Six years ago on a snow-blown college football field, halfway into that dream, you used your stunning speed in a tight end pattern, cutting hard, and WHAM! You took a blindside hit that felt like you’d stepped in front of a bus.

White light filled your world, and when you tried to stand up, your right leg folded under you. Like jello. At first you lay there and felt nothing… but you looked up and saw the shock on your teammates faces.

The knee was shattered. An injury that would forever change your life. The dream gone. No more the star running back, not for you. Never again. Three surgeries, before you could even walk again. Then all the therapy. And your hunger for football.

You thought your life was over. You cried when you were alone. The old dream was gone. Gradually you realized, that dream had been a boy’s dream.

And now you needed the dream of a man. So you grew up.

Three years later you attended the USA Football – Pittsburgh Steelers Coaching School.

Now you are a coach. A high school coach, and it’s a life more rich and deep than you’d ever dreamed of. The lives of 46 players and 5 assistant coaches are in your hands. You are paid by the county school system as a teacher.

And you do teach— two things: football and life.

Football is a medium you use to try and teach the kids about overcoming adversity, never giving up and always holding onto hope. You are a father figure to some of the boys from single parent homes. And some with both parents, with even worse problems.

You work hard for their wins, but you work harder to be someone that they can look up to. And you work hard to be fair.

Now you can hardly separate your football coaching from your life coaching. And you have gained personal inner strength from this, maybe more than any of your players ever has. The injury that you once raged about now seems like the biggest opportunity you ever had.

You are a coach.

Mentor, godfather, strategist, psychologist, brother, counselor, life coach, football coach. You share advice, offer guidance, help make plans. You hold people accountable for taking action. More than all of this, you work hardest to be the man you never realized you could be.

Many people hire a health coach to help you with health and fitness goals, like a personal trainer. Other people hire a business coach to help them build or grow a business plan. Some hire a productivity coach to help them get organized and increase productivity.

You are all of those, and more. Maybe some day you’ll work as a life coach. Coaching football has certainly prepared you for an anything.

The odds have been long and the road a rocky one full of surprises.

Some of those who participate in amateur sports dream of becoming paid professional athletes, coaches, or sports officials, but very few beat the long and daunting odds of making a full-time living from professional athletics. Those athletes who make it to the professional level find that careers are short and jobs are insecure. Even though the chances of employment as a professional athlete are slim, there are many opportunities for at least a part-time job as a coach, instructor, referee, or umpire in amateur athletics or in high school, college, or university sports.

Coaches of individuals— sports instructors— may teach professional and nonprofessional athletes individually. They organize, instruct, train, and lead athletes in indoor and outdoor sports such as bowling, tennis, golf, and swimming. Because activities are as diverse as weight lifting, gymnastics, scuba diving, and karate, instructors tend to specialize in one or a few activities.

Coaches and sports instructors sometimes differ in their approaches to athletes because of the focus of their work. For example, while coaches manage the team during a game to optimize its chance for victory, sports instructors—such as those who work for professional tennis players—often are not permitted to instruct their athletes during competition. Sports instructors spend more of their time with athletes working one-on-one, which permits them to design customized training programs for each individual. Motivating athletes to play hard challenges most coaches and sports instructors but is vital for the athlete’s success.

Education and training requirements for coaches vary greatly by the level and type of sport. Regardless of the sport or occupation, these jobs require immense overall knowledge of the game, usually acquired through years of experience at lower levels.

Becoming a professional coach is the culmination of years of effort.

Head coaches at public secondary schools (and sports instructors at all levels) usually must have a bachelor’s degree. For high school coaching and sports instructor jobs, schools usually prefer to hire teachers willing to take on the jobs part time. If no suitable teacher is found, schools hire someone from outside.

Those who are not teachers must meet State requirements for certification to become a head coach. Certification, however, may not be required for coaching and sports instructor jobs in private schools.

Degree programs—- specifically related to coaching— include exercise and sports science, physiology, kinesiology, nutrition and fitness, physical education, and sports medicine.

Many coaches begin their careers as assistant coaches to gain the knowledge and experience needed to become a head coach.

Head coaches at large schools that strive to compete at the highest levels of a sport require substantial experience as a head coach at another school or as an assistant coach. To reach the ranks of professional coaching, a person usually needs years of coaching experience and a winning record in the lower ranks.

Athletes, coaches, umpires, and related workers held about 253,000 jobs in 2006.
Coaches and scouts held 217,000 jobs;
athletes, 18,000;
and umpires, referees, and other sports officials, 19,000.

Among those employed in wage and salary jobs, 47 percent held jobs in public and private educational services. About 13 percent worked in amusement, gambling, and recreation industries, including golf and tennis clubs, gymnasiums, health clubs, judo and karate schools, riding stables, swim clubs, and other sports and recreation facilities. Another six percent worked in the spectator sports industry.

About 1 out of 5 workers in this occupation was self-employed, earning prize money or fees for lessons, scouting, or officiating assignments. Many other coaches and sports officials, although technically not self-employed, have such irregular or tenuous working arrangements that their working conditions resemble those of self-employment.

Employment of athletes, coaches, umpires, and related workers is expected to grow faster than the average for all occupations through 2016.

Very tough competition is expected for jobs at the highest levels of sports. Employment of athletes, coaches, umpires, and related workers is expected to increase by 15 percent from 2006 to 2016, which is faster than the average for all occupations.

Employment of coaches and instructors will increase with expansion of school and college athletic programs, and growing demand for private sports instruction. Persons who are State-certified to teach academic subjects in addition to physical education are likely to have the best prospects for obtaining coaching and instructor jobs.

The need to replace the many high school coaches who change occupations or leave the labor force entirely also will provide some coaching opportunities. Opportunities should be best for persons seeking part-time umpire, referee, and other sports official jobs at the high school level.

Competition is expected for higher paying coaching positions at the college level— and will be even greater for jobs in professional sports.

Median annual wage and salary earnings of athletes were $41,060 in May 2006. However, the highest paid professional coaches earn much more.

Earnings vary by level of education, certification, and geographic region. Some instructors and coaches are paid a salary, while others may be paid by the hour, per session, or based on the number of participants.

If athletics has been important in your life, and you want to dedicate your extensive knowledge of physiology and sports, to instruct and inform and encourage sports participants, coaching may be your destiny.

Get that degree in exercise science, sports science, physiology, kinesiology, nutrition, fitness, physical education, or sports medicine.

A great coach will grow beyond what he/she is, into what they can be, and their players will grow with them, like an extended family.

Learn everything you can, and give it all you have to give…

Because that’s what coaches do!

For more information about exercise science, sports science, physiology, kinesiology, nutrition, fitness, physical education, or sports medicine, contact your local university, or search GRAD2B for the many Online Universities offering such degree programs.

For information about sports officiating for team and individual sports, contact:

• National Association of Sports Officials, 2017 Lathrop Ave., Racine, WI 53405. http://www.naso.org

For more information about certification of tennis instructors and coaches, contact:

• Professional Tennis Registry, P.O. Box 4739, Hilton Head Island, SC 29938. http://www.ptrtennis.org
• U.S. Professional Tennis Association, 3535 Briarpark Dr., Suite One, Houston, TX 77042. http://www.uspta.org

This is not some catchy fiction to catch your attention. I wish it were. It’s even worse than that.

There is no cheese, no butter, no dry milk powder, no grains or anything else left in the once-vast U.S. “strategic” food reserve.

Our strategic food reserve— like Joseph’s 7 years of grain storage for the Pharaoh— was our guarantee against any possible famine. The food reserve worked the same way as the Federal reserve is supposed to work with money, keeping our collective needs satisfied and in balance.

That hedge against mass death by hunger in America is now gone. The U.S. government, in it’s infinite wisdom (why ask why?) sold it to raise cash. While the food reserve was being sold off, we arrogantly continued to squander trillions of dollars, on the flashy toys of conquest. The boy-toys the politicians so love to play with. Planes, ships, bombs.

Think it can’t happen, this famine thing? Right now, while you read this, 100 million kids are starving to death.

Most live in so-called “Third World” countries. And there are others much closer, who live within a mile or two of where you sit, right now.

Conveniently, our supermarkets are still crammed with mountains of cheap food, but it’s getting more expensive every day. Living in fear of losing our jobs and homes, we watch “reality” TV shows and sports events, keeping our minds as numb as possible.

After all, we coined the concept even of “comfort food.” How wrong is that? Food eaten not for hunger but for gluttony, pure and simple. Food used as a drug, a tranquilizer for the fears that torment us.

For the first time in the history of Mankind, there are more sickly obese humans than there are sickly starving humans. And we are right to fret about our exploding population of gluttons, the volunteers of obesity.

So how could there be any danger of famine, with so much food in our stores? And what about the coming harvest, and the stocks of commercial foodstuffs?

A record harvest, at least, that’s the hope. But here’s the thing— this one harvest, this lucky score by our farmers— what will we do with it?

Food security is emerging as a global focal point. As the global climate wildly shifts, regions that were always wet and fertile become dry and barren. Other areas that were dry become flooded and washed out.

The U.S. “breadbasket” of the midwest is slowly and inexorably moving northward. Canada will become the zone best tempered for growing wheat and corn, many scientists believe, while Kansas and Iowa and Nebraska may alternately dry out or flood out.

Crops that are engineered to thrive in such flexing conditions, may be humanity’s only hope for survival.

Genetically-altered food is scary, of course. We can’t know the potential for life-altering consequences.

The dilemma is horrifying. Famine, though, that we do understand.

A year ago, Larry Matlack, President of the American Agriculture Movement (AAM), spoke up against the sale of U.S. grain reserves— 18.37 million bushels of wheat from USDA’s Commodity Credit Corporation (CCC) Bill Emerson Humanitarian Trust.

Matlack said, “According to the May 1, 2008 CCC inventory report there are only 24.1 million bushels of wheat in inventory, so after this sale there will be only 2.7 million bushels of wheat left the entire CCC inventory.”

That would leave enough wheat to make 1/2 of a loaf of bread for each of the 300 million people in America!

Matlack was even more right that he dreaded. As we’ve said, there is now ZERO grain left in CCC inventory.

Matlack went on to say, “Our concern is not that we are using the remainder of our strategic grain reserves for humanitarian relief. AAM fully supports the action and all humanitarian food relief.”

Who among us can do anything about this? Who has tried?

Activists like Matlack stuck their neck out, they tried.

And great scientists have spent their lives trying. One of the greatest food geneticists just passed away, at age 95, a highly-educated man who used his knowledge to fight famine— Nobel laureate Norman E. Borlaug.

Borlaug was an agricultural scientist who helped develop disease-resistant wheat, so important in many poor countries. A 1970 recipient of the Nobel Peace Prize, Borlaug was a distinguished professor of international agriculture at Texas A&M. Borlaug started at Texas A&M in 1984, after working as a scientist in a program that introduced scientific techniques for preventing famine in Mexico. He traveled worldwide, working for improvements in agricultural science and food policy.

Borlaug was known as a champion of high-yield crop varieties, and other science and agricultural innovations to help fight hunger in developing nations. All too soon, his work may be crucial in fending off a famine in all the nations, world-wide.

“We all eat at least three times a day in privileged nations, and yet we take food for granted,” Borlaug said, near the end of his long, amazing life. “There has been great progress, and food is more equitably distributed. But hunger is a commonplace, and famine appears all too often.”

We are what we eat. Our bodies are made of the foodstuffs, good or bad, we consume.

If we eat junk our bodies become junk. If we eat nothing, we shrivel and die. We certainly cannot eat warplanes or bombs. But if science got us into this mess, maybe science is the only thing left that can possibly save us, too.

The so-called Third World” is coming closer every day. In famine, there will be no other World but the Third, for everyone.

What can anyone do? That’s not the question. The right question is— what can YOU do?

Educate yourself!

Learn, study, become a food supply activist, a Larry Matlack— create ways to conserve what we already have.

Or create new solutions— learn, educate yourself, and become a genetic scientist, like Dr Norman Borlaug— create ways to produce what we need, without disastrous consequences.

Borlaug created the World Food Prize, which recognizes the work of scientists and humanitarians, who’ve helped fight world hunger through advanced agriculture.

Wouldn’t this be worth your years of study— to get the degree that would empower you with knowledge, giving you the tools to explore solutions and to create hope for Mankind?

Wouldn’t this be a worthy goal for your own higher education? To gain knowledge, to fight the oncoming nightmare of hunger and famine!

It feels incredibly liberating— so weird and amazing— to be feared, misunderstood, mysterious and powerful. GRaaaRRRRR!

As you walk from makeup, through to the cameras, onto the set, the director grins approval, and all the crew move quickly out of your way. Some of the grips and crew are actually scared, seeing you, even though they know it’s you. An actor.

The heavy makeup is hot and claustrophobic, and you walk the way you and the director worked out, kind of the way tough guys in prison walk. No fear walking. And as you walk, getting into the animalness of the role, the feeling of werewolf power grows, as you remember the scene you’re about to shoot. The one where you tear off the head of the cage-fighter Repo Man, the thug who’s been stalking your childhood sweetheart. Another actor.

That guy is actually a good friend… but playing his part, he roughed you up in the last scene. And now, you’ve gone through your hairy and fangy transmogrification, into your better half, an incredibly powerfully cool werewolf, and you’re ready to kick some mere human butt… yeah!

So today you are a werewolf. You get to be so many things, so many people. You live so many lives. Life is a constant surprise.

Last month you were a car salesman, in an infomercial about clunker trade-ins. A thing for money. But before that you shot a little movie of your own, about alien space invaders, and you were a “bug hunter” with a pulse rifle. It’s making the film festival rounds. Maybe a distributor will pick it up.

You’re doing an equity play, too, a labor of love, for less money than a Walmart greeter. It’s a revival of “streetcar.” You play Stanley, the scumbag bully, and you love dropping to your knees, ripping open your t-shirt, throwing your head back, and crying, “StelllllaaaaaaaaaaAAAAAAH!” Oh yeah, the actress playing Stella? She’s a babe. And incredibly talented. You can’t wait for the next performance. She studied in a legendary drama program at her university, and it shows.

Actors live a thousand lives, maybe more. They express ideas and create images in theater, film, radio, television, and other performing arts media. They interpret a writer’s script to entertain, inform, or instruct an audience. Actors perform and exist, role to role, under constant pressure. Many face stress from the continual need to find their next job.

Although many actors work in New York or Los Angeles, far more work in other places. They perform in local or regional television studios, theaters, or film production companies, often creating advertising or training films or small-scale independent movies.

Actors perform in stage, radio, television, video, or motion picture productions. They also work in cabarets, nightclubs, and theme parks. Actors portray characters, and, for more complex roles, they research their character’s traits and circumstances so that they can better understand a script.

Most actors struggle to find steady work and only a few achieve recognition as stars. Some well-known, experienced performers may be cast in supporting roles or make brief, cameo appearances, speaking only one or two lines. Others work as “extras,” with no lines to deliver. Some actors do voiceover and narration work for advertisements, animated features, books on tape, and other electronic media. They also teach in high school or university drama departments, acting conservatories, or public programs.

To succeed, actors need patience and commitment to their craft. Actors strive to deliver flawless performances, often while working under undesirable and unpleasant conditions. Producers and directors organize rehearsals and meet with writers, designers, financial backers, and production technicians. They experience stress not only from these activities, but also from the need to adhere to budgets, union work rules, and production schedules.

For any actor, education and training are powerful assets which build upon a foundation of natural talent.

Formal dramatic training, either through an acting conservatory or a university program, may give inroads and accelerates a career, but some people successfully enter the field without it. However, every actor is competing with every other actor for the roles they are able to play. Every advantage is key.

Most aspiring actors participate in high school and college plays, work in college radio or television stations, or perform with local community theater groups. Local and regional theater experience and work in summer stock, on cruise lines, or in theme parks helps many young actors hone their skills. Membership in one of the actors’ unions and work experience in smaller communities may lead to work in larger cities, notably New York, Chicago, or Los Angeles. In television and film, actors and directors typically start in smaller television markets or with independent movie production companies and then work their way up to larger media markets and major studio productions. A few people go into acting after successful careers in other fields, such as broadcasting or announcing.

Actors, regardless of experience level, may pursue workshop training through acting conservatories or mentoring by a drama coach. Sometimes actors learn a foreign language or train with a dialect coach to develop an accent to make their characters more realistic.

Actors need talent and creativity that will enable them to portray different characters. Because competition for parts is fierce, versatility and a wide range of related performance skills, such as singing, dancing, skating, juggling, acrobatics, or miming are especially useful. Experience in horseback riding, fencing, linguistics, or stage combat also can lift some actors above the average and get them noticed by producers and directors. Actors must have poise, stage presence, the ability to affect an audience, and the ability to follow direction. Modeling experience also may be helpful. Physical appearance, such as having certain features and being the specified size and weight, often is a deciding factor in who gets a particular role.

Many professional actors rely on agents or managers to find work, negotiate contracts, and plan their careers. Agents generally earn a percentage of the pay specified in an actor’s contract. Other actors rely solely on attending open auditions for parts. Trade publications list the times, dates, and locations of these auditions.

Some actors begin as movie extras. To become an extra, one usually must be listed by casting agencies that supply extras to the major movie studios in Hollywood. Applicants are accepted only when the numbers of people of a particular type on the list, for example, athletic young women, old men, or small children, falls below what is needed. In recent years, only a very small proportion of applicants have succeeded in being listed.

Actors may advance to lead roles and receive star billing. A few actors move into acting-related jobs, such as drama coaches or directors of stage, television, radio, or motion picture productions. Some teach drama privately or in colleges and universities. Many actors studying for a bachelor’s degree take courses in radio and television broadcasting, communications, film, theater, drama, or dramatic literature. Many stage actors continue their academic training and receive a Master of Fine Arts (MFA) degree.

Employment in the drama occupations is expected to grow 11 percent during the 2006-16 decade.

Expanding cable and satellite television operations, increasing production and distribution of major studio and independent films, and rising demand for films in other countries should create more employment opportunities for actors.

Median hourly earnings of actors were $11.61 in May 2006.

• The middle 50 percent earned between $8.47 and $22.51.
• The lowest 10 percent earned less than $7.31, and the highest 10 percent earned more than $51.02.
• Median hourly earnings were $16.82 in performing arts companies and $10.69 in the motion picture and video industry.

Under terms of a joint SAG and AFTRA contract covering all unionized workers, motion picture and television actors with speaking parts earned a minimum daily rate of $759 or $2,634 for a 5-day week as of July 1, 2007. Actors also receive contributions to their health and pension plans and additional compensation for reruns and foreign telecasts of the productions in which they appear.

Then there are the actors with managers, with agents at CAA, ICM, WME… actors who won’t walk onto the set for less than 5 million, 10 million, 20 million, and points with a dollar-one gross profit definition. Actors who have won the hearts of the entire planet Earth.

So you drive a 20-year-old car and live in an apartment. So Will Smith is getting upwards of 20 million per movie. You just got a call from an agent about a movie role, and it may be the break that puts you over the top.

Acting is a Cinderella game. Each role could bring the magic that tells the world who you are, and they love who you are.

Today you’re a werewolf. Tomorrow, who knows? Your life is an onrushing adventure, totally unpredictable. And you love it.

You put in the years in drama classes, studying from professionals, you got a degree, and you built upon it. In college, with your professors, (many of whom have film and stage credits of their own), you made amazing industry contacts.

In college, you proved yourself on stage, and in front of the cameras. You paid your dues at the university level, and you are building upon that every day. Whether a director talks about Ibsen, or Stanley Kowalski, or Godot, Jane Austen or Travis Bickle, you understand his shorthand.

If you want to live a thousand lives, hedge your game, get a drama degree. Learn with other actors.

Advanced curricula may include courses in stage speech and movement, directing, playwriting, and design, as well as intensive acting workshops. The National Association of Schools of Theatre accredits 150 programs in theater arts.

Be one with your talent, hone it, mature it, before throwing yourself into the savage competition as a pro. Why wouldn’t you learn your craft, if you love it?

You’ve been following it all through school. The web reports, the studies. Life-forms being created in the lab. Creatures being cloned from themselves. Repair parts cultivated for human damage.

Is this where you belong? Today’s biology is a Brave New World of creativity and daring. You’ve always been drawn to the mysteries of life. You’re fascinated by how creatures are formed, how wildly different species evolve, how bacteria and viruses mutate.

Maybe you are the person who will go into BioTech and discover the next way to stop the spread of cancer, or to regrow a missing arm or leg.

Would you love to spend your life in the study of living organisms and their relationship to the environment? Would you be excited to perform research to gain a better understanding of fundamental life processes?

If the answer is a resounding Yes!, you have many options

You can specialize in one area of biology, such as zoology (the study of animals) or microbiology (the study of microscopic organisms). You can work in research and development. You can do basic research to advance our knowledge of living organisms, including bacteria and other infectious agents.

Basic biological research enhances our understanding so that we can develop solutions to human health problems and improve the natural environment. These biological scientists mostly work in government, university, or private industry laboratories, often exploring new areas of research. Many expand on specialized research they started in graduate school.

Biological scientists who work in applied research or product development use knowledge gained by basic research to develop new drugs, treatments, and medical diagnostic tests; increase crop yields; and develop new biofuels. These scientists must consider the business effects of their work. Scientists often work in teams, interacting with engineers, scientists of other disciplines, business managers, and technicians. Some biological scientists also work with customers or suppliers and manage budgets.

Scientists usually conduct research in laboratories using a wide variety of other equipment. Some conduct experiments involving animals or plants. This is particularly true of botanists, physiologists, and zoologists. Some biological research also takes place outside the laboratory.

For example, a botanist might do field research in tropical rain forests to see which plants grow there, or an ecologist might study how a forest area recovers after a fire. Some marine biologists also work outdoors, often on research vessels from which they study fish, plankton, or other marine organisms.

Swift advances in knowledge of genetics and organic molecules spurred growth in the field of biotechnology, transforming the industries in which biological scientists work. Biological scientists can now manipulate the genetic material of animals and plants, attempting to make organisms more productive or resistant to disease. Basic and applied research on biotechnological processes, such as recombining DNA, has led to the production of important substances, including human insulin and growth hormone.

Today, many biological scientists are involved in biotechnology. Those working on various genome (chromosomes with their associated genes) projects isolate genes and determine their function. This work continues to lead to the discovery of genes associated with specific diseases and inherited health risks, such as sickle cell anemia.

Advances in biotechnology have created research opportunities in almost all areas of biology, with commercial applications in areas such as medicine, agriculture, and environmental remediation.

Most biological scientists specialize in the study of a certain type of organism or in a specific activity, although recent advances have blurred some traditional classifications.
Aquatic biologists study micro-organisms, plants, and animals living in water.

Marine biologists study salt water organisms, and limnologists study fresh water organisms. Much of the work of marine biology centers on molecular biology, the study of the biochemical processes that take place inside living cells.

Biochemists study the chemical composition of living things. They analyze the complex chemical combinations and reactions involved in metabolism, reproduction, and growth. Biochemists do most of their work in biotechnology, which involves understanding the complex chemistry of life.

Botanists study plants and their environments. Some study all aspects of plant life, including algae, fungi, lichens, mosses, ferns, conifers, and flowering plants; others specialize in areas such as identification and classification of plants, the structure and function of plant parts, the biochemistry of plant processes, the causes and cures of plant diseases, the interaction of plants with other organisms and the environment, and the geological record of plants.

Microbiologists investigate the growth and characteristics of microscopic organisms such as bacteria, algae, or fungi. Most microbiologists specialize in environmental, food, agricultural, or industrial microbiology; virology (the study of viruses); immunology (the study of mechanisms that fight infections); or bioinformatics (the use of computers to handle or characterize biological information, usually at the molecular level). Many microbiologists use biotechnology to advance knowledge of cell reproduction and human disease.

Physiologists study life functions of plants and animals, both in the whole organism and at the cellular or molecular level, under normal and abnormal conditions. Physiologists often specialize in functions such as growth, reproduction, photosynthesis, respiration, or movement, or in the physiology of a certain area or system of the organism.
Biophysicists study how physics, such as electrical and mechanical energy and related phenomena, relates to living cells and organisms. They perform research in fields such as neuroscience or bioinformatics.

Zoologists and wildlife biologists study animals and wildlife—their origin, behavior, diseases, and life processes. Some experiment with live animals in controlled or natural surroundings, while others dissect dead animals to study their structure.

Zoologists and wildlife biologists also may collect and analyze biological data to determine the environmental effects of current and potential uses of land and water areas. Zoologists usually are identified by the animal group they study—ornithologists study birds, for example, mammalogists study mammals, herpetologists study reptiles, and ichthyologists study fish.

Ecologists investigate the relationships among organisms and between organisms and their environments, examining the effects of population size, pollutants, rainfall, temperature, and altitude. Using knowledge of various scientific disciplines, ecologists may collect, study, and report data on the quality of air, food, soil, and water.

Biological scientists usually are not exposed to unsafe or unhealthy conditions. Those who work with dangerous organisms or toxic substances in the laboratory must follow strict safety procedures to avoid contamination. Many biological scientists, such as botanists, ecologists, and zoologists, do field studies that involve strenuous physical activity and primitive living conditions. Biological scientists in the field may work in warm or cold climates, in all kinds of weather.

Marine biologists encounter a variety of working conditions. Some work in laboratories; others work on research ships, and those who work underwater must practice safe diving while working around sharp coral reefs and hazardous marine life. Although some marine biologists obtain their specimens from the sea, many still spend a good deal of their time in laboratories and offices, conducting tests, running experiments, recording results, and compiling data.

Most biological scientists need a Ph.D. degree in biology or one of its subfields to work in research or development positions. A period of postdoctoral work in the laboratory of a senior researcher has become common for biological scientists who intend to conduct research or teach at the university level.

A Ph.D. degree usually is necessary for independent research, industrial research, and college teaching, as well as for advancement to administrative positions.

A master’s degree is sufficient for some jobs in applied research, product development, management, or inspection; it also may qualify one to work as a research technician or a teacher.

The bachelor’s degree is adequate for some nonresearch jobs. For example, graduates with a bachelor’s degree may start as biological scientists in testing and inspection or may work in jobs related to biological science, such as technical sales or service representatives. Some work as research assistants, laboratory technicians, or high school biology teachers. Many with a bachelor’s degree in biology enter medical, dental, veterinary, or other health profession schools.

Most colleges and universities offer bachelor’s degrees in biological science, and many offer advanced degrees. Advanced degree programs often emphasize a subfield such as microbiology or botany, but not all universities offer curricula in all subfields. Larger universities frequently have separate departments specializing in different areas of biological science. For example, a program in botany might cover agronomy, horticulture, or plant pathology. Advanced degree programs typically include classroom and fieldwork, laboratory research, and a thesis or dissertation.

Biological scientists with a Ph.D. often take temporary postdoctoral research positions that provide specialized research experience. Postdoctoral positions may offer the opportunity to publish research findings. A solid record of published research is essential in obtaining a permanent position involving basic research, especially for those seeking a permanent college or university faculty position.

Biological scientists held about 87,000 jobs in 2006. In addition, many biological scientists held biology faculty positions in colleges and universities but are not included in these numbers. Those whose primary work involves teaching and research are considered postsecondary teachers.

About 39 percent of all biological scientists were employed by Federal, State, and local governments. Federal biological scientists worked mainly for the U.S. Departments of Agriculture, Interior, and Defense and for the National Institutes of Health. Most of the rest worked in scientific research and testing laboratories, the pharmaceutical and medicine manufacturing industry, or colleges and universities.

Biological scientists can expect to face competition for jobs. After a recent period of rapid expansion in research funding, moderate growth in research grants should drive average employment growth over the next decade.

Employment of biological scientists is projected to grow 9 percent over the 2006-16 decade, about as fast as the average for all occupations, as biotechnological research and development continues to drive job growth.

Doctoral degree holders are expected to face competition for basic research positions. Furthermore, should the number of advanced degrees awarded continue to grow, applicants for research grants are likely to face even more competition. Currently, about 1 in 4 grant proposals are approved for long-term research projects. In addition, applied research positions in private industry may become more difficult to obtain if increasing numbers of scientists seek jobs in private industry because of the competitive job market for independent research positions in universities and for college and university faculty.

Prospective marine biology students should be aware that those who would like to enter this specialty far outnumber the very few openings that occur each year for the type of glamorous research jobs that many would like to obtain. Almost all marine biologists who do basic research have a Ph.D.

People with bachelor’s and master’s degrees are expected to have more opportunities in nonscientist jobs related to biology. The number of science-related jobs in sales, marketing, and research management is expected to exceed the number of independent research positions. Non-Ph.D.s also may fill positions as science or engineering technicians or as medical health technologists and technicians. Some become high school biology teachers.

Median annual earnings of biochemists and biophysicists were $76,320 in 2006. The middle 50 percent earned between $53,390 and $100,060. The lowest 10 percent earned less than $40,820, and the highest 10 percent earned more than $129,510. Median annual earnings of biochemists and biophysicists employed in scientific research and development services were $79,990 in 2006.

Median annual earnings of microbiologists were 57,980 in 2006. The middle 50 percent earned between $43,850 and $80,550. The lowest 10 percent earned less than $35,460, and the highest 10 percent earned more than $108,270.

Median annual earnings of zoologists and wildlife biologists were $53,300 in 2006. The middle 50 percent earned between $41,400 and $67,200. The lowest 10 percent earned less than $32,800, and the highest 10 percent earned more than $84,580.

According to the National Association of Colleges and Employers, beginning salary offers in 2007 averaged $34,953 a year for bachelor’s degree recipients in biological and life sciences.

In the Federal Government in 2007, general biological scientists earned an average salary of $72,146; microbiologists, $87,206; ecologists, $76,511; physiologists, $100,745; geneticists, $91,470; zoologists, $110,456; and botanists, $67,218.

Biological scientists are less likely to lose their jobs during recessions than are those in many other occupations. Many are employed on long-term research projects. Biotechnological research and development should continue to drive employment growth.

A Ph.D. degree usually is required for independent research, but a master’s degree is sufficient for some jobs in applied research or product development; temporary postdoctoral research positions are common.

If science, biology, is where you want to go, waste no time in building toward entry into a good bachelor’s program.

Get the prerequisite classes, and apply to the university or college that suits your needs best.

Life is a river of creatures, evolving, ever-changing.

Will your knowledge and creativity help mankind, or even change life as we know it?

For information on careers in the biological sciences, contact:

• American Institute of Biological Sciences, 1444 I St. NW., Suite 200, Washington, DC 20005 http://www.aibs.org

For information on careers in biochemistry or biological sciences, contact:

• Federation of American Societies for Experimental Biology, 9650 Rockville Pike, Bethesda, MD 20814 http://www.faseb.org

For information on careers in botany, contact:

• The Botanical Society of America, 4475 Castleman Ave., P.O. Box 299, St. Louis, MO 63166 http://www.botany.org

For information on careers in physiology, contact:

• American Physiology Society, 9650 Rockville Pike, Bethesda, MD 20814 http://www.the-aps.org

You love their joy. Their very freshness seem to promise that God has not tired of us, yet.

Of course, you have friends who cringe at the sounds of children, who are annoyed by the mess children seem always to leave. Your friends avoid the happy chaos of a child’s energy, and they seem repelled by a child’s wildness and love of life. You can’t understand. You feel only the fun of it all— just being with children recharges your batteries.

And more, you realize that to shape a child is to shape a life, a future. You realize that the future of a whole human universe is being created in each and every child.

Do you want to be part of that future, to send your values and energy on into the next generation, through children?

If the answer is a resounding YES!, then Child Care is the path you should be on. And you can take the first giant step by enrolling for a degree in the area of Child Development.

Child care workers nurture and care for children who have not yet entered formal schooling. They also supervise older children before and after school. These workers play an important role in children’s development by caring for them when parents are at work or away for other reasons. In addition to attending to children’s basic needs, child care workers organize activities and implement curricula that stimulate children’s physical, emotional, intellectual, and social growth. They help children explore individual interests, develop talents and independence, build self-esteem, and learn how to get along with others.

Child care workers generally are classified into three different groups based on where they work: private household workers, who care for children at the children’s home; family child care providers, who care for children in the provider’s own home; and child care workers who work at separate child care centers, or Montessori schools.

Family child care providers often work alone with a small group of children, though some work in larger settings with multiple adults. Child care centers generally have more than one adult per group of children; in groups of older children, a child care worker may assist a more experienced preschool teacher.

Most child care workers perform a combination of basic care and teaching duties, but the majority of their time is spent on care giving activities. Workers whose primary responsibility is teaching are classified as preschool teachers. However, many basic care activities also are opportunities for children to learn.

Child care workers spend most of their day working with children. However, they do maintain contact with parents or guardians through informal meetings or scheduled conferences to discuss each child’s progress and needs. Many child care workers keep records of each child’s progress and suggest ways in which parents can stimulate their child’s learning and development at home. Some child care centers and before- and after-school programs actively recruit parent volunteers to work with the children and participate in administrative decisions and program planning.

Young children learn mainly through play. Child care workers recognize this and capitalize on children’s play to further language development (storytelling and acting games), improve social skills (working together to build a neighborhood in a sandbox), and introduce scientific and mathematical concepts (balancing and counting blocks when building a bridge or mixing colors when painting). Often a less structured approach is used to teach young children, including small-group lessons; one-on-one instruction; and creative activities such as art, dance, and music. Child care workers play a vital role in preparing children to build the skills they will need in school.

Child care workers in child care centers or family child care homes greet young children as they arrive, help them with their jackets, and select an activity of interest. When caring for infants, they feed and change them. To ensure a well-balanced program, child care workers prepare daily and long-term schedules of activities. Each day’s activities balance individual and group play, as well as quiet and active time. Children are given some freedom to participate in activities in which they are interested. As children age, child care workers may provide more guided learning opportunities, particularly in the areas of math and reading.

Concern over school-aged children being home alone before and after school has spurred many parents to seek alternative ways for their children to constructively spend their time. The purpose of before- and after-school programs is to watch over school-aged children during the gap between school hours and the end of their parents’ daily work hours.

These programs also may operate during the summer and on weekends. Workers in before- and after-school programs may help students with their homework or engage them in other extracurricular activities. These activities may include field trips, sports, or learning about computers, painting, photography, or other fun subjects. Some child care workers are responsible for taking children to school in the morning and picking them up from school in the afternoon. Before- and after-school programs may be operated by public school systems, local community centers, or other private organizations.

Helping to keep children healthy is another important part of the job. Child care workers serve nutritious meals and snacks and teach good eating habits and personal hygiene. They ensure that children have proper rest periods. They identify children who may not feel well and, in some cases, may help parents locate programs that will provide basic health services.

Child care workers also watch for children who show signs of emotional or developmental problems and discuss these matters with their supervisor and the child’s parents. Early identification of children with special needs—such as those with behavioral, emotional, physical, or learning disabilities—is important to improve their future learning ability. Special education teachers often work with preschool children to provide the individual attention they need.

Helping children grow, learn, and gain new skills can be very rewarding. The work is sometimes routine but new activities and challenges mark each day. Child care can be physically and emotionally taxing, as workers constantly stand, walk, bend, stoop, and lift to attend to each child’s interests and problems.

States regulate child care facilities, the number of children per child care worker, staff qualifications, and the health and safety of the children. State regulations in all of these areas vary. To ensure that children in child care centers receive proper supervision, State or local regulations may require a certain ratio of workers to children. The ratio varies with the age of the children.

Child development experts generally recommend that a single caregiver be responsible for no more than 3 or 4 infants (less than 1 year old) and toddler’s (1 to 2 years old) or 6 or 7 preschool-aged children (between 2 and 5 years old). In before- and after-school programs, workers may be responsible for many school-aged children at a time.

The training and qualifications required of child care workers vary widely. Each State has its own licensing requirements that regulate caregiver training. These requirements range from a high school diploma, a national Child Development Associate (CDA) credential to community college courses or a college degree in child development or early childhood education.

An increasing number of employers require an associate degree in early childhood education.

Many States require child care centers, including those in private homes, to be licensed if they care for more than a few children. In order to obtain their license, child care centers may require child care workers to pass a background check and get immunizations. Furthermore, child care workers may need to be trained in first aid and CPR and receive continuous training on topics of health and safety.

Child care workers must anticipate and prevent problems, deal with disruptive children, provide fair but firm discipline, and be enthusiastic and constantly alert. They must communicate effectively with the children and their parents, as well as with teachers and other child care workers. Workers should be mature, patient, understanding, and articulate and have energy and physical stamina.

Skills in music, art, drama, and storytelling also are important. Self-employed child care workers must have business sense and management abilities.

Some employers prefer to hire child care workers who have earned a nationally recognized Child Development Associate (CDA) credential or the Certified Childcare Professional (CCP) designation from the Council for Professional Recognition and the National Child Care Association, respectively. Requirements include child care experience and coursework, such as college courses or employer-provided seminars.

Child care workers may advance to supervisory or administrative positions in large child care centers or preschools. Often, these positions require additional training, such as a bachelor’s or master’s degree.

With a bachelor’s degree, workers may become preschool teachers or become certified to teach in public or private schools. Some workers set up their own child care businesses.

Child care workers held about 1.4 million jobs in 2006. Many worked part time. About 35 percent of child care workers were self-employed; most of these were family child care providers.

Child day care services employed about 18 percent of all child care workers and about 20 percent work for private households. The remainder worked primarily in educational services; nursing and residential care facilities; religious organizations; amusement and recreation industries; civic and social organizations; individual and family services; and local government, excluding education and hospitals. Some child care programs are for-profit centers, which may be affiliated with a local or national company. Religious institutions, community agencies, school systems, and State and local governments operate nonprofit programs. A very small percentage of private industry establishments operate onsite child care centers for the children of their employees.

Employment of child care workers is projected to increase by 18 percent between 2006 and 2016, which is faster than the average for all occupations. Child care workers will have a very large number of new jobs arise, almost 248,000 over the projections decade.

Pay depends on the educational attainment of the worker and the type of establishment. More education usually means higher earnings.

Median annual earnings of wage-and-salary child care workers were $17,630 in May 2006. The middle 50 percent earned between $14,790 and $21,930. The lowest 10 percent earned less than $12,910, and the highest 10 percent earned more than $27,050.

Median annual earnings in the industries employing the largest numbers of child care workers in 2006 were as follows:

• Other residential care facilities • $20,770
• Elementary and secondary schools • $20,220
• Civic and social organizations • $16,460
• Child day care services • $16,320
• Other amusement and recreation industries • $16,300

Starting your own child care center would involve much higher profit and more responsibility, and require more education.

So, you do love children? And, you want to work with a sense of purpose, in shaping the lives of future adults?

Arm yourself with the knowledge you need to do the best job you can.

Build a strong educational base, upon which to spend your energy, your time, your sharing of skills.

You can find Child Development courses and degrees at almost every good college and university, or in online distance learning courses.

Could any work be more important than helping a child grow? To help shape the very future of our world?

For an electronic question-and-answer service on child care, information on becoming a child care provider, and other resources, contact:

• National Child Care Information Center, 243 Church St. NW., 2nd floor, Vienna, VA 22180 http://www.nccic.org

For eligibility requirements and a description of the Child Development Associate credential, contact:

• Council for Professional Recognition, 2460 16th St., NW., Washington, DC 20009-3575 http://www.cdacouncil.orgg

For eligibility requirements and a description of the Certified Childcare Professional designation, contact:

• National Child Care Association, 1325 G St., NW., Suite 500, Washington, DC 20005 http://www.nccanet.org

For information about a career as a nanny, contact:

• International Nanny Association, 191 Clarksville Rd., Princeton Junction, NJ 08550-3111 Telephone (toll free): 888-878-1477 http://www.nanny.org

State departments of human services or social services can supply State regulations and training requirements for child care workers.

Business is a profit-driven force that drives human affairs. Corporate executives are commanders of their company of officers and workers. They make the system work. They plan, they lead, they achieve. If they fail, everyone fails. When they succeed, everyone succeeds.

Corporate executives create a good environment or a bad one. They make daily decisions affecting millions. Their choices are the direction our world moves in. Their dreams often come true, because their resources are enormous. Their good will or bad will has tremendous import for everyone.

Corporate executives are the soldiers of our system. How did they become who they are?

Their education level is often very high. Their intellectual training is sometimes measured in depth, not in years but in decades.

Corporate share is their measure of achievement. But education is almost always their ticket inside the golden door of the big companies that shape world affairs.

Top executives are among the highest paid workers; however, long hours, considerable travel, and intense pressure to succeed are common. The formal education and experience of top executives vary as widely as the nature of their responsibilities.

All organizations have specific goals and objectives. Top executives devise strategies and formulate policies. They plan. They execute plans.

Chief executive officer, chief operating officer, board chair, president, vice president, school superintendent, county administrator, or tax commissioner—all formulate policies and direct the operations of businesses and corporations, public sector organizations, nonprofit institutions, and other organizations.

A corporation’s goals and policies are established by the chief executive officer in collaboration with other top executives, who are overseen by a board of directors. In a large corporation, the chief executive officer meets frequently with subordinate executives to ensure that operations are conducted in accordance with these policies. The chief executive officer of a corporation retains overall accountability; however, a chief operating officer may be delegated several responsibilities, including the authority to oversee executives who direct the activities of various departments and implement the organization’s policies on a day-to-day basis. In publicly held and nonprofit corporations, the board of directors ultimately is accountable for the success or failure of the enterprise, and the chief executive officer reports to the board.

In addition to being responsible for the operational success of a company, top executives also are increasingly being held accountable for the accuracy of their financial reporting, particularly among publicly traded companies. For example, recently enacted legislation contains provisions for corporate governance, internal control, and financial reporting.

In small organizations, such as independent retail stores or small manufacturers, a partner, owner, or general manager often is responsible for purchasing, hiring, training, quality control, and day-to-day supervisory duties.

In large organizations, the duties of executives are highly specialized. Some managers, for instance, are responsible for the overall performance of one aspect of the organization, such as manufacturing, marketing, sales, purchasing, finance, personnel, training, administrative services, computer and information systems, property management, transportation, or legal services.

Chief financial officers direct the organization’s financial goals, objectives, and budgets. They oversee the investment of funds and manage associated risks, supervise cash management activities, execute capital-raising strategies to support a firm’s expansion, and deal with mergers and acquisitions.

Chief information officers are responsible for the overall technological direction of their organizations. They are increasingly involved in the strategic business plan of a firm as part of the executive team. To perform effectively, they also need knowledge of administrative procedures, such as budgeting, hiring, and supervision. These managers propose budgets for projects and programs and make decisions on staff training and equipment purchases. They hire and assign computer specialists, information technology workers, and support personnel to carry out specific parts of the projects. They supervise the work of these employees, review their output, and establish administrative procedures and policies. Chief information officers also provide organizations with the vision to master information technology as a competitive tool.

Chief executives have overall responsibility for the operation of their organizations. Working with executive staff, they set goals and arrange programs to attain these goals. Executives also appoint department heads, who manage the employees who carry out programs. Chief executives also oversee budgets and ensure that resources are used properly and that programs are carried out as planned.

Chief executive officers carry out a number of other important functions, such as meeting with staff and board members to determine the level of support for proposed programs. Chief executive officers in government often nominate citizens to boards and commissions, encourage business investment, and promote economic development in their communities. To do all of these varied tasks effectively, chief executives rely on a staff of highly skilled personnel.

Substantial travel between international, national, regional, and local offices to monitor operations and meet with customers, staff, and other executives often is required of managers and executives. Many managers and executives also attend meetings and conferences sponsored by various associations. The conferences provide an opportunity to meet with prospective donors, customers, contractors, or government officials and allow managers and executives to keep abreast of technological and managerial innovations.

Many top executives have a bachelor’s or graduate degree in business administration, liberal arts, or a more specialized discipline.

The specific degree required often depends on the type of organization for which they work. College presidents, for example, typically have a doctorate in the field in which they originally taught, and school superintendents often have a master’s degree in education administration. A brokerage office manager needs a strong background in securities and finance, and department store executives generally have extensive experience in retail trade.

Some top executives in the public sector have a background in public administration or liberal arts. Others might have a more specific background related to their jobs. For example, a health commissioner might have a graduate degree in health services administration or business administration.

Many top executive positions are filled from within the organization by promoting experienced, lower-level managers when an opening occurs. In industries such as retail trade or transportation, for instance, it is possible for individuals without a college degree to work their way up within the company and become managers. However, many companies prefer that their top executives have extensive managerial experience and, therefore, hire individuals who have been managers in other organizations.

Top executives must have highly developed personal skills. An analytical mind able to quickly assess large amounts of information and data is very important, as is the ability to consider and evaluate the relationships between numerous factors. Top executives also must be able to communicate clearly and persuasively. For managers to succeed they need other important qualities as well, including leadership, self-confidence, motivation, decisiveness, flexibility, sound business judgment, and determination.

General managers may advance to a top executive position, such as executive vice president, in their own firm or they may take a corresponding position in another firm. They may even advance to peak corporate positions such as chief operating officer or chief executive officer.

Chief executive officers often become members of the board of directors of one or more firms, typically as a director of their own firm and often as chair of its board of directors. Some top executives establish their own firms or become independent consultants.

Top executives are found in every industry, but service-providing industries, including government, employed over 3 out of 4 top executives.

Employment of top executives—including chief executives, general and operations managers, and legislators—is expected to grow 2 percent from 2006 to 2016. Because top managers are essential to the success of any organization, their jobs are unlikely to be automated or off-shored to other countries. Projected employment growth of top executives varies by industry. For example, employment growth is expected to grow faster than average in professional, scientific, and technical services and about as fast as the average in administrative and support services. However, employment is projected to decline in some manufacturing industries.

Experienced managers whose accomplishments reflect strong leadership qualities and the ability to improve the efficiency or competitive position of an organization will have the best opportunities. In an increasingly global economy, experience in international economics, marketing, information systems, and knowledge of several languages also may be beneficial.

These are the true soldiers of the system. They earned their jobs through education followed by dedication. And they are among the highest paid workers in the U.S. economy.

Median annual earnings of wage and salary general and operations managers in May 2006 were $85,230. The middle 50 percent earned between $58,230 and $128,580. Because the specific responsibilities of general and operations managers vary significantly within industries, earnings also tend to vary considerably.

Median annual earnings in the industries employing the largest numbers of general and operations managers were:

• Architectural, engineering, and related services • $113,280
• Management of companies and enterprises • $105,130
• Building equipment contractors • $85,270
• Depository credit intermediation • $85,050
• Local government • $74,950

Median annual earnings of wage and salary chief executives in May 2006 were greater than $145,600. Some chief executives of large companies earn hundreds of thousands to over a million dollars annually, and some are billionaires. In addition to salaries, total compensation often includes stock options and other performance bonuses.

Their tools are their degrees, many with MBA’s. Their strategies are measured in shares of our global economy. The future of the earth depends upon their vision, their good or bad will, their personal values.

Corporate executive. Soldier of the system. Educated, armed with deep data resources, trained in global strategies.

Does this sound like your dream? Do you want to shape the future of economies, of personal and global wealth?

Start now. The ladder is waiting! Virtually every university can help boost you onto that first rung!

For more information on top executives, including educational programs and job listings, contact:

• American Management Association, 1601 Broadway, 6th Floor, New York, NY 10019. http://www.amanet.org
• National Management Association, 2210 Arbor Blvd., Dayton, OH 45439. http://www.nma1.org

For more information on executive financial management careers, contact:

• Financial Executives International, 200 Campus Dr., P.O. Box 674, Florham Park, NJ 07932. http://www.financialexecutives.org
• Financial Management Association International, College of Business Administration, University of South Florida, 4202 East Fowler Ave., BSN 3331, Tampa, FL 33620. http://www.fma.org

For information about management skills development, including the Certified Manager (CM) credential, contact:

• Institute for Certified Professional Managers, 1598 S. Main St., Harrisonburg, VA 22801. http://www.icpm.biz

Today there is an explosion in alternative energy, and wind power tech is an inexhaustible energy source. That’s why there are hundreds of companies involved in manufacturing turbines and turbine components. Every firm is in the race to make turbines more powerful, efficient, and reliable—while reducing costs.

Looking into the future means seeing growth ahead, far out to the horizon. The wind energy industry has experienced rapid growth in the past decade. According to the American Wind Energy Association (AWEA), installed wind energy capacity in the United States is now over 35,000 megawatts, enough electricity to power approximately 9.7 million homes!

And this growth is accelerating. In 2009, 10,010 megawatts of new wind energy capacity was installed, and the number just keeps climbing this year.

Who is doing all this research and production?

Key careers in wind turbine research and development involve many fields—scientists, engineers, and engineering technicians. Scientists involved in R&D include atmospheric scientists. Materials scientists design components that can efficiently generate the most power and withstand environmental stresses.

Research and Development degrees stand out in this fast-growing alternative energy field.

Just a partial list of the types of engineers employed in the wind power industry include: aerospace engineers, civil engineers, computer engineers, electrical engineers, environmental engineers, health and safety engineers, industrial engineers, materials engineers, and mechanical engineers.

The incredibly varied kob duties of these many engineering specialities are rapidly evolving.

Engineers in the wind power industry work in offices, laboratories, and industrial plants. Some may spend time at working wind farms and those under development. Many are expected to travel frequently to oversee manufacturing processes or turbine installation, and travel abroad is often required since many of the largest turbine manufacturers are based overseas. The nature of engineers’ work depends largely on their specialties.

Aerospace engineers design, test, and supervise the manufacture of turbine blades and rotors, and conduct aerodynamics assessments. They are frequently involved in site selection, working closely with meteorologists to determine the optimal configuration of turbines at a wind farm site.

Civil engineers design and supervise the construction of many parts of wind farms, including roads, support buildings, and other structures such as the tower and foundation portions of the wind turbine. Because of the scale of wind turbines, these engineers must deal with some atypical problems, such as designing roads that can withstand very heavy loads as well as trailers that are up to 100 feet long. Since many wind farms are located in the Midwest and western States, they have to consider potential hazards ranging from extreme winds and cold temperatures to earthquakes.

Civil engineers in wind power typically specialize in structural, transportation, construction, and geotechnical engineering.

Electrical engineers design, develop, test, and supervise the manufacture of turbines’ electrical components, including electric motors, machinery controls, lighting and wiring, generators, communications systems, and electricity transmission systems.

Electronics engineers are responsible for systems that use electricity to control turbine systems or signal processes. Whereas electrical engineers work primarily with power generation and distribution, electronics engineers deal with the complex electronic systems used to operate the turbine.

Environmental engineers deal with the potential environmental impacts of wind turbines. Although wind power is one of the most environmentally friendly sources of electricity, there are still some environmental concerns that engineers must consider. These include noise, visual impact, the impact on local species, interference with radar and telecommunications, and electric and magnetic fields caused by electricity-generating equipment.

Health and safety engineers identify and measure potential hazards of wind turbines, and implement systems that ensure safe manufacture and operation. They usually recommend appropriate loss-prevention measures according to the probability of harm or damage.

Industrial engineers determine the most effective ways to use the basic factors of production to make components of wind turbines. They are concerned primarily with increasing productivity and minimizing costs in the manufacture of turbine systems and components. Industrial engineers study product requirements and design manufacturing and information systems to meet those requirements with the help of mathematical models. They also aid in financial planning, cost analysis, and the design of production processes and control systems.

Materials engineers develop, process, and test materials used to construct wind turbines. Wind turbines consist of thousands of parts, and each must be designed to exacting specifications because of the stresses involved in generating wind power. Materials engineers must work with metals, ceramics, plastics, semiconductors, and composites that meet certain mechanical and electrical requirements.

Mechanical engineers work on a variety of machines and other mechanical devices. They research, design, develop, and test tools and mechanical devices. These engineers work on wind turbine components, wind turbine systems, or the machinery that is used to manufacture and test the turbines. Many of these engineers also supervise manufacturing processes.

Engineering technicians assist engineers and scientists, especially in research and development and in the manufacturing process. Some work in quality control, inspections, and data collection. They assist with design by use of computer-aided design and drafting equipment, collect data, and calculate or record results. Engineering technicians are also responsible for operating and maintaining design and test equipment.

It all starts with a bachelor’s degree.

Engineers typically enter the wind power industry with at least a B.S. in an engineering specialty. Higher ranked engineering jobs require more education, such as a master’s or doctoral degree. Continuing education keeps engineers current with the rapidly changing technology of wind power.

Wind turbine manufacturers prefer to hire engineers with 3–5 years of experience in their respective field and knowledge of commonly used systems and processes. Engineers are then given additional training lasting several weeks or months prior to assignment, and then they undergo extensive on-the-job training.

Engineering technicians typically have an associate’s degree or a certificate from a community college or technical school.

Wind power has been used for centuries, but is a relatively new source of electricity generation. Visually identifiable by its characteristic turbines, wind power has been used on a utility scale for only a few decades.

Wind-generating capacity in the United States grew 39 percent per year from 2004 to 2009, and is expected to grow more rapidly as demand for renewable energy increases.

As the wind energy industry continues to grow, it will provide many opportunities for those will to get their degree—- and who will put their personal energy into the hunt for sustainable alternative energy sources!

Who are these people?

Actuaries— masters of statistics, finance, and business.

Actuaries— who assess the risk of events, who help create policies for businesses and clients, policies that minimize the cost of that risk.

Actuaries— absolutely essential to the insurance industry.

Actuaries analyze data— they estimate the probability and costs of disasters, of death, sickness, injury, disability, or loss of property.

Actuaries also compute financial issues— how a company should invest resources to maximize return on investments, or how an individual should invest in order to attain a certain retirement income level.

Actuaries— they even design insurance policies, pension plans, and other financial strategies.

So its easy to see why they earn high salaries. They are absolutely essential to risk projections. That’s why most actuaries are employed in the insurance industry, specializing in either property and casualty insurance, or life and health insurance.

Some Actuaries work in other financial service industries— they manage credit and help set a price for corporate security offerings. They also devise new investment tools to help their firms compete with other companies.

Pension actuaries work under the provisions of the Employee Retirement Income Security Act (ERISA) of 1974. The act sets minimum standards for pension and health plans in private industry.

Actuaries working for the government help manage social programs such as Social Security and Medicare.

Consulting actuaries provide advice to clients, on a contract basis.

So… here at Grad2b, we always want to know the educational requirement, right?

The payoff can be huge, but you must first put in the work. Actuaries need a strong background in mathematics, statistics, and general business.

A bachelor’s degree and are required to pass a series of exams in order to become certified professionals.

Actuaries most often earn an undergraduate degree in mathematics, statistics, or actuarial science, or a business-related field such as finance, economics, or business.

You’ll need coursework in economics, applied statistics, and corporate finance— a requirement for professional certification. An Actuary internship will pay off in experience in the profession, too.

Plenty of colleges— more than 100— offer an actuarial science program. Most offer a degree in mathematics, statistics, economics, or finance.

Warning!— companies are going to expect you to pass Actuarial exams.

Why? Licensure is key. Two professional societies sponsor programs leading to full professional status in their specialty: the Society of Actuaries (SOA) and the Casualty Actuarial Society (CAS).

The SOA certifies actuaries in the fields of life insurance, health benefits systems, retirement systems, and finance and investment.

The CAS gives a series of examinations in the property and casualty field, which includes automobile, homeowners, medical malpractice, workers compensation, and personal injury liability.

If candidates pass the initial exam, prospects can begin taking the next series of exams with the help of self-study guides and courses. Those who pass two or more examinations have better opportunities for employment at higher starting salaries than those who do not. These initial exams can be taken while the candidate is still in college.

Many candidates find work as an actuary immediately after graduation and work through the certification process while gaining some experience in the field. In fact, many employers pay the examination fees and provide their employees time to study.

As actuaries pass exams, many get a nice pay increase. But— home study is necessary and many actuaries study for months to prepare for each exam!

And now, the payoff for all this hard work?

Actuaries live in the stratosphere of salaries— a good percentage, within 10 years of graduating, earn from 250K to 500K USD annually!

To get that big big money, you’ll have to pass all 8 Actuary exams to become a licensed FSA. And don’t forget all the stock options and bonuses— they can add up to as much as three times your base salary!

And it all begins with EDUCATION!

Yes, advertising forms change, as media evolve, but advertising is the driver of profit.

Who does this? Who is essential enough to make all this happen?

Advertising managers—- execs who direct a firm’s or group’s advertising and promotional campaign.

Advertising managers can be found in advertising agencies. They put together advertising campaigns for clients, in media firms that sell advertising space or time, and in companies that advertise heavily.

These execs work with sales staff and others to generate ideas for the campaign, oversee a creative staff that develops the advertising, and work with the finance department to prepare a budget and cost estimates for the campaign.

Often, these managers serve as liaisons between the firm requiring the advertising and an advertising or promotion agency that actually develops and places the ads.

In larger firms with an extensive advertising department, different advertising managers may oversee in-house accounts and creative and media services departments.

The account executive manages account services departments in companies and assesses the need for advertising. In advertising agencies, account executives maintain the accounts of clients whereas the creative services department develops the subject matter and presentation of advertising.

The creative director oversees the copy chief, art director, and associated staff.

The media director oversees planning groups that select the communication medium—for example, radio, television, newspapers, magazines, the Internet, or outdoor signs—that will disseminate the advertising.

As far as degrees go?

For marketing, sales, and promotions management positions, employers often prefer a bachelor’s or master’s degree, in business administration, with an emphasis on marketing.

To get an edge, courses in business law, management, economics, accounting, finance, mathematics, and statistics build your resume and your potential.

Another plus— doing an internship while you are in school is highly recommended. In highly technical industries, (like computer and electronics manufacturing), a bachelor’s degree in engineering or science, combined with a master’s degree in business administration, can put you on the fast track.

For advertising management positions, some employers prefer a bachelor’s degree in advertising or journalism.

A relevant course of study might include classes in marketing, consumer behavior, market research, sales, communication methods and technology, visual arts, art history, and photography.

For public relations management positions, some employers prefer a bachelor’s or master’s degree in public relations or journalism. The applicant’s curriculum should include courses in advertising, business administration, public affairs, public speaking, political science, and creative and technical writing.

Most advertising, marketing, promotions, public relations, and sales management positions are filled through promotions of experienced staff or related professional personnel. For example, many managers are former sales reps; purchasing agents; buyers; or product, advertising, promotions, or public relations specialists.

In small firms, in which the number of positions is limited, advancement to a management position usually comes slowly. In large firms, promotion may occur more quickly.

And diversity— the array of job specialties is dazzling.

Look at this list from the University of Texas at Austin—

Another plus— the pay isn’t bad. Median annual wages in May 2008 were $80,220 for advertising and promotions managers, $108,580 for marketing managers, $97,260 for sales managers, and $89,430 for public relations managers.

Advertising drives all capitalist economies. It will always be essential. Despite any media changes, in whatever format, people will need to be motivated.

If you want to become a player in this game, go get the degree you need— as always, educate, educate, educate!

For information about careers in advertising management, contact:
American Association of Advertising Agencies, 405 Lexington Ave., 18th Floor, New York, NY 10174-1801. http://www.aaaa.org

Brain scans of thirty-year-olds on meth, for instance, are very similar to the scans of elderly Alzheimer victims— jagged black holes in the brain mass.

Humans can buy drugs that at first mimic the feelings of joy, validation, success. But the price is more than money, the price is a greater need for more and more of the drug that supplies the on-demand feelings, the mood enhancements weaker with every dose.

In a society of instant gratification, pleasure can be bought. On the street or in a doctor’s office. That pleasure is the Big Lie. It feels real at first, but it is a lie.

People choose different chemicals, often due to different friends, different backgrounds. Alcohol, nicotine, heroin, meth, coke, food, and all the other chemical addictions. Then the behavioral ones like sex, dieting, TV, gambling. But always, the need is more, more, more, until there is no more high, only the need itself, enduring, burning, eating away at the very core of life. Yes, the pleasure can be bought, but the price is always rising, until there is no pleasure, only the addiction.

Where can addicts— when they hit bottom, when they see the big lie— seek help?

First, and this is the biggest step, arguably, they must want the help. It can’t be a family member or loved one wanting help for them. The must have hit bottom hard enough to want it for themselves.

That’s where you— the Addiction Counselor— comes into their life. You are more than a rescuer. You are a healer, their last chance at survival.

Substance abuse and behavioral disorder counselors like you fight the ravages of alcohol, drugs, gambling, eating disorders. You counsel individuals to help them to identify behaviors and problems related to their addiction.

And there are so many addicts now. Your counseling can be done on an individual basis, but often you do counseling in a group setting. You do crisis counseling, daily or weekly counseling, and sometimes drop-in counseling supports.

You are trained to assist in developing personalized recovery programs; you help to establish healthy behaviors and you also provide coping strategies. Often, you work with family members devastated by the addictions of their loved ones. This is some of the hardest emotional work you do…. or anyone ever does.

You widen your approach with conduct programs and community outreach. You try to prevent addiction by educating the public. You work with individuals, families, and groups to address and treat mental and emotional disorders and to promote mental health.

And you are trained in all the side-effects of addiction, and the co-disorders— depression, anxiety, addiction and substance abuse, suicidal impulses, stress, trauma, low self-esteem, and grief.

How did you become this amazing person— this Addiction Counselor?

You invested yourself in education and training. Education requirements vary with the occupational specialty and State licensure and certification requirements. A master’s degree usually is required to be licensed or certified as a counselor.

Counselor education programs in colleges and universities often are found in departments of education, psychology, or human services.

Courses frequently are grouped into core areas, including human growth and development, social and cultural diversity, relationships, group work, career development, counseling techniques, assessment, research and program evaluation, and professional ethics and identity.

In an accredited master’s degree program, 48 to 60 semester hours of graduate study, including a period of supervised clinical experience in counseling, typically are required.

So… do you have a strong desire to help others who are in desperate need? Are you a person who can be incredibly patient, and inspire respect, trust, and confidence?

Do you possess the high physical and emotional energy necessary, to handle the highs and low of stress, when counseling addicts?

If the answers are a resounding Yes!, then go for it— educate, educate, educate!