and the public, work on invitation lists and details for press conferences, or escort visitors and clients. After gaining experience, they write news releases, speeches, and articles for publication or plan and carry out publicity campaigns.

Public relations specialists must show creativity, initiative, and good judgment and have the ability to communicate thoughts clearly and simply. Decision-making, problem-solving, and research skills also are important. People who choose public relations as a career need an outgoing personality, self-confidence, an understanding of human psychology, and an enthusiasm for motivating people. They should be competitive, yet able to function as part of a team and be open to new ideas.

The Universal Accreditation Board accredits public relations specialists who are members of the Public Relations Society of America and who participate in the Examination for Accreditation in Public Relations process. This process includes both a readiness review and an examination, which are designed for candidates who have at least 5 years of full-time work or teaching experience in public relations and who have earned a bachelor’s degree in a communications-related field. The readiness review includes a written submission by each candidate, a portfolio review, and dialogue between the candidate and a three-member panel. Candidates who successfully advance through readiness review and pass the computer-based examination earn the Accredited in Public Relations (APR) designation.

The International Association of Business Communicators (IABC) also has an accreditation program for professionals in the communications field, including public relations specialists. Those who meet all the requirements of the program earn the Accredited Business Communicator (ABC) designation. Candidates must have at least 5 years of experience and a bachelor’s degree in a communications field and must pass written and oral examinations. They also must submit a portfolio of work samples demonstrating involvement in a range of communications projects and a thorough understanding of communications planning.

Public relations specialists held about 243,000 jobs in 2006. They are concentrated in service-providing industries such as advertising and related services; health care and social assistance; educational services; and government. Others work for communications firms, financial institutions, and government agencies.

Public relations specialists are concentrated in large cities, where press services and other communications facilities are readily available and many businesses and trade associations have their headquarters. Many public relations consulting firms are in New York, Los Angeles, San Francisco, Chicago, and Washington, DC. There is a trend, however, for public relations jobs to be dispersed throughout the Nation, closer to clients.

Very tough competition is expected for entry-level PR jobs. Employment of public relations specialists is expected to grow by 18 percent from 2006 to 2016, faster than average for all occupations. The need for good public relations (in an increasingly competitive business environment) should spur demand for these workers in organizations of all types and sizes. Those with additional language capabilities also are in great demand.

Many people are attracted to this profession because of the high profile nature of the work. Opportunities should be best for college graduates who combine a degree in journalism, public relations, advertising, or another communications-related field with a public relations internship or other related work experience.

Applicants without the appropriate educational background or work experience will face the toughest obstacles.

Median annual earnings for salaried public relations specialists were $47,350 in May 2006.
The middle 50 percent earned between $35,600 and $65,310; the lowest 10 percent earned less than $28,080, and the top 10 percent earned more than $89,220.

Although employment is projected to grow faster than average, incredible competition is expected for entry-level jobs.

Opportunities should be best for college graduates who combine a degree in public relations, journalism, or another communications-related field with a public relations internship or other related work experience.

If you crave real power in our world, the ability to create public opinion is near the very top of the power pyramid.

If the world of PR sounds like a world you are ready to take on, a good communications degree will help kick-start your adventure.

Want to hang out with the power people of our world? Try PR. If it doesn’t eat you alive, you might become the next PR King.

A comprehensive directory of schools offering degree programs, a sequence of study in public relations, a brochure on careers in public relations, and an online brochure entitled Where Shall I Go to Study Advertising and Public Relations?, are available from:

• Public Relations Society of America, Inc., 33 Maiden Lane, New York, NY 10038-5150 http://www.prsa.org

For information on accreditation for public relations professionals and the IABC Student Web site, contact:

• International Association of Business Communicators, One Hallidie Plaza, Suite 600, San Francisco, CA 94102

Or do you slow the car, feeling pity for them; do you sense their desperation? Do you realize that, “there but for the grace of God go I?”

In our highly competitive society of consumerism, of branding, of cars and houses and good jobs, most of us rank one another by a thing we call “success.” At the top are the good-looking attractive people with bright minds, great jobs, brilliant futures. They are educated and sharp. We tend to admire them, to seek their company.

At the bottom of that ranking are the mentally ill, the homeless, the addicts, the orphans, the abused, the unwanted, the rejected. We tend to avoid and even fear them.

But, are you different? Do you wish there were some way you could help? In fact, would you be willing to dedicate your life’s work to the rescue of the less fortunate? Do you feel compassion? Does your mind seek answers that would help keep others from falling through the cracks in our world?

If the answers are “Yes,” you may be one of the compassionate members of society; you may possess the altruistic intelligence necessary to become a Social Worker.

Social workers assist people by helping them cope with issues in their everyday lives, deal with their relationships, and solve personal and family problems. Some social workers help clients who face a disability or a life-threatening disease or a social problem, such as inadequate housing, unemployment, or substance abuse. Social workers also assist families that have serious domestic conflicts, sometimes involving child or spousal abuse.

The job outlook? For educated social workers, it’s very good.

Competition for jobs is expected in cities, but opportunities should be good in rural areas. Employment is projected to grow much faster than average. About 5 out of 10 jobs were in health care and social assistance industries and 3 in 10 work for State and local government agencies.

Child, family, and school social workers provide social services and assistance to improve the social and psychological functioning of children and their families and to maximize the well-being of families and the academic functioning of children. They may assist single parents, arrange adoptions, or help find foster homes for neglected, abandoned, or abused children. Some specialize in services for senior citizens. These social workers may run support groups for the children of aging parents; advise elderly people or family members about housing, transportation, long-term care, and other services; and coordinate and monitor these services. Through employee assistance programs, social workers may help people cope with job-related pressures or with personal problems that affect the quality of their work.

In schools, social workers often serve as the link between students’ families and the school, working with parents, guardians, teachers, and other school officials to ensure students reach their academic and personal potential. In addition, they address problems such as misbehavior, truancy, and teenage pregnancy and advise teachers on how to cope with difficult students. Increasingly, school social workers teach workshops to entire classes.

Child, family, and school social workers may also be known as child welfare social workers, family services social workers, child protective services social workers, occupational social workers, or gerontology social workers. They often work for individual and family services agencies, schools, or State or local governments.

Medical and public health social workers provide psychosocial support to people, families, or vulnerable populations so they can cope with chronic, acute, or terminal illnesses, such as Alzheimer’s disease, cancer, or AIDS. They also advise family caregivers, counsel patients, and help plan for patients’ needs after discharge from hospitals. They may arrange for at-home services, such as meals-on-wheels or home care. Medical and public health social workers may work for hospitals, nursing and personal care facilities, individual and family services agencies, or local governments. Mental health and substance abuse social workers assess and treat individuals with mental illness or substance abuse problems, including abuse of alcohol, tobacco, or other drugs.

A bachelor’s degree in social work (BSW) is the most common minimum requirement to qualify for a job as a social worker; however, majors in psychology, sociology, and related fields may qualify for some entry-level jobs, especially in small community agencies.

A master’s degree in social work (MSW) is typically required for positions in health settings and is required for clinical work as well. Some jobs in public and private agencies also may require an advanced degree, such as a master’s degree in social services policy or administration. Supervisory, administrative, and staff training positions usually require an advanced degree. College and university teaching positions and most research appointments normally require a doctorate in social work (DSW or Ph.D.).

Bachelor’s degree programs prepare graduates for direct service positions, such as caseworker, and include courses in social work values and ethics, dealing with a culturally diverse clientele and at-risk populations, promotion of social and economic justice, human behavior and the social environment, social welfare policy and services, social work practice, social research methods, and field education. Accredited programs require a minimum of 400 hours of supervised field experience.

Master’s degree programs prepare graduates for work in their chosen field of concentration and continue to develop the skills required to perform clinical assessments, manage large caseloads, take on supervisory roles, and explore new ways of drawing upon social services to meet the needs of clients. Master’s programs last 2 years and include a minimum of 900 hours of supervised field instruction or internship. A part-time program may take 4 years.

Entry into a master’s program does not require a bachelor’s degree in social work, but courses in psychology, biology, sociology, economics, political science, and social work are recommended. In addition, a second language can be very helpful. Most master’s programs offer advanced standing for those with a bachelor’s degree from an accredited social work program.

Employment for social workers is expected grow much faster than the average for all occupations through 2016. Job prospects are favorable particularly for social workers who specialize in the aging population or work in rural areas. Employment of social workers is expected to increase by 22 percent during the 2006-16 decade, which is much faster than the average for all occupations.

Employment of child, family and school social workers is expected to grow by 19 percent, which is faster than the average for all occupations. Mental health and substance abuse social workers will grow by 30 percent, which is much faster than the average, over the 2006-16 decade. Growth of medical and public health social workers is expected to be 24 percent, which is much faster than the average for all occupations.

Median annual earnings of child, family, and school social workers were $37,480 in May 2006. The middle 50 percent earned between $29,590 and $49,060. The lowest 10 percent earned less than $24,480, and the top 10 percent earned more than $62,530.

Median annual earnings of medical and public health social workers were $43,040 in May 2006. The middle 50 percent earned between $34,110 and $53,740. The lowest 10 percent earned less than $27,280, and the top 10 percent earned more than $64,070.

Median annual earnings of mental health and substance abuse social workers were $35,410 in May 2006. The middle 50 percent earned between $27,940 and $45,720. The lowest 10 percent earned less than $22,490, and the top 10 percent earned more than $57,630.

So, you are compassionate and intelligent.

The need is huge. The field is growing. What are you waiting for?

Where do you begin? There are many colleges and universities offering the programs you need to become a qualified Social Worker. Go get the knowledge base that you need, so that the skill sets for helping others will be yours.

As of 2006, the Council on Social Work Education accredited 458 bachelor’s programs and 181 master’s programs. The Group for the Advancement of Doctoral Education listed 74 doctoral programs in social work (DSW or Ph. D.) in the United States.

If you want to be a life-line to others, set your life on fast-forward— educate and empower yourself to help others— as a Social Worker!

Why is pottery so global, with examples found from the Stone Age, and even before? Imagine, the availability of a plastic material, its abundance and its strength, all free for the taking, simply dug from the earth itself. And yet how amazing— its beauty and its utility combine so aesthetically, so usefully, so wonderfully.

Shaped and fired, it fuses hard. Its durability and versatility is true whether for functional objects, or decorative pieces. Even ceramic sculpture, from the home to the place of worship, is found throughout every culture around the world.

Ceramics is one of the oldest forms of art in human history. And the creator of ceramics— the potter— is arguably the oldest artist of all human beings. For the potter is the artist this ancient and revered art form.

The most ancient potters hand-built bowls of clay they dug from riverbanks, then piled wood on top and burned the clay to a hard watertight shape. Potters today have electric kilns, with automatic temperature controls. Or they use the old methods for the ancient effects so warm and comforting to many.

For educators today, one of the biggest challenges (in creating new ceramic art students) is the common stigma that ceramics is only a “utilitarian trade” or mere artisan craft.

Yanagi, (a sage in the folk movement of Japanese “Mingei”) wrote in “The Unknown Craftman”, that the very beauty of primitive wares derived from the selfless hands that mass-produced so many wares so fast, for the common people. Such wares are popular in the austere tea ceremony, or cha-no-yu.

So, what is the difference between a ceramic artist, and a potter? And what path do they take to those ends?

The potter Toshiko Takaezu challenges this assumption, by intentionally making vessels that are closed and therefore not functional. Other modern ceramic artists employ the medium for sculptural and figural forms.

At the other end of the spectrum, artistic movements of the 20th century have embraced the craft-based origins of ceramic art. Pieces are created for use, not mere eye-candy. Many modern potters employ traditional techniques into the production of contemporary work.

What is the pathway to this life, or creating shapes from clay, shapes of utility and beauty?

A typical university Ceramics program introduces students to a wide range of techniques and processes with an emphasis on creative thinking and individual artistic growth.

Students are exposed to the rich history of ceramic art and are expected to achieve excellence in aesthetics, concept, craftsmanship, and professionalism while developing their unique artistic visions. The studio experience emphasizes community and the ability to work in a group, offering many opportunities for individual leadership. Students participate in every facet of a functioning studio from mixing their own clays and glazes through firing their own work. Study of sculpture, pottery, and the vessel is encouraged.

Undergraduates can pursue a degree in ceramics through a B.F.A. in 3D Studies, a B.F.A. in Art Education, or a B.A. in 3D Studies. Undergraduate art students take courses across a range of studio areas and in art history. The Ceramics curriculum often includes courses in Kiln-building and Glazes and Raw Materials, as well as general studio courses and a senior-level course in Professional Practices.

A good program in Ceramics is designed to prepare students to be fully functioning artists upon graduation, prepared to open their own studio or to pursue further study.

An art degree in Ceramics presents a rich and accommodating medium for any contemporary artist working today. Depending on their choice of materials, building method, surface decoration, and firing, artists have nearly endless options to aid them in creating varied and lasting pieces of ceramic art.

If you are drawn to this earthy, independent way of life and art, there are many nearby schools awaiting you, with many arts courses online.

And you can contact the American Art Pottery Association, whose manifesto is to promote the Ceramic Arts. http://www.aapa.info/

These are people who crave new sights daily, new vistas. They drive tens of thousands of miles and their office is at the controls of a giant ultramodern million-dollar machine.

Behind their seat is a fully-equipped lounge and bedroom, with all comforts. They live self-contained. And many make very very good money.

Yes… they are truck drivers. Truckers. Long-haulers. Concrete Cowboys.

Like I said, in the USA, truck drivers and driver/sales workers hold over 3 million jobs. The truck transportation industry is HUGE— it employed 27 percent of all truck drivers and driver/sales workers in the United States. And another 26 percent worked for companies engaged in wholesale or retail trade.

Sounds like maybe a good fit for you? So, what about training, qualifications, and the big one— advancement?

Education and training for a long-haul driver, as for for any walk of life, is key to success both finding employment, and in making a living.

Most prospective truck drivers take driver-training courses at a technical or vocational school to prepare for CDL testing.

What is CDL? It’s what separates the big rig drivers, who make the best money, from all the rest.

Truckers, who operate trucks with a gross vehicle weight of 26,001 pounds, or who operate a vehicle carrying hazardous materials or oversized loads, need a commercial driver’s license (CDL).

Training for the CDL is offered by many private and public vocational-technical schools. (Only a standard driver’s license is required to drive smaller trucks.) Driver-training courses teach students how to maneuver the big rigs on crowded streets and in highway traffic. These courses also train new drivers how to properly inspect trucks and freight for compliance with regulations.

Some States require prospective drivers to complete a training course in basic truck driving before getting their CDL. Some companies have similar requirements. (People interested in attending a driving school should check with local trucking companies to make sure the school’s training is acceptable. )

The Professional Truck Driver Institute (PTDI) certifies driver-training courses— at truck driver training schools that meet industry standards and Federal Highway Administration guidelines, for training tractor-trailer drivers.

Employers usually have training programs for new drivers who have already earned their CDL. This is often informal and may consist of only a few hours of instruction from an experienced driver. Some companies give 1 to 2 days of classroom instruction covering general duties, the operation and loading of a truck, company policies, and the preparation of delivery forms and company records.

New drivers may also ride with and observe experienced drivers before getting their own assignments. Drivers receive additional training to drive special types of trucks or handle hazardous materials. Driver/sales workers receive training on the various types of products their company carries so that they can effectively answer questions about the products and more easily market them to their customers.

Licensure is a key requirement, and one that your school of choice will help guide you through.

Federal and State regulations govern the qualifications and standards for truck drivers. Drivers must comply with all Federal regulations and any State regulations that are in excess of those Federal requirements when under that State’s jurisdiction.

Truck drivers must have a driver’s license issued by the State in which they live. Drivers of trucks with a GVW of 26,001 pounds or more—including most tractor-trailers, as well as bigger straight trucks—must obtain a CDL. All drivers who operate trucks transporting hazardous materials or oversized loads must obtain a CDL and a special endorsement, regardless of truck capacity.

In order to receive the hazardous materials endorsement, a driver must be fingerprinted and submit to a criminal background check by the Transportation Security Administration. In many States, a regular driver’s license is sufficient for driving light trucks and vans.

To qualify for a CDL, applicants must have clean driving records, pass written tests on rules and regulations, and demonstrate that they can operate commercial trucks safely. A national database permanently records all driving violations committed by those with a CDL, and issuing authorities reject applicants who have suspended or revoked licenses in other States. Licensed drivers must accompany trainees until they get their own CDLs. A person may not hold more than one driver’s license at a time and must surrender any other licenses when issued a CDL. Information on how to apply for a CDL may be obtained from State motor vehicle administrations.

Although many States allow 18 year-olds to drive trucks within their borders, a driver must be at least 21 years of age to cross State lines or get special endorsements. Regulations also require drivers to pass a physical examination every 2 years. Physical qualifications include good hearing, at least 20/40 vision with glasses or corrective lenses, and a 70-degree field of vision in each eye. They must also be able to distinguish between colors on traffic lights. Drivers must also have normal use of arms and legs and normal blood pressure. People with epilepsy or diabetes controlled by insulin are not permitted to be interstate truck drivers.

Other qualifications may be necessary, and again, your school of choice, once you’ve qualified with the needed training, can help you thread the needle.

Federal regulations require employers to test their drivers for alcohol and drug use as a condition of employment and require periodic random tests of the drivers while they are on duty. Drivers may not use any controlled substances, unless prescribed by a licensed physician. A driver must not have been convicted of a felony involving the use of a motor vehicle or a crime involving drugs, driving under the influence of drugs or alcohol, refusing to submit to an alcohol test required by a State or its implied consent laws or regulations, leaving the scene of a crime, or causing a fatality through negligent operation of a motor vehicle. All drivers must be able to read and speak English well enough to read road signs, prepare reports, and communicate with law enforcement officers and the public.

One thing to remember is that many trucking companies have higher standards than those required by Federal and State regulations. For example, firms often require that drivers be at least 22 years old, be able to lift heavy objects, and have driven trucks for 3 to 5 years. Big firms prefer at least a high school graduate, or higher, and require annual physical examinations.

In the US, about 56 percent are heavy truck and tractor-trailer drivers; 31 percent are light or delivery services truck drivers; and 13 percent are driver/sales workers.

Yes, in the USA alone, and all over the globe, trucking is a huge business with big opportunities.

Truck drivers can advance to jobs that provide higher earnings, preferred schedules, or better working conditions. Long-haul truck drivers primarily look for new contracts that offer better pay per mile or higher bonuses.

Because companies entrust drivers with millions of dollars worth of equipment and freight, drivers who have a long record of safe driving earn far more than new drivers. Local truck drivers may advance to driving heavy or specialized trucks, or transfer to long-distance truck driving.

You may consider business courses as well, and continue your education— smart ambitious truck drivers can advance to dispatcher or even manager.

If this life is cut out for you, find the right truck driving school, and become your dream— as always, educate, educate, educate!

The late summer sun is going down and the light is fading fast. You move slowly through the deep shadows, and you drop into a gully to watch and listen. Beer cans and trash. Mud. Meth waste.

Your deputy responded to reports. The smell of raw chemicals. Cars coming and going up the dead-end dirt road, cars with out of state plates.

You called for local backup, and the DEA. Now you need to stake and wait.

Moving through the high weeds you see empty steel drums and you smell it— a meth lab, a big one.

A spark would set this place off like a 500-pound bomb.

You are a county sheriff. People think your life is about politicking for office, running Gomer speed traps, and serving legal papers. That’s because they have no clue.

Your deputy is well-trained, patient, smart, you trained her yourself.

She has cover-positioned herself opposite you so you share the front and side view of the building. She’s a mother of two kids and the coach of their softball team.

You hear the faint sound of a door. Peering through weeds you see motion in front.

Someone steps outside and lights a cigarette. Its a bald guy, a silhouette in the bad light… he’s got a black rifle, AK 47 or Ar 15… no, now you see, it’s a Mini-14, magus taped tandem.

The suspect steps out and starts walking. Hell, he’s moving steadily toward your deputy’s position. He halts, smoking, looking around.

Be cool, you think, stay cool.

You wish you had another officer in back. You wish you knew what was back there.

Now you hear a child crying somewhere. its coming from inside there. From inside the meth lab itself!

Do you go, or not go?

You’re the sheriff, it’s your call. Wait for backup, wait for the DEA, or do something now?

What would you do?

Sheriffs and deputy sheriffs enforce the law on the county level. More than any other law officers, they personally know their people, their citizens, their terrain.

Sheriffs usually are elected to their posts and perform duties similar to those of a local or county police chief. Sheriffs’ departments tend to be relatively small, most having fewer than 50 sworn officers. Deputy sheriffs have law enforcement duties similar to those of officers in urban police departments. Police and sheriffs’ deputies who provide security in city and county courts are sometimes called bailiffs.

Sheriffs and their deputies have one of the highest rates of on-the-job injury and illness.

n addition to the obvious dangers of confrontations with criminals, police officers and detectives need to be constantly alert and ready to deal appropriately with a number of other threatening situations. Many law enforcement officers witness death and suffering resulting from accidents and criminal behavior.

A career in law enforcement may take a toll on their private lives. Sheriffs are not like police with 40-hour weeks, because protection must be provided around the clock— weekends, holidays, and nights. Deputies do shifts, but sheriffs are required to work whenever they are needed— and may work long hours during investigations.

A sheriff is best equipped with a bachelor’s or master’s degree in Criminal Science and a minor in management can help. Sociology is a critical knowledge, and people skills are paramount.

A specific educational background related to law enforcement, such as deputy experience, or city police work, is fundamental.

A good sheriff must have highly developed personal qualities and be able to communicate clearly and persuasively.

An analytical mind, the ability to analyze large amounts of information and data quickly, and the ability to evaluate the relationships among deputies and citizens, also are important qualities.

The qualities of leadership, self-confidence, motivation, decisiveness, flexibility, sound moral judgment, and determination, all all essentials.

Because when the bad thing starts happening… it’s all on you.

You’re staking out the meth lab and suddenly the child you heard inside begins screaming. Someone yells inside there. A rough adult voice. The child shrieks.

You see your deputy rise up with her shotgun; she’s a mother and the kid in there shrieks again and you see her crouch/aim at the armed guy smoking a cigarette.

And now the guy sees her too… he’s shifting around toward her with the Mini-14…

Now you have no choice, all hell is about to break loose and you move and you move with the shotgun and your whole world slows to tunnel vision…

You are the Sheriff.

As a member of the Writer’s Guild West, Erudio voted in the WGA awards for best screenplay.

Top of my list? UP IN THE AIR, PRECIOUS, HURT LOCKER.

Each of these intense, emotionally honest, films works urgently toward a primal confrontation with the world we live in today. And every year, I find myself comparing this year’s movies to the movies of the past. You have to. It’s the way the brain works.

And each year, I think of those amazing stories, how they were written, the dialogue, the drama, the conflicts.

Like, think way back to 1962… Lawrence of Arabia (the eventual AA winner), The Longest Day, The Music Man, Mutiny on the Bounty, To Kill A Mockingbird, The Manchurian Candidate, The Bird Man of Alcatraz, Days of Wine and Roses, The Miracle Worker and Long Day’s Journey into Night. Whatever Happened to Baby Jane, Billy Budd, Divorce Italian Style, Last Year at Marienbad, Gypsy, Sweet Bird of Youth, Period of Adjustment, Jules and Jim, Lolita, Advise and Consent, Peeping Tom, The Man Who Shot Liberty Valance… and many more, all in one year.

To you budding film students out there, how many of those 1962 movies have you seen? Classic films are a MUSEUM of film art.

And they all have one thing in common— they all started with a great SCREENPLAY. Amazing narrative, setting, dialogue, action.

In fact, the Writer’s Guild has compiled a list of screenwriters’ picks for the 101 best screenplays of all time.

To Kill a Mockingbird, Dr Strangelove, Full Metal Jacket, East of Eden, Citizen Kane, Shane, High Noon…

Each great movie was first born in the brain of a screenwriter, the man or woman who sat alone and saw the movie in their head, and then wrote it down for others to see and know, and to make into a film for all to see and to know.

Here’s the list… in order, as voted on by professional screenwriters, members of the Writer’s Guild—

1. CASABLANCA
   Screenplay by Julius J. & Philip G. Epstein and Howard Koch. Based on the play “Everybody Comes to Rick’s” by Murray Burnett and Joan Alison
2. THE GODFATHER
   Screenplay by Mario Puzo and Francis Ford Coppola. Based on the novel by Mario Puzo
3. CHINATOWN
   Written by Robert Towne
4. CITIZEN KANE
   Written by Herman Mankiewicz and Orson Welles
5. ALL ABOUT EVE
   Screenplay by Joseph L. Mankiewicz. Based on “The Wisdom of Eve,” a short story and radio play by Mary Orr
6. ANNIE HALL
   Written by Woody Allen and Marshall Brickman
7. SUNSET BLVD.
   Written by Charles Brackett & Billy Wilder and D.M. Marshman, Jr.
8. NETWORK
   Written by Paddy Chayefsky
9. SOME LIKE IT HOT
   Screenplay by Billy Wilder & I.A.L. Diamond. Based on “Fanfare of Love,” a German film written by Robert Thoeren and M. Logan
10. THE GODFATHER II
    Screenplay by Francis Ford Coppola and Mario Puzo. Based on Mario Puzo’s novel “The Godfather”
11. BUTCH CASSIDY AND THE SUNDANCE KID
    Written by William Goldman
12. DR. STRANGELOVE
    Screenplay by Stanley Kubrick and Peter George and Terry Southern. Based on novel “Red Alert” by Peter George
13. THE GRADUATE
    Screenplay by Calder Willingham and Buck Henry. Based on the novel by Charles Webb
14. LAWRENCE OF ARABIA
    Screenplay by Robert Bolt and Michael Wilson. Based on the life and writings of Col. T.E. Lawrence
15. THE APARTMENT
    Written by Billy Wilder & I.A.L. Diamond
16. PULP FICTION
    Written by Quentin Tarantino. Stories by Quentin Tarantino & Roger Avary
17. TOOTSIE
    Screenplay by Larry Gelbart and Murray Schisgal. Story by Don McGuire and Larry Gelbart
18. ON THE WATERFRONT
    Screen Story and Screenplay by Budd Schulberg. Based on “Crime on the Waterfront” articles by Malcolm Johnson
19. TO KILL A MOCKINGBIRD
    Screenplay by Horton Foote. Based on the novel by Harper Lee
20. IT’S A WONDERFUL LIFE Screenplay by Frances Goodrich & Albert Hackett & Frank Capra. Based on short story “The Greatest Gift” by Philip Van Doren Stern. Contributions to screenplay Michael Wilson and Jo Swerling
21. NORTH BY NORTHWEST
    Written by Ernest Lehman
22. THE SHAWSHANK REDEMPTION
    Screenplay by Frank Darabont. Based on the short story “Rita Hayworth and the Shawshank Redemption” by Stephen King
23. GONE WITH THE WIND
    Screenplay by Sidney Howard. Based on the novel by Margaret Mitchell
24. ETERNAL SUNSHINE OF THE SPOTLESS MIND
    Screenplay by Charlie Kaufman. Story by Charlie Kaufman & Michel Gondry & Pierre Bismuth
25. THE WIZARD OF OZ
    Screenplay by Noel Langley and Florence Ryerson and Edgar Allan Woolf Adaptation by Noel Langley. Based on the novel by L. Frank Baum
26. DOUBLE INDEMNITY
    Screenplay by Billy Wilder and Raymond Chandler. Based on the novel by James M. Cain
27. GROUNDHOG DAY
    Screenplay by Danny Rubin and Harold Ramis. Story by Danny Rubin
28. SHAKESPEARE IN LOVE
    Written by Marc Norman and Tom Stoppard
29. SULLIVAN’S TRAVELS
    Written by Preston Sturges
30. UNFORGIVEN
    Written by David Webb Peoples
31. HIS GIRL FRIDAY
    Screenplay by Charles Lederer. Based on the play “The Front Page” by Ben Hecht & Charles MacArthur
32. FARGO
    Written by Joel Coen & Ethan Coen
33. THE THIRD MAN
    Screenplay by Graham Greene. Story by Graham Greene. Based on the short story by Graham Greene
34. THE SWEET SMELL OF SUCCESS
    Screenplay by Clifford Odets and Ernest Lehman. From a novelette by Ernest Lehman
35. THE USUAL SUSPECTS
    Written by Christopher McQuarrie
36. MIDNIGHT COWBOY
    Screenplay by Waldo Salt. Based on the novel by James Leo Herlihy
37. THE PHILADELPHIA STORY
    Screenplay by Donald Ogden Stewart. Based on the play by Philip Barry
38. AMERICAN BEAUTY
    Written by Alan Ball
39. THE STING
    Written by David S. Ward
40. WHEN HARRY MET SALLY
    Written by Nora Ephron
41. GOODFELLAS
    Screenplay by Nicholas Pileggi & Martin Scorsese. Based on book “Wise Guy” by Nicholas Pileggi
42. RAIDERS OF THE LOST ARK
    Screenplay by Lawrence Kasdan. Story by George Lucas and Philip Kaufman
43. TAXI DRIVER
    Written by Paul Schrader
44. THE BEST YEARS OF OUR LIVES
    Screenplay by Robert E. Sherwood. Based on novel “Glory For Me” by MacKinley Kantor
45. ONE FLEW OVER THE CUCKOO’S NEST
    Screenplay by Lawrence Hauben and Bo Goldman. Based on the novel by Ken Kesey
46. THE TREASURE OF THE SIERRA MADRE
    Screenplay by John Huston. Based on the novel by B. Traven
47. THE MALTESE FALCON
    Screenplay by John Huston. Based on the novel by Dashiell Hammett
48. THE BRIDGE ON THE RIVER KWAI
    Screenplay by Carl Foreman and Michael Wilson. Based on the novel by Pierre Boulle
49. SCHINDLER’S LIST
    Screenplay by Steven Zaillian. Based on the novel by Thomas Keneally
50. THE SIXTH SENSE
    Written by M. Night Shyamalan
51. BROADCAST NEWS
    Written by James L. Brooks
52. THE LADY EVE
    Screenplay by Preston Sturges. Story by Monckton Hoffe
53. ALL THE PRESIDENT’S MEN
    Screenplay by William Goldman. Based on the book by Carl Bernstein & Bob Woodward
54. MANHATTAN
    Written by Woody Allen & Marshall Brickman
55. APOCALYPSE NOW
    Written by John Milius and Francis Coppola. Narration by Michael Herr
56. BACK TO THE FUTURE
    Written by Robert Zemeckis & Bob Gale
57. CRIMES AND MISDEMEANORS
    Written by Woody Allen
58. ORDINARY PEOPLE
    Screenplay by Alvin Sargent. Based on the novel by Judith Guest
59. IT HAPPENED ONE NIGHT
    Screenplay by Robert Riskin. Based on the story “Night Bus” by Samuel Hopkins Adams
60. L.A. CONFIDENTIAL
    Screenplay by Brian Helgeland & Curtis Hanson. Based on the novel by James Ellroy
61. THE SILENCE OF THE LAMBS
    Screenplay by Ted Tally. Based on the novel by Thomas Harris
62. MOONSTRUCK
    Written by John Patrick Shanley
63. JAWS
    Screenplay by Peter Benchley and Carl Gottlieb. Based on the novel by Peter Benchley
64. TERMS OF ENDEARMENT
    Screenplay by James L. Brooks. Based on the novel by Larry McMurtry
65. SINGIN’ IN THE RAIN
    Screen Story and Screenplay by Betty Comden & Adolph Green. Based on the song by Arthur Freed and Nacio Herb Brown
66. JERRY MAGUIRE
    Written by Cameron Crowe
67. E.T. THE EXTRA-TERRESTRIAL
    Written by Melissa Mathison
68. STAR WARS
    Written by George Lucas
69. DOG DAY AFTERNOON
    Screenplay by Frank Pierson. Based on a magazine article by P.F. Kluge and Thomas Moore
70. THE AFRICAN QUEEN
    Screenplay by James Agee and John Huston. Based on the novel by C.S. Forester
71. THE LION IN WINTER
    Screenplay by James Goldman. Based on the play by James Goldman
72. THELMA & LOUISE
    Written by Callie Khouri
73. AMADEUS
    Screenplay by Peter Shaffer. Based on his play
74. BEING JOHN MALKOVICH
    Written by Charlie Kaufman
75. HIGH NOON
    Screenplay by Carl Foreman. Based on short story “The Tin Star” by John W. Cunningham
76. RAGING BULL
    Screenplay by Paul Schrader and Mardik Martin. Based on the book by Jake La Motta with Joseph Carter and Peter Savage
77. ADAPTATION
    Screenplay by Charlie Kaufman and Donald Kaufman. Based on the book “The Orchid Thief” by Susan Orlean
78. ROCKY
    Written by Sylvester Stallone
79. THE PRODUCERS
    Written by Mel Brooks
80. WITNESS
    Screenplay by Earl W. Wallace & William Kelley. Story by William Kelley and Pamela Wallace & Earl W. Wallace
81. BEING THERE
    Screenplay by Jerzy Kosinski. Inspired by the novel by Jerzy Kosinski
82. COOL HAND LUKE
    Screenplay by Donn Pearce and Frank Pierson. Based on the novel by Donn Pearce
83. REAR WINDOW
    Screenplay by John Michael Hayes. Based on the short story by Cornell Woolrich
84. THE PRINCESS BRIDE
    Screenplay by William Goldman. Based on his novel
85. LA GRANDE ILLUSION
    Written by Jean Renoir and Charles Spaak
86. HAROLD & MAUDE
    Written by Colin Higgins
87. 8 1/2
    Screenplay by Federico Fellini, Tullio Pinelli, Ennio Flaiano, Brunello Rond. Story by Fellini, Flaiano
88. FIELD OF DREAMS
    Screenplay by Phil Alden Robinson. Based on the book by W.P. Kinsella
89. FORREST GUMP
    Screenplay by Eric Roth. Based on the novel by Winston Groom
90. SIDEWAYS
    Screenplay by Alexander Payne & Jim Taylor. Based on the novel by Rex Pickett
91. THE VERDICT
    Screenplay by David Mamet. Based on the novel by Barry Reed
92. PSYCHO
    Screenplay by Joseph Stefano. Based on the novel by Robert Bloch
93. DO THE RIGHT THING
    Written by Spike Lee
94. PATTON
    Screen Story and Screenplay by Francis Ford Coppola and Edmund H. North. Based on “A Soldier’s Story” by Omar H. Bradley and “Patton: Ordeal and Triumph” by Ladislas Farago
95. HANNAH AND HER SISTERS
    Written by Woody Allen
96. THE HUSTLER
    Screenplay by Sidney Carroll & Robert Rossen. Based on the novel by Walter Tevis
97. THE SEARCHERS
    Screenplay by Frank S. Nugent. Based on the novel by Alan Le May
98. THE GRAPES OF WRATH
    Screenplay by Nunnally Johnson. Based on the novel by John Steinbeck
99. THE WILD BUNCH
    Screenplay by Walon Green and Sam Peckinpah. Story by Walon Green and Roy Sickner
100. MEMENTO
     Screenplay by Christopher Nolan. Based on the short story “Memento Mori” by Jonathan Nolan
101. NOTORIOUS
     Written by Ben Hecht

So… all you aspiring screenwriters… how many of these films have you actually seen?

How many of these screenplays have you actually read?

How many of these writers have you heard of? Have you studied their writing?

As you watch the Academy Awards, compare the winners to the great films of the past.

Educate yourself. Educate your art, and when you write, write to a level worth your own talent.

Educate, educate, educate!

Then maybe you should dive into the political process, and fight for those changes yourself.

But, you say, how would I get there? You can do it. And I will show you exactly how.

Politicians work for the people, in theory at least. They oversee and direct Federal, State, and local governments. They make laws, and change laws.

The voters hire most politicians by electing them in campaigns that often cost many millions of dollars per candidate. Some are appointed. The media has an enormous impact on the out come of these battles for votes, and big corporations put their money where their profits are.

Every member of your government is a politician at some level, even those appointed by other politicians. They go all the way from the elected school board members and county council member, to the Prime Minister or President.

The current US president was raised by a single mom who at one time used food stamps to feed her child. Despite this, he always worked and studied hard.

After graduating high school from Punahou School in Hawaii, Barack Obama attended Occidental College for two years, then got his B.A. from Columbia University.

Barack Obama later got his law degree from Harvard Law School (where he became the Harvard Law Review’s first african american person president), graduating magna cum laude. Obama was also a lecturer of constitutional law at the University of Chicago Law School.

Then, after some street-seasoning experience (learning from the street up, working in Chicago politics and programs for the poor), Barack Obama ran for president in 2008. After the election in November 4, 2008 he was elected President of the United States.

Chief executives like President Obama boss their cabinet and all relevant organizations. Similar to political bosses are Corporate board members, Corporate chief executives, and high ranking officers in the military. They are bosses who combed the ladder of politics in each of their respective fields.

Legislative politicians, like senators, congress members, parliament members, all pass laws. They also work on budgets and programs submitted by the chief executive.

A law degree is a good start, if you want to enter politics— your duties will involve law in many ways, no matter what office you might campaign for. Other very useful experience could be in the worlds of business or teaching, but you’ll always need legal knowledge in politics.

Talent as an effective speaker is important. You’ll need to inspire and motivate voters and their staff. High energy is required.

Never forget, no matter how high you might climb in politics, the voter will be your real boss.

If you can please the majority, and keep the media on your side, you may have a long career in politics, and you may be able to run for higher and higher office.

So… what are your beliefs. your values? Are you willing to spend your life in politics, where you can really fight for them?

Get a law degree. Study hard, arm yourself with every legal tool possible, get into the best school you can.

If you need to, start with your local community college, or an online institution. Many grants and loans are available, and you can find links to them here on GRAD2B.com.

Use the law to empower your personal vision of your city, your county, your state, your nation, your world.

Change the world from the power end, from the seat of political power.

Run for office!

How do you get there? Educate, Educate, Educate!