You don’t feel like a hero. It’s what you do. Going into Hell is part of the job.

You’ve been fighting fires for a couple of years now, but nothing like this.

This fire was the kind the older firemen sometimes talk about, the low-keyed fire-scarred veterans, sitting around the station. You always wondered at the reluctant quiet way they remember that kind of fire, with awe. And still, until now, you thought they exaggerating.

So not. Way worse. Incredible. Terrifying. Then your training took over. Suddenly you were in your zone.

Your engine was first on the scene. The house already gushing fire.

Into that furnace you and your comrades went, the way you were trained— suited up, respirators on, helmets down, fighting your way through the black boiling hell of fire and smoke. The water crew’s big hose was jetting a waterfall over the roof, into the windows.

You forced your way in, swinging an axe. Inside that fire, it was hell on earth. It always surprised you a little, how fire is black, not red. Hell is a fierce darkness. Far worse than anyone could describe. Plowing through it, like struggling at the bottom of a black hot sea. As if you’d entered the belly of a raging beast.

Screams reached you faintly through the roar. Their tiny shrieks. Two little kids and a baby, trapped in the back bedroom, screaming for help.

And it was those screams that saved their lives. Those screams, and your training, and, some say, your courage. But it was training more than courage, you know that.

You found the door but wedged it open carefully, knowing they might be inside, knowing a flame front might leap in. Steam from the big hose fogged your shield.

Little arms grabbed your legs. In one arm you lifted a little girl holding a baby. Your other arm swept up a little boy curled at your feet. The ceiling looked like it might go.

You hauled the kids out of there, shielding them; in the smoke were the lights of your buddies, and then you were kicking your way through, into the yard outside.

You remember the EMT’s treating the kids, and how they didn’t want to let go of you. And you remember pulling off your helmet and respirators as your buddies knocked down that house fire.

And yet… more than anything, (more even than the bright stars in the night sky and the fresh air outside the blazing house), you remember the love of the father and mother as they sobbed and held those kids. You remember how those sooty-faced kids kept looking over at you, in big-eyed wonder, in pure love.

Three lives (not counting your own). Saved in critical seconds. Saved by instinct, by your training and courage.

And now, when you see the gold lettering on your fire engine, you read that motto with a deeper passion: “To Serve and Protect.”

You are a Fire Fighter.

Every year, fires and other emergencies take thousands of lives, and destroy property worth billions of dollars. Fire fighters help protect the public against these dangers by responding to fires and a variety of other emergencies. In addition to putting out fires, they are frequently the first emergency personnel at the scene of a traffic accident or medical emergency and may be called upon to treat injuries or perform other vital functions.

During duty hours, fire fighters must have powerful self-control. They must constantly be prepared to respond immediately to a fire or other emergency. Fighting fires is dangerous and complex, requiring excellent organization and teamwork.

At every emergency scene, fire fighters perform specific duties assigned by a superior officer. At fires, they connect hose lines to hydrants and operate a pump to send water to high-pressure hoses. Some carry hoses, climb ladders, and enter burning buildings—using systematic and careful procedures—to put out fires. At times, they may need to use tools, like an ax, to make their way through doors, walls, and debris, sometimes with the aid of information about a building’s floor plan.

Some find and rescue occupants who are unable to safely leave the building without assistance. They also provide emergency medical attention, ventilate smoke-filled areas, and attempt to salvage the contents of buildings. Fire fighters’ duties may change several times while the company is in action.

Sometimes they remain at the site of a disaster for days at a time, rescuing trapped survivors, and assisting with medical treatment.

Fire fighters work in a variety of settings, including metropolitan areas, rural areas with grasslands and forests, airports, chemical plants and other industrial sites. They have also assumed a range of responsibilities, including emergency medical services. In fact, most calls to which fire fighters respond involve medical emergencies. In addition, some fire fighters work in hazardous materials units that are specially trained for the control, prevention, and cleanup of hazardous materials, such as oil spills or accidents involving the transport of chemicals.

Workers specializing in forest fires utilize different methods and equipment than other fire fighters. In national forests and parks, forest fire inspectors and prevention specialists spot fires from watchtowers and report the fires to headquarters by telephone or radio.

Forest rangers also patrol to ensure that travelers and campers comply with fire regulations. When fires break out, crews of fire fighters are brought in to suppress the blaze with heavy equipment and water hoses.

Fighting forest fires, like fighting urban fires, is rigorous work. One of the most effective means of fighting a forest fire is creating fire lines—cutting down trees and digging out grass and all other combustible vegetation in the path of the fire—to deprive it of fuel.

Elite fire fighters called smoke jumpers parachute from airplanes to reach otherwise inaccessible areas. This can be extremely hazardous.

When they aren’t responding to fires and other emergencies, fire fighters clean and maintain equipment, study fire science and fire fighting techniques, conduct practice drills and fire inspections, and participate in physical fitness activities. They also prepare written reports on fire incidents and review fire science literature to stay informed about technological developments and changing administrative practices and policies.

Most fire departments have a fire prevention division, usually headed by a fire marshal and staffed by fire inspectors. Workers in this division conduct inspections of structures to prevent fires by ensuring compliance with fire codes. These inspectors also work with developers and planners to check and approve plans for new buildings and inspect buildings under construction.

Some fire fighters become fire investigators, who determine the causes of fires. They collect evidence, interview witnesses, and prepare reports on fires in cases where the cause may be arson or criminal negligence. They often are asked to testify in court. In some cities, these investigators work in police departments, and some are employed by insurance companies.

Fire fighters spend much of their time at fire stations, which are usually similar to dormitories.

When an alarm sounds, fire fighters respond, regardless of the weather or hour. Fire fighting involves the risk of death or injury from floors caving in, walls toppling, traffic accidents, and exposure to flames and smoke. Fire fighters also may come into contact with poisonous, flammable, or explosive gases and chemicals and radioactive materials, which may have immediate or long-term effects on their health. For these reasons, they must wear protective gear that can be very heavy and hot.

Work hours of fire fighters are longer and more varied than the hours of most other workers. Many fire fighters work more than 50 hours a week, and sometimes they may work longer. In some agencies, fire fighters are on duty for 24 hours, then off for 48 hours, and receive an extra day off at intervals. In others, they work a day shift of 10 hours for 3 or 4 days, a night shift of 14 hours for 3 or 4 nights, have 3 or 4 days off, and then repeat the cycle. In addition, fire fighters often work extra hours at fires and other emergencies and are regularly assigned to work on holidays.

Fire lieutenants and fire captains often work the same hours as the fire fighters they supervise.

Most municipal jobs require passing written and physical tests. All fire fighters receive extensive training after being hired.

The completion of community college courses, or an associate degree, in Fire Science improves an applicant’s chances for a job.

A number of colleges and universities offer courses leading to 2- or 4-year degrees in Fire Engineering or Fire Science. In recent years, an increasing proportion of new fire fighters have had some education after high school. Candidates with some education after high school are increasingly preferred.

As a rule, entry-level workers in large fire departments are trained for several weeks at the department’s training center or academy. Through classroom instruction and practical training, the recruits study fire fighting techniques, fire prevention, hazardous materials control, local building codes, and emergency medical procedures, including first aid and cardiopulmonary resuscitation (CPR). They also learn how to use axes, chain saws, fire extinguishers, ladders, and other fire fighting and rescue equipment. After successfully completing this training, the recruits are assigned to a fire company, where they undergo a period of probation.

Many fire departments have accredited apprenticeship programs lasting up to 4 years. These programs combine formal instruction with on-the-job training under the supervision of experienced fire fighters.

Almost all departments require fire fighters to be certified as emergency medical technicians. Although most fire departments require the lowest level of certification, Emergency Medical Technician-Basic (EMT-Basic), larger departments in major metropolitan areas increasingly require paramedic certification. Some departments include this training in the fire academy, whereas others prefer that recruits earn EMT certification on their own but will give them up to 1 year to do it.

In addition to participating in training programs conducted by local fire departments, some fire fighters attend training sessions sponsored by the U.S. National Fire Academy. These training sessions cover topics such as executive development, anti-arson techniques, disaster preparedness, hazardous materials control, and public fire safety and education. Some States also have either voluntary or mandatory fire fighter training and certification programs. Many fire departments offer fire fighters incentives such as tuition reimbursement or higher pay for completing advanced training.

Applicants for municipal fire fighting jobs usually must pass a written exam; tests of strength, physical stamina, coordination, and agility; and a medical examination that includes a drug screening. Workers may be monitored on a random basis for drug use after accepting employment. Examinations are generally open to people who are at least 18 years of age and have a high school education or its equivalent.

Those who receive the highest scores in all phases of testing have the best chances of being hired. Higher education can provide the intellectual and informational edge that makes all the difference.

Among the personal qualities fire fighters need are mental alertness, self-discipline, courage, mechanical aptitude, endurance, strength, and a sense of public service. Initiative and good judgment also are extremely important because fire fighters make quick decisions in emergencies. Members of a crew live and work closely together under conditions of stress and danger for extended periods, so they must be dependable and able to get along well with others. Leadership qualities are necessary for officers, who must establish and maintain discipline and efficiency, as well as direct the activities of the fire fighters in their companies.

Most experienced fire fighters continue studying to improve their job performance and prepare for promotion examinations. To progress to higher level positions, they acquire expertise in advanced fire fighting equipment and techniques, building construction, emergency medical technology, writing, public speaking, management and budgeting procedures, and public relations.

Opportunities for promotion depend upon the results of written examinations, as well as job performance, interviews, and seniority. Hands-on tests that simulate real-world job situations are also used by some fire departments.

Usually, fire fighters are first promoted to engineer, then lieutenant, captain, battalion chief, assistant chief, deputy chief, and, finally, chief.

For promotion to positions higher than battalion chief, many fire departments now require a bachelor’s degree, preferably in fire science, public administration, or a related field.

An associate degree is required for executive fire officer certification from the National Fire Academy.

In 2006, total paid employment in firefighting occupations was about 361,000. Fire fighters held about 293,000 jobs, first-line supervisors/managers of fire fighting and prevention workers held about 52,000, and fire inspectors and investigators held about 14,000 jobs. These employment figures include only paid career fire fighters—they do not cover volunteer fire fighters, who perform the same duties and may constitute the majority of fire fighters in a residential area. According to the U.S. Fire Administration, about 71 percent of fire companies were staffed entirely by volunteer fire fighters in 2005.

About 9 out of 10 fire fighting workers were employed by local government. Some large cities have thousands of career fire fighters, while many small towns have only a few. Most of the remainder worked in fire departments on Federal and State installations, including airports. Private fire fighting companies employ a small number of fire fighters.

In response to the expanding role of fire fighters, some municipalities have combined fire prevention, public fire education, safety, and emergency medical services into a single organization commonly referred to as a public safety organization. Some local and regional fire departments are being consolidated into countywide establishments to reduce administrative staffs, cut costs, and establish consistent training standards and work procedures.

Although employment is expected to grow as fast as the average for all jobs, candidates for these positions are expected to face keen competition as these positions are highly attractive and sought after. Again, a degree can only help in such a competitive job market.

Employment of workers in fire fighting occupations is expected to grow by 12 percent over the 2006-2016 decade, which is as fast as the average for all occupations. Most job growth will stem from volunteer fire fighting positions being converted to paid positions.

Prospective fire fighters are expected to face keen competition for available job openings. Many people are attracted to fire fighting because, it is challenging and provides the opportunity to perform an essential public service; a high school education is usually sufficient for entry; and a pension is usually guaranteed after 25 years work. Consequently, the number of qualified applicants in most areas far exceeds the number of job openings.

The written examination and physical requirements eliminate many applicants. Those who have completed some fire fighter education at a community college, and have EMT or paramedic certification will have an additional advantage. A degree can make all the difference, as we’ve said, if all else is equal.

The pay is steady and upscale. Higher positions involving degrees and tenure can pay very handsomely.

Median annual earnings of fire fighters were $41,190 in May 2006.
The middle 50 percent earned between $29,550 and $54,120.
The lowest 10 percent earned less than $20,660, and the highest 10 percent earned more than $66,140.
Median annual earnings were $41,600 in local government, $41,070 in the Federal Government, and $37,000 in State governments.

Median annual earnings of first-line supervisors/managers of fire fighting and prevention workers were $62,900 in May 2006.
The middle 50 percent earned between $50,180 and $79,060.
The lowest 10 percent earned less than $36,820, and the highest 10 percent earned more than $97,820.

First-line supervisors/managers of fire fighting and prevention workers employed in local government earned a median of about $64,070 a year.

Median annual earnings of fire inspectors and investigators were $48,050 in May 2006.
The middle 50 percent earned between $36,960 and $61,160 a year.
The lowest 10 percent earned less than $29,840, and the highest 10 percent earned more than $74,930.
Fire inspectors and investigators employed in local government earned a median of about $49,690 a year.

According to the International City-County Management Association, average salaries in 2006 for sworn full-time positions were as follows:

Fire fighters who average more than a certain number of work hours per week are required to be paid overtime. The hours threshold is determined by the department. Fire fighters often earn overtime for working extra shifts to maintain minimum staffing levels or during special emergencies.

Fire fighters receive benefits that usually include medical and liability insurance, vacation and sick leave, and some paid holidays. Almost all fire departments provide protective clothing (helmets, boots, and coats) and breathing apparatus, and many also provide dress uniforms.

Fire fighters generally are covered by pension plans, often providing retirement at half pay after 25 years of service or if the individual is disabled in the line of duty.

Like fire fighters, emergency medical technicians and paramedics and police and detectives respond to emergencies and save lives.

So now you know— fire fighting involves hazardous conditions and long, irregular hours.

But you still want it. It’s calling you home. It’s what you want to be.

Even as a kid, when a big engine went wailing down the street, with steely-eyed men in fire-suits hanging on, you felt a thrill that has still never gone away.

And you know that applicants for fire fighting jobs must pass written, physical, and medical examinations. You’ll be ready.

Most of all, you know this now— that although employment is expected to grow faster than the average, huge competition for jobs is expected.

Why? because fire-fighting attracts so many sincere and qualified candidates.

And because you now know all this, you are going to get into amazing physical condition, while you get that Fire Science degree.

Because you want all the knowledge and training possible to have your back, when you fight your way inside the burning belly of a beast— into a fire, a hell on earth!

Information about a career as a fire fighter may be obtained from local fire departments and from either of the following organizations:

• International Association of Fire Fighters, 1750 New York Ave. N.W., Washington, DC 20006. http://www.iaff.org
• U.S. Fire Administration, 16825 South Seton Ave., Emmitsburg, MD 21727. http://www.usfa.dhs.gov

Information about professional qualifications and a list of colleges and universities offering 2- or 4-year degree programs in fire science or fire prevention may be obtained from:

• National Fire Academy, 16825 South Seton Ave., Emmitsburg, MD 21727. http://www.usfa.dhs.gov/nfa/index.htm

Our world is heating up, choking to death. We live on the thin crust of a rock, spinning in space. The only thing protecting us, from the deep cold abyss, is the fragile coating of air a few miles above us. The same air that we breathe. And we are burning it. Sealed in our cars, our planes, our buildings, electrified by our coal-fired power plants. We keep feeding our ravenous machine world, in an ever-expanding concept of capital growth. It’s our mass addiction. It’s what we do.

We are turning our skies to smoke, our land to concrete, our water to filth. When there’s nothing left, when we’ve consumed it all, when the seas are filled with trash and the fish are a memory, when the land is ripped apart and empty, we will be gone…. like all the wondrous species and lush forests that will die, as we go.

Slow fade to black. Nothing left but our television and cell phone microwave signals, traveling through space infinitely, electronic echoes of mass human folly.

This is how the world ends? Not with a bang, but a Twitter? Only if we allow it!

But what can you do, you ask? Do you consider yourself “Green”? Does the prospect of a dying world horrify you? Do you feel compelled to take action? You can join Green Orgs, write letters, donate. All good things, yes.

But there’s much much more that you can do. Something much more potentially effective. If you really want to make a difference.

Become an environmental scientist. Become an ecologist. Become a hydrologist.

Environmental scientists, ecologists, and hydrologists protect the environment. With the knowledge gained in their university studies, they identify ways that human behavior can be modified in the future to avoid ground-water contamination and depletion of the ozone layer.

They study the properties of underground and surface waters, locate water and energy resources. They predict water-related geologic hazards, and provide environmental site assessments and advice on indoor air quality and hazardous-waste-site remediation.

Environmental scientists conduct research to identify, abate, and eliminate hazards that affect people, wildlife, and their environments. These workers analyze measurements or observations of air, food, water, and soil to determine the way to clean and preserve the environment. Understanding the issues involved in protecting the environment—degradation, conservation, recycling, and replenishment—is central to the work of environmental scientists. They often use this understanding to design and monitor waste disposal sites, preserve water supplies, and reclaim contaminated land and water to comply with Federal environmental regulations. They also write risk assessments, describing the likely affect of construction and other environmental changes; write technical proposals; and give presentations to managers and regulators.

Hydrologists study the quantity, distribution, circulation, and physical properties of bodies of water. Often, they specialize in either underground water or surface water. They examine the form and intensity of precipitation, its rate of infiltration into the soil, its movement through the Earth, and its return to the ocean and atmosphere. Hydrologists use sophisticated techniques and instruments. For example, they may use remote sensing technology, data assimilation, and numerical modeling to monitor the change in regional and global water cycles. Some surface-water hydrologists use sensitive stream-measuring devices to assess flow rates and water quality.

Many environmental scientists do work and have training that is similar to other physical or life scientists, but they focus on environmental issues. Many specialize in subfields such as environmental ecology and conservation, environmental chemistry, environmental biology, or fisheries science.

Specialties affect the specific activities that environmental scientists perform, although recent understandings of the interconnectedness of life processes have blurred some traditional classifications. For example, environmental ecologists study the relationships between organisms and their environments and the effects of factors such as population size, pollutants, rainfall, temperature, and altitude, on both. They may collect, study, and report data on air, soil, and water using their knowledge of various scientific disciplines. Ecological modelers study ecosystems, pollution control, and resource management using mathematical modeling, systems analysis, thermodynamics, and computer techniques. Environmental chemists study the toxicity of various chemicals, that is, how those chemicals affect plants, animals, and people.

Some environmental scientists have a degree in environmental science. Many, however, earn degrees in life science, chemistry, geology, geophysics, atmospheric science, or physics and then apply their education to the environment. They often need research or work experience related to environmental science.

A bachelor’s degree in environmental science offers an interdisciplinary approach to the natural sciences, with an emphasis on biology, chemistry, and geology. Undergraduate environmental science majors typically focus on data analysis and physical geography, which are particularly useful in studying pollution abatement, water resources, or ecosystem protection, restoration, and management. Understanding the geochemistry of inorganic compounds is becoming increasingly important in developing remediation goals.

Students interested in working in the environmental or regulatory fields, either in environmental consulting firms or for Federal or State governments, should take courses in hydrology, hazardous-waste management, environmental legislation, chemistry, fluid mechanics, and geologic logging, which is the gathering of geologic data. An understanding of environmental regulations and government permit issues also is valuable for those planning to work in mining and oil and gas extraction.

Students interested in hydrology should take courses in the physical sciences, geophysics, chemistry, engineering science, soil science, mathematics, aquatic biology, atmospheric science, geology, oceanography, hydrogeology, and the management or conservation of water resources. In some cases, a bachelor’s degree in a hydrologic science is sufficient for positions consulting about water quality or wastewater treatment.

For environmental scientists and hydrologists who consult, courses in business, finance, marketing, or economics may be useful. In addition, combining environmental science training with other disciplines such as engineering or business, qualifies these scientists for the widest range of jobs.

Environmental scientists and hydrologists held about 92,000 jobs in 2006. Jobs for hydrologists accounted for only 9 percent of the total. Many more individuals held environmental science faculty positions in colleges and universities, but they are classified as postsecondary teachers.

About 35 percent of environmental scientists were employed in State and local governments; 21 percent in management, scientific, and technical consulting services; 15 percent in architectural, engineering and related services; and 8 percent in the Federal Government. About 2 percent were self-employed.

Among hydrologists, 26 percent were employed in architectural, engineering, and related services, and 18 percent worked for management, scientific, and technical consulting services. In 2006, the Federal Government employed about 28 percent of hydrologists, mostly within the U.S. Department of the Interior for the U.S. Geological Survey (USGS) and within the U.S. Department of Defense. Another 21 percent worked for State agencies, such as State geological surveys and State departments of conservation. About 2 percent of hydrologists were self-employed, most as consultants to industry or government.

Employment of environmental scientists is expected to increase by 25 percent between 2006 and 2016, much faster than the average for all occupations. Over the same period, employment of hydrologists should increase by 24 percent, also much faster than the average.

Much job growth will result from a continued need to monitor the quality of the environment, to interpret the impact of human actions on terrestrial and aquatic ecosystems, and to develop strategies for restoring ecosystems.

Demand for hydrologists should also be strong as the population increases and moves to more environmentally sensitive locations. As people increasingly migrate toward coastal regions, for example, hydrologists will be needed to assess building sites for potential geologic hazards and to mitigate the effects of natural hazards such as floods, landslides, and hurricanes. Hydrologists also will be needed to study hazardous-waste sites and determine the effect of pollutants on soil and ground water so that engineers can design remediation systems. Increased government regulations, such as those regarding the management of storm water, and issues related to water conservation, deteriorating coastal environments, and rising sea levels also will stimulate employment growth for these workers.

Median annual earnings of environmental scientists were $56,100 in May 2006. The middle 50 percent earned between $42,840 and $74,480. The lowest 10 percent earned less than $34,590, and the highest 10 percent earned more than $94,670.

Median annual earnings of hydrologists were $66,260 in 2006, with the middle 50 percent earning between $51,370 and $82,140, the lowest 10 percent earning less than $42,080, and the highest 10 percent earning more than $98,320.

According to the National Association of Colleges and Employers, beginning salary offers in July 2007 for graduates with bachelor’s degrees in an environmental science averaged $38,336 a year. In 2007, the Federal Government’s average salary for hydrologists was $82,217.

A bachelor’s degree in an earth science is adequate for a few entry-level positions, but environmental scientists increasingly need a master’s degree in environmental science, hydrology, or a related natural science. A master’s degree also is the minimum educational requirement for most entry-level applied research positions in private industry, in State and Federal agencies, and at State geological surveys. A doctoral degree generally is necessary for college teaching and most research positions.

Many colleges and universities have fine science departments with very strong emphasis in the environmental studies. Wherever you live there is certain to be one nearby. Distance learning can fill the need for students with family duties, or hourly concerns.

If you are a “Greenie”, looking for a worthy place to invest your life’s work, Ecology needs you. It’s a growing field, ripe with need.

Good planets are hard to find. This is the only one we’ve got. What work could be more important?

Ecology… for the survival of the Earth itself… for you, your children, your children’s children…

Want to be the next Steve Jobs? To create the next laptop, or a device that makes I-Phone obsolete? Maybe a radical new game console, the next fuel-efficient engine design, the next green-friendly house design?

Eli Whitney, Thomas Edison, Henry Ford, Nicolai Tesla, Bill Gates, Steve Jobs, every age has them.

In his time, Raymond Loewy, often called “the father of modern industrial design”, created a new look— from the curvy Coca-Cola bottle to the finned Studebaker. And you probably never heard his name before reading this. But, Loewy was very very wealthy, in huge demand, and very famous in his time.

Our world is continually changing. All the objects that change in our world, are creations, by design.

Everything around you, your coffee mug, your car outside, your laptop, your desk, was designed to fit your human body parts and motions.

Commercial and industrial designers combine the fields of art, business, and engineering to design the products you use every day. In fact, these designers are responsible for the style, function, quality, and safety of almost every manufactured good. Usually designers specialize in one particular product category, such as automobiles and other transportation vehicles, appliances, technology goods, medical equipment, furniture, toys, tools and construction equipment, or housewares.

Industrial design. Design engineering. Commercial design.

Commercial and industrial designers usually work closely with a range of specialists including engineers, materials scientists, marketing and corporate strategy staff, cost estimators, and accountants. About 30 percent are self-employed; many designers work for services firms.

A Bachelor’s degree is usually required to start. Many top designers pursue a Master’s degree.

Strong competition for jobs is expected; those with strong backgrounds in engineering and computer-aided design and extensive business expertise will have the best prospects.

The first steps in developing a new design, or altering an existing one, are to determine the requirements of the client, the purpose of the product, and to the tastes of customers or users. When creating a new design, designers often begin by researching the product user or the context in which the product will be used. They ascertain desired product characteristics, such as size, shape, weight, color, materials used, cost, ease of use, fit, and safety. To gather this information, designers meet with clients, conduct market research, read design and consumer publications, attend trade shows, and visit potential users, suppliers and manufacturers.

Next, designers prepare conceptual sketches or diagrams—by hand or with the aid of a computer—to illustrate their vision of the product. After conducting research and consulting with a creative director or other members of the product development team, designers then create detailed sketches or renderings. Many designers use computer-aided design (CAD) tools to create these renderings. Computer models make it easier to adjust designs and to experiment with a greater number of alternatives, speeding and improving the design process. Industrial designers who work for manufacturing firms also use computer-aided industrial design (CAID) tools to create designs and machine-readable instructions that can direct automated production tools to build the designed product to exact specifications. Often, designers will also create physical models out of clay, wood, and other materials to give clients a better idea of what the finished product will look like.

Designers present the designs and prototypes to their client or managers and incorporate any changes and suggestions. Designers often work with engineers, accountants, and cost estimators to determine if a product can be made safer, easier to assemble or use, or cheaper to manufacture. Before a product is completed and manufactured, designers may participate in usability and safety tests, watching consumers use prototypes and then making adjustments based on those observations.

Increasingly, designers are working with corporate strategy staff to ensure that their designs fit into the company’s business plan and strategic vision. They work with marketing staff to develop plans to best market new product designs to consumers. They work to design products that accurately reflect the company’s image and values. And although designers have always tried to identify and design products that fit consumers’ needs, more designers are now focused on creating that product before a competitor does. More of today’s designers must also focus on creating innovative products as well as considering the style and technical aspects of the product.

Designers employed by manufacturing establishments, large corporations, or design firms generally work regular hours in well-lighted and comfortable settings. Designers in smaller design consulting firms, or those who freelance, may work under a contract to do specific tasks or designs. They frequently adjust their workday to suit their clients’ schedules and deadlines, meeting with the clients evenings or weekends when necessary. Consultants and self-employed designers tend to work longer hours and in smaller, more congested, environments. Additional hours may be required to meet deadlines.

Designers may work in their own offices or studios or in clients’ homes or offices. They also may travel to other locations, such as testing facilities, design centers, clients’ exhibit sites, users’ homes or workplaces, and manufacturing facilities. With the increased speed and sophistication of computers and advanced communications networks, designers may form international design teams and serve a more geographically dispersed clientele.

Creativity and technical knowledge are crucial in this occupation. People in this field must have a strong sense of the esthetic—an eye for color and detail and a sense of balance and proportion. Despite the advancement of computer-aided design, sketching ability remains an important advantage. Designers must also understand the technical aspects of how products function. Most employers also expect new designers to know computer-aided design software. The deciding factor in getting a job often is a good portfolio—examples of a person’s best work.

Commercial and industrial designers held about 48,000 jobs in 2006. About 30 percent were self-employed. Another 15 percent of designers were employed in either engineering or specialized design services firms. Manufacturing firms and service providing companies employed most of the rest of commercial and industrial designers.

Strong competition for jobs is expected; backgrounds in engineering and computer-aided design and extensive business expertise will have the best prospects.

Employment of commercial and industrial designers is expected to grow 7 percent between 2006 and 2016, about as fast as average for all occupations. Employment growth will arise from an expanding economy and from an increase in consumer and business demand for new or upgraded products.

Increasing demand for commercial and industrial designers will also stem from the continued emphasis on the quality and safety of products, the increasing demand for new products that are easy and comfortable to use, and the development of high-technology products in consumer electronics, medicine, transportation, and other fields.

Despite the increase in design work performed overseas, most design jobs, particularly jobs not related to high-technology product design, will still remain in the U.S.

Design is essential to a firm’s success, and firms will want to retain control over the design process.

Many talented individuals are attracted to the design field. The best job opportunities will be in specialized design firms which are used by manufacturers to design products or parts of products. Designers with strong educational backgrounds in engineering, and computer-aided design and extensive business expertise, will have the best prospects.

As the demand for design work becomes more consumer-driven, educated designers who can closely monitor, and react to, changing customer demands—and who can work with marking and strategic planning staffs to come up with new products—will also improve their job prospects.

Median annual wage-and-salary earnings for commercial and industrial designers were $54,560 in May 2006. The middle 50 percent earned between $41,270 and $72,610. The lowest 10 percent earned less than $31,510, and the highest 10 percent earned more than $92,970. Earnings information for the self-employed is not available.

A Bachelor’s degree in industrial design, architecture, or engineering is required for most entry-level commercial and industrial design jobs.

Coursework includes principles of design, sketching, computer-aided design, industrial materials and processes, manufacturing methods, and some classes in engineering, physical science, mathematics, psychology, and anthropology. Many programs also include internships at design or manufacturing firms.

Many aspiring commercial and industrial designers earn a Master’s degree in industrial design. Some already have a bachelor’s degree in the field, but an increasing number have degrees and experience in other areas, such as marketing, information technology, or engineering, and are hoping to transfer into a design occupation.

An increasing number of designers are pursing a Master’s degree in business administration, to gain business skills. The growing emphasis on strategic design and how products fit into a firm’s overall business plan, gives these MBA grads an edge in competing for business.

The National Association of Schools of Art and Design accredits approximately 250 postsecondary colleges, universities, and private institutes with programs in art and design.

About 45 of these schools award a degree in industrial design; some offer a Bachelor’s of art, some a Bachelor’s of science.

Many schools require the successful completion of 1 year of basic art and design courses before entry into a Bachelor’s degree program. Applicants also may be required to submit sketches and other examples of their artistic ability.

You love art, you love gadjets, you love science? It’s all waiting for you.

Unlock the ideas in your mind. Get the knowledge to make them into reality.

Go get the degree that will be your doorway to industrial or commercial design. Then use those tools to change the world we live in!

For general career information on commercial and industrial design, contact:
• Industrial Designers Society of America, 45195 Business Court, Suite 250, Dulles, VA 20166. Internet: http://www.idsa.org

For general information about art and design and a list of accredited college-level programs, contact:
• National Association of Schools of Art and Design, 11250 Roger Bacon Dr., Suite 21, Reston, VA 20190. Internet: http://nasad.arts-accredit.org

You hardly realize it when the dance is over. Your body sings. Your partner has been one with you. But it’s the dance itself that captures your feelings, your imagination.

And you realize that you have this strange and wonderful talent. Really, you always knew it. You always had the flow.

But what… what to do with it? Where would it take you? Can dancing be a way of life? Would you starve?

From ancient times to the present, dancers have expressed ideas, stories, and rhythm with their bodies. They use a variety of dance forms that allow free movement and self-expression, including classical ballet, modern dance, and culturally specific dance styles. Many dancers combine performance work with teaching or choreography.

Because of the rigorous practice schedules of most dancers, self-discipline, patience, perseverance, and a devotion to dance are essential for success in the field. Dancers also must possess good problem-solving skills and an ability to work with people. Good health and physical stamina also are necessary attributes. Above all, dancers must have flexibility, agility, coordination, and grace, a sense of rhythm, a feeling for music, and a creative ability to express themselves through movement.

Many fine dancers teach, or open studios of their own, to share their love of dance, with people from every walk of life.

Dancers perform in a variety of settings, including opera, musical theater, and other musical productions, and may present folk, ethnic, tap, jazz, and other popular kinds of dance. They also perform in television, movies, music videos, and commercials, in which they also may sing and act. Dancers most often perform as part of a group, although a few top artists perform solo.

Dancers work with choreographers, who create original dances and develop new interpretations of existing dances. Because few dance routines are written down, choreographers instruct performers at rehearsals to achieve the desired effect. In addition, choreographers usually are involved in auditioning performers.

Dance is strenuous. One side benefit is that dancers remain young in appearance, staying fit their whole lives through.

Some dancers stop performing by their late thirties because of the physical demands on the body. However, some continue to work in the field as choreographers, dance teachers and coaches, or artistic directors. Others move into administrative positions, such as company managers.

A few celebrated dancers, however, continue performing most of their lives.

Daily rehearsals require very long hours. Many dance companies tour for part of the year to supplement a limited performance schedule at home. Dancers who perform in musical productions and other family entertainment spend much of their time on the road; others work in nightclubs or on cruise ships. Most dance performances are in the evening, whereas rehearsals and practice take place during the day. As a result, dancers often work very long and late hours. Generally, dancers and choreographers work in modern and temperature-controlled facilities; however, some studios may be older and less comfortable.

Most dancers need long-term on-the-job training to be successful. Many build depth through education. They may earn a bachelor’s degree or attend dance school, or study dance as fine art. Becoming a dance choreographer usually requires years of dancing experience. University study can greatly speed the conditioning and knowledge of the average dance student.

Training varies with the type of dance and is a continuous part of all dancers’ careers. Many dancers and dance instructors believe that dancers should start with a good foundation in classical technique before selecting a particular dance style.

Ballet training for girls usually begins at 5 to 8 years of age with a private teacher or through an independent ballet school. Serious training traditionally begins between the ages of 10 and 12. Boys often begin their ballet training between the ages of 10 and 15. Students who demonstrate potential in their early teens may seek out more intensive and advanced professional training. At about this time, students should begin to focus their training on a particular style and decide whether to pursue additional training through a dance company’s school or a college dance program.

Leading dance school companies often have summer training programs from which they select candidates for admission to their regular full-time training programs. Formal training for modern and culturally specific dancers often begins later than training in ballet; however, many folk dance forms are taught to very young children. Many dancers have their first professional auditions by age 17 or 18.

Because of the strenuous and time-consuming training required, some dancers view formal education as secondary. However, a broad, general education including music, literature, history, and the visual arts is helpful in the interpretation of dramatic episodes, ideas, and feelings. Dancers sometimes conduct research to learn more about the part they are playing.

Many colleges and universities award bachelor’s or master’s degrees in dance, typically through departments of dance, theater, or fine arts. The National Association of Schools of Dance accredits 65 programs in dance. Many programs concentrate on modern dance, but some also offer courses in jazz, culturally specific dance, ballet, or classical techniques. Courses in dance composition, history and criticism, and movement analysis are also available.

The completion of a college program in dance and education is usually essential to qualify to teach dance in college, high school, or elementary school. Colleges and conservatories sometimes require graduate degrees but may accept performance experience. A college background is not necessary, however, for teaching dance or choreography in local recreational programs. Studio schools prefer teachers to have experience as performers.

Because dancers typically perform as members of an ensemble made up of other dancers, musicians, and directors or choreographers, they must be able to function as part of a team. They also should be highly motivated and prepared to face the anxiety of intermittent employment and rejections when auditioning for work.

Professional dancers and choreographers held about 40,000 jobs in 2006. Many others were between engagements, so that the total number of people available for work as dancers over the course of the year was greater. Dancers and choreographers worked in a variety of industries, such as private educational services, which includes dance studios and schools, as well as colleges and universities; food services and drinking establishments; performing arts companies, which include dance, theater, and opera companies; and amusement and recreation venues, such as casinos and theme parks. About 17 percent of dancers and choreographers were self-employed.

Most major cities serve as home to major dance companies; however, many smaller communities across the Nation also support home-grown, full-time professional dance companies.

Dancers and choreographers face intense competition for jobs. Only the most talented find regular employment. Many dancers stop performing by their late thirties, but some remain in the field as choreographers, dance teachers, or artistic directors. Most dancers begin formal training at an early age—between 5 and 15—and many have their first professional audition by age 17 or 18. Dancers and choreographers face intense competition; only the most talented find regular work.

Employment of dancers and choreographers is expected to grow 6 during the 2006-16 decade, more slowly than the average for all occupations. The public’s continued interest in dance will sustain large and mid-size dance companies, but funding from public and private organizations is not expected to keep pace with rising production costs. For many small organizations, the result will be fewer performances and more limited employment opportunities.

Private dance studios, where professionals give lessons to amateurs, are thriving.

Because many people enjoy dance and would like to make their careers in dance, dancers and choreographers face intense competition for jobs. Only the most talented find regular employment. However, there are always some jobs available.

National dance companies likely will continue to provide jobs in this field. Opera companies and dance groups affiliated with television and motion pictures also will offer some opportunities. Moreover, the growing popularity of dance for recreational and fitness purposes has resulted in increased opportunities to teach dance, especially for older dancers who may be transitioning to another field. Finally, music video channels will provide opportunities for both dancers and choreographers.

Median hourly earnings of dancers were $9.55 in May 2006. The middle 50 percent earned between $7.31 and $17.50. The lowest 10 percent earned less than $6.62, and the highest 10 percent earned more than $25.75. Annual earnings data for dancers were not available, because of the wide variation in the number of hours worked by dancers and the short-term nature of many jobs—which may last for 1 day or 1 week—make it rare for dancers to have guaranteed employment that exceeds a few months.

Median hourly earnings in the industries employing the largest number of dancers were as follows:

• Theater companies and dinner theaters • $15.28
• Other schools and instruction • $11.71
• Other amusement and recreation industries • $8.58
• Drinking places (alcoholic beverages) • $7.76
• Full-service restaurants • $7.13

Median annual earnings of salaried choreographers were $34,660 in May 2006. The middle 50 percent earned between $21,910 and $49,810. The lowest 10 percent earned less than $15,710, and the highest 10 percent earned more than $64,070. Median annual earnings were $34,460 in “other schools and instruction,” a North American Industry Classification System category that includes dance studios and schools.

Dancers in the major opera ballet, classical ballet, and modern dance corps belong to the American Guild of Musical Artists, Inc. of the AFL-CIO; those who appear on live or videotaped television programs belong to the American Federation of Television and Radio Artists; those who perform in films and on television belong to the Screen Actors Guild; and those in musical theater are members of the Actors’ Equity Association. The unions and producers sign basic agreements specifying minimum salary rates, hours of work, benefits, and other conditions of employment. However, the contract each dancer signs with the producer of the show may be more favorable than the basic agreement.

Some very talented dancers open dance studios and train amateurs in ballroom and popular social dancing. Resourceful, business-savvy, professional dancers have created healthy incomes this way, and have enjoyed the energy of their students, in private and group sessions on the dance floor. Courses in business would be most useful to manage the affairs of a studio, or a chain of dance studios.

Is dance is in your blood? Is the flow is part of you? Do you want dance as a way of life? The risk is high, the competition crushing.

Seek the training and knowledge offered to you by a university program.

Give your talent the best possible chance to succeed. Educate yourself! Gain the edge, training and knowledge.

Let the dance dazzle inside your mind before it is released through your body, to be expressed. And dance your cares away!

For general information about dance and a list of accredited college-level programs, contact:

• National Association of Schools of Dance, 11250 Roger Bacon Dr., Suite 21, Reston, VA 20190 http://nasd.arts-accredit.org

For information about dance and dance companies, contact:

• Dance/USA, 1111 16th St. NW., Suite 300, Washington, DC 20036 http://www.danceusa.org

The prospect is horrifying. A great modern city is a hive, an enormous petri dish, teeming with life of all kinds— and every life-form is competing for dominance, fighting to feed upon every other life form there. Viruses outnumber all else. Streets littered with dead and dying people of all ages is not a surreal nightmare, but the fate of unprepared populations.

The question should be, not COULD it happen, but WHEN will it happen?

If a disease vector could be predicted, that forecast might give precious time for a vaccine to be developed and inoculations distributed. And for extreme preventive measures to be taken in all other ways, to defend the live of millions of inhabitants at risk.

Vectors of disease have ever plagued mankind, from smallpox to cholera to yellow fever to malaria. The infernal list of viral disease goes on and on. Viruses are perhaps mankind’s number one competitor to dominant life on earth. They are cunning, seemingly intelligent, always mutating to evade our defenses and to attack in mass.

When cholera and yellow fever spread during the 18th century, “medical geographers” drew maps to show infected areas. But these pioneers really had no way of knowing where an epidemic would strike next.

Now, a new category of science has opened— the Disease Mapper.

What on earth is a Disease Mapper? And why do they earn upwards of $150K/year?

They become the scientist who can show us where the disease may strike next. Their educational requirements are varied— a Ph.D. or at least a Master’s in a tech field, plus expertise in a particular disease.

This whole new class of researchers is using the latest satellite imagery, cheap computing, big databases, (and free tools like Google Earth). They work to reveal how epidemics spread around the globe.

Who are these Mappers? How do they become mappers?

One pioneer of plague prediction is Dr Simon Hays, an Oxford University researcher. Dr Hays developed a global map (of malaria— the planet’s top killer of human beings). Hays sought to track current outbreaks of the dread disease, and far more— to help predict future ones.

Data from NASA satellites can help plot a picture of rainfall, temperature, vegetation, and other variables in regions where malaria has struck. Hays correlates it with data like infection rates and hospital reports— to create a map of the disease and its projected spread through the vectors of humanity.

The demand for disease mapping is urgent and is growing. Increasing public awareness of environmental hazards is at an all-time high. Public health authorities are being pressured to investigate and to even predict geographical clustering of diseases. That means maps of disease tendencies, and coming vectors.

Everyone wants to know: “Where will disease strike next?”

Do you crave flexible hours, not to mention travel to exotic locales? Do you want to help Mankind avoid the horrors of plague? Disease mapping may be your destiny.

Who’s hiring? Universities, governments, the United Nations, some consultancies.

The intelligentsia of all societies know that plagues are coming, and will always come.

But where will it strike? That’s the answer that only a Disease Mapper can even hope to answer. And the answer can save thousands, even million, of human lives.

We talked of many things, but he emphasized this— if a person would like to spend their life making movies, you need first to educate yourself.

You must master many arts— of writing scripts, choosing locations, dressing sets, costuming the players, lighting scenes, manipulating the camera, directing actors, editing film, working on sound, advertising the finished product, and screening it to an audience.

Most people assume that the director is most often considered the author of a film. But everything begins with story. And when actors are on board, everything moves to yet another level of interpretation. Beyond acting, editing changes the whole game yet again.

Film schools teach you the art, craft, and technology of film, television video, animation and sound production. You learn to make movies. To take an idea and make it a visual and audible reality for strangers worldwide.

A good film school gives you intensive hands-on production experience. You learn film history. Your talent and skills are given a chance to evolve.

For instance, here goals and objectives of one famous film school— and these are typical of good film schools everywhere—

1. To develop individual talent and skills within a collaborative working environment.
2. To provide the highest standard of education and training with professionally active faculty and a broad spectrum of visiting professionals.
3. To provide an integrated liberal arts education program.
4. To encourage artistic, social and cultural diversity.
5. To develop an international perspective through student exchange and study-abroad programs.
6. To support a strong internship program offering a wide range of options for pre-professional experience.
7. To provide venues for the presentation and promotion of student work and to advise and assist students regarding national and international festivals and opportunities.
8. To provide access to the vibrant and creative community.

Sounds incredibly exciting, right. But how much does it cost? What about money?

How in the world can you pay for a film school education? There are ways and ways and more ways.

While the primary responsibility for financing one’s education falls upon the individual and family resources, good schools offer scholarships and many aid programs.

Scholarships are usually awarded on a competitive basis. Academic merit are weighed with financial need.

But, now, back to the art of film-making itself. Is it worth your investment of so much time and money and hope and work? That depends on your personal level of desire, to communicate with the whole wide world.

Just for context, and FYI, I include the film credits of the artist I quoted, Mr Konchalovski. The credits are a timeline, and run from the present, backward into time.

You can see for yourself, how richly the creative life of a film-maker shapes up…

KONCHALOVSKI as a WRITER
Nutcracker: The Untold Story (2009) (screenplay)
… aka Nutcracker: The Curse of the Rat King (Europe: English title: festival title)
I demoni di San Pietroburgo (2008) (from an original idea by)
… aka The Demons of St. Petersburg (International: English title)
Moscow Chill (2007) (writer)
… aka Moroz po kozhe (Russia)
Glyanets (2007) (writer)
… aka Gloss (International: English title: literal title) (USA)
… aka ?????? (Russia)
Chacun son cinéma ou Ce petit coup au coeur quand la lumière s’éteint et que le film commence (2007) (writer) (segment “Dans le Noir”)
… aka Chacun son cinéma (France: short title)
… aka To Each His Own Cinema (International: English title)
Dom durakov (2002) (writer)
… aka House of Fools (International: English title)
… aka La maison de fous (France)
The Odyssey (1997) (TV) (teleplay)
… aka Die Abenteuer des Odysseus (Germany)
… aka Homer’s Odyssey
… aka L’odissea (Italy)
… aka Odysseia (Greece)
Kurochka Ryaba (1994) (writer)
… aka ??????? ???? (Russia)
… aka Assia and the Hen with the Golden Eggs
… aka Riaba ma poule (France)
… aka Ryaba My Chicken
The Inner Circle (1991) (written by)
… aka ??????? ???? (Soviet Union: Russian title)
… aka Blizhniy krug (Soviet Union: Russian title)
… aka Il proiezionista (Italy)
Shy People (1987) (screenplay) (story)
Duet for One (1986) (writer)
Maria’s Lovers (1984) (screenplay)
Sibiriada (1979) (writer)
… aka ????????? (Soviet Union: Russian title)
… aka Siberiade (USA)
Krov i pot (1978) (writer) (as Andrei Mikhalkov-Konchalovsky)
Transsibirskiy ekspress (1977) (screenplay) (as A. Mikhalkov-Konchalovsky)
… aka ?????????????? ???????? (Soviet Union: Russian title)
… aka Trans-Siberian Express
Raba lyubvi (1976) (writer) (as Andrei Mikhalkov-Kontchalovsky)
… aka ???? ????? (Soviet Union: Russian title)
… aka A Slave of Love (International: English title)
… aka Bondage of Love (USA: literal title)
Lyutyy (1974) (writer)
… aka The Ferocious One (International: English title: literal title)
… aka The Fierce One (International: English title)
… aka The Grey Fierce One
Nechayannye radosti (1972) (writer)
… aka ????????? ??????? (Soviet Union: Russian title)
Sedmaya pulya (1972) (writer) (as Andrei Mikhalkov-Konchalovsky)
Zhdem tebya, paren… (1972) (writer) (as Andrej Michalkow-Kontschalowski)
Dyadya Vanya (1970) (screenplay)
… aka Uncle Vanya
Konets atamana (1970) (writer)
… aka ????? ??????? (Soviet Union: Russian title)
Dvoryanskoe gnezdo (1969) (writer)
… aka ?????????? ?????? (Soviet Union: Russian title)
… aka A Nest of Gentlefolk
… aka A Nest of Gentry (USA)
… aka Nobiliary Nest
Pesn o Manshuk (1969) (writer)
… aka Song About Manshuk
Tashkent – gorod khlebny (1968) (writer) (as Andrei Mikhalkov-Konchalovsky)
Andrey Rublyov (1966) (writer) (as Andron Mikhalkov-Konchalovsky)
… aka ?????? ?????? (Soviet Union: Russian title)
… aka Andrei Rublev (USA)
Pervyy uchitel (1966) (screenplay)
… aka ?????? ??????? (Soviet Union: Russian title)
… aka The First Teacher
Ivanovo detstvo (1962) (uncredited)
… aka ??????? ??????? (Soviet Union: Russian title)
… aka Childhood of Ivan
… aka Ivan’s Childhood
… aka My Name Is Ivan (USA)
… aka The Youngest Spy
Katok i skripka (1961) (writer)
… aka ????? ? ??????? (Soviet Union: Russian title)
… aka The Skating Rink and the Violin
… aka The Steamroller and the Violin
… aka Violin and Roller

KONCHALOVSKI as a DIRECTOR
Nutcracker: The Untold Story (2009)
… aka Nutcracker: The Curse of the Rat King (Europe: English title: festival title)
Glyanets (2007)
… aka Gloss (International: English title: literal title) (USA)
… aka ?????? (Russia)
Chacun son cinéma ou Ce petit coup au coeur quand la lumière s’éteint et que le film commence (2007) (segment “Dans le Noir”)
… aka Chacun son cinéma (France: short title)
… aka To Each His Own Cinema (International: English title)
The Lion in Winter (2003) (TV)
Dom durakov (2002)
… aka House of Fools (International: English title)
… aka La maison de fous (France)
The Odyssey (1997) (TV)
… aka Die Abenteuer des Odysseus (Germany)
… aka Homer’s Odyssey
… aka L’odissea (Italy)
… aka Odysseia (Greece)
Lumière et compagnie (1995)
… aka Lumière and Company (International: English title)
… aka Lumiere y compañía (Spain)
Kurochka Ryaba (1994)
… aka ??????? ???? (Russia)
… aka Assia and the Hen with the Golden Eggs
… aka Riaba ma poule (France)
… aka Ryaba My Chicken
The Inner Circle (1991)
… aka ??????? ???? (Soviet Union: Russian title)
… aka Blizhniy krug (Soviet Union: Russian title)
… aka Il proiezionista (Italy)
Tango & Cash (1989)
Homer and Eddie (1989)
Shy People (1987)
Duet for One (1986)
Runaway Train (1985)
Maria’s Lovers (1984)
Split Cherry Tree (1982)
Sibiriada (1979)
… aka ????????? (Soviet Union: Russian title)
… aka Siberiade (USA)
Romans o vlyublyonnykh (1974) (as Andrei Mikhalkov-Konchalovsky)
… aka ?????? ? ?????????? (Soviet Union: Russian title)
… aka A Lover’s Romance
… aka Romance for Lovers
Dyadya Vanya (1970)
… aka Uncle Vanya
Dvoryanskoe gnezdo (1969)
… aka ?????????? ?????? (Soviet Union: Russian title)
… aka A Nest of Gentlefolk
… aka A Nest of Gentry (USA)
… aka Nobiliary Nest
Pervyy uchitel (1966) (as Andrei Mikhalkov-Konchalovsky)
… aka ?????? ??????? (Soviet Union: Russian title)
… aka The First Teacher
Istoriya Asi Klyachinoy, kotoraya lyubila, da ne vyshla zamuzh (1966)
… aka ??????? ??? ????????, ??????? ??????, ?? ?? ????? ????? (Soviet Union: Russian title)
… aka Asino schaste (Soviet Union: Russian title: censored version)
… aka Asya’s Happiness
… aka Istoriya Asi Klyachinoy (Soviet Union: Russian title: short title)
… aka The Story of Asya Klyachina (International: English title)
Malchik i golub (1961)
… aka The Boy and the Pigeon

KONCHALOVSKI as a PRODUCER
The Last Station (2009) (executive producer)
… aka Ein Russischer Sommer (Germany)
Nutcracker: The Untold Story (2009) (producer)
… aka Nutcracker: The Curse of the Rat King (Europe: English title: festival title)
Moscow Chill (2007) (producer)
… aka Moroz po kozhe (Russia)
Glyanets (2007) (producer)
… aka Gloss (International: English title: literal title) (USA)
… aka ?????? (Russia)
Dom durakov (2002) (producer)
… aka House of Fools (International: English title)
… aka La maison de fous (France)
Kurochka Ryaba (1994) (producer)
… aka ??????? ???? (Russia)
… aka Assia and the Hen with the Golden Eggs
… aka Riaba ma poule (France)
… aka Ryaba My Chicken

KONCHALOVSKI as an ACTOR
Glyanets (2007) (uncredited) …. Provintsialnyy intelligent/Izbityy Vitkom
… aka Gloss (International: English title: literal title) (USA)
… aka ?????? (Russia)
Mne dvadtsat let (1964) …. Yuri – Guest at Anya’s Party
… aka ??? ???????? ??? (Soviet Union: Russian title)
… aka I am Twenty
… aka Zastava Ilijcha
Ivanovo detstvo (1962) (as A. Konchalovsky) …. Soldier
… aka ??????? ??????? (Soviet Union: Russian title)
… aka Childhood of Ivan
… aka Ivan’s Childhood
… aka My Name Is Ivan (USA)
… aka The Youngest Spy
Soundtrack:
Maria’s Lovers (1984) (music: “Maria’s Eyes”)
Second Unit Director or Assistant Director:
I girasoli (1970) (second unit director)
… aka Les fleurs du soleil (France)
… aka Sunflower (USA)
Uuden aallon jäljillä (2009) (TV) …. Himself
Tracking ‘The Lion in Winter’ (2004) (TV) …. Himself
Kurosawa: The Last Emperor (1999) (TV) …. Himself
‘Psycho’ Path (1999) (V) …. Himself
7th Annual Russian Academy of Cinema Arts Awards (1993) (TV) …. Himself, guest
Schneeweißrosenrot (1991) …. Himself
… aka SnowwhiteRosered

Amazing, isn’t it? All form the talent and hard work of one film-maker!

Quite a legacy.

And it all begins with— education!

For more information on available scholarships and how to apply for them, contact the school of your choice. Be bold. If you intend to make films, its time to be confident and proactive. No student or prospective student who feels he or she may need financial aid should EVER be reluctant to apply for assistance.

In the US, many forms of aid, including Federal Pell grants, Federal Supplemental Education Opportunity Grants (FSEOG), and the Federal Stafford Loan Program, are available to students who demonstrate financial need (based upon economic criteria and program requirements established by the federal government).

For more info, call the U.S. Department of Education (800-433-3243) or visit its website. Students are encouraged to apply for financial aid electronically – the fastest and most accurate method of completing the Free Application for Federal Student Aid (FAFSA).

Educate, educate, educate!

A house in a suburb, a car with the driver’s door open. The first victim you see is half in, half out of the car, multiple wounds. Every cop on the crime scene stops and looks up as you park your car and grab your Crime Scene briefcase. You make your way through the staring eyes of the excited crowd.

You are passed through the police barricades, and the first look confirms what the police dispatcher said. A panicky call to 911 by a male. Gunshots. Silence. No one on the scene can be sure what went down, how or why. They all watch you begin your work.

Three victims, one male, two females. Two guns on the scene, one in the car, another in the hand of the male victim.

The homicide detectives are interviewing the locals, canvassing any potential witnesses. You nod to them, briefly, and do your thing— you dust the scene for latent prints, you take DNA samples, you digitally photograph every angle, you search for hair and fibers, you secure the weapons for x-ray forensics and ballistics, you search for ID, scars, tattoos, birthmarks, and you itemize all data for the most important work of all— computer forensic applications.

You are the brain trust of the investigation. How did you become such a person? Where did you learn crime scene analysis?

The fact is, the criminal investigative detectives studied Forensic Science, the crime lab detectives too, just as you did. You each got the job because you had the degree. You each are on the department’s fast track, because you know what you know, and apply it to fight crime.

Each of you on the crime scene is a different fit, each to a degree program specific to your chosen field. The choice of knowledge is critical to your ultimate success.

For some, there is toxicology, DNA, and other crime lab specialties. Chemistry and biology are fundamental for a bachelor’s degree program with a clinical focus.

Forensic Science field work— such as crime scene investigation— require the kind of knowledge acquired from a degree in forensic science. Studies will necessarily include such courses as advanced math, chemistry, biology, psychology, evidence collection, courtroom presentation and sociology.

Forensic science is a highly competitive job field. The pay is great, and the work is fascinating, never boring, but requires the kind of mindset that is probing, methodical, and resolute. If this is the kind of person you are, consider the field.

Crime is an ever-growing area of human endeavor, and criminal forensic science must keep pace.

There are many fine forensics science programs offered at a number of universities and colleges, whether one near you, or a distance learning institution online. You will find degree programs in Criminal Justice, Law Enforcement, and Criminal Investigation.

Again, this type of degree program prepares students for forensic science field work in a law enforcement setting. You will gain the tools needed to step into a criminal world and master it.

And when you step into a crime scene, you are the brain trust, because you earned it.

You saw green— you studied mountaintop leveling in the coal industry. It was your report that shocked the public and brought the congressional hearings to stop destroying the mountains and filling the valleys with choking acidic waste.

You saw green. You saw a way to help people avoid polluted air, bad air that might sicken them, or aggravate health conditions like asthma, or worse. It was your network of environmental sensors— sensors to help people avoid air pollution hot spots— that provide up-to-the-minute information on outdoor and indoor air quality, based on environmental information collected by hundreds, and eventually thousands, of sensors carried by commuters.

Everywhere, you see green. You spend your days striving to merge the cyber and physical worlds, to create green solutions for healthier people.

You look around your world every day, and see a dozen ways to improve health conditions, to fight pollution hazards and impact problems.

You are an Environmental Scientist.

Or if not, and if healing your world appeals to you deeply, then you could be one.

Earning an Environmental Science degree is definitely a growth profession. One of high critical need.

Environmental scientists conduct research to identify, abate, and eliminate hazards that affect people, wildlife, and their environments. They analyze measurements or observations of air, food, water, and soil to determine the way to clean and preserve the environment.

Understanding the issues involved in protecting the environment—degradation, conservation, recycling, and replenishment—is central to the work of environmental scientists.

They often use this understanding to design and monitor waste disposal sites, preserve water supplies, and reclaim contaminated land and water to comply with Federal environmental regulations. They also write risk assessments, describing the likely affect of construction and other environmental changes; write technical proposals; and give presentations to managers and regulators.

Much job growth will also result from a continued need to monitor the quality of the environment, to interpret the impact of human actions on terrestrial and aquatic ecosystems, and to develop strategies for restoring ecosystems.

Also, much environmental study will be needed to help planners develop and construct buildings, transportation corridors, and utilities that protect water resources and reflect efficient and beneficial land use.

Some environmental scientists earn a degree in environmental science.

Many, however, earn degrees in life science, chemistry, geology, geophysics, atmospheric science, or physics and then apply their education to the environment. They often need research or work experience related to environmental science.

Environmental scientists who work on policy formation may help identify ways that human behavior can be modified in the future to avoid such problems as ground-water contamination and depletion of the ozone layer.

Some environmental scientists work in managerial positions, usually after spending some time performing research or learning about environmental laws and regulations.

A bachelor’s degree in environmental science offers an interdisciplinary approach to the natural sciences, with an emphasis on biology, chemistry, and geology.

Undergraduate environmental science majors typically focus on data analysis and physical geography, which are particularly useful in studying pollution abatement, water resources, or ecosystem protection, restoration, and management.

Understanding the geochemistry of inorganic compounds is becoming increasingly important in developing remediation goals. Students interested in working in the environmental or regulatory fields, either in environmental consulting firms or for Federal or State governments, should take courses in hydrology, hazardous-waste management, environmental legislation, chemistry, fluid mechanics, and geologic logging, which is the gathering of geologic data.

An understanding of environmental regulations and government permit issues also is valuable for those planning to work in mining and oil and gas extraction.

About 35 percent of environmental scientists were employed in State and local governments; 21 percent in management, scientific, and technical consulting services; 15 percent in architectural, engineering and related services; and 8 percent in the Federal Government. About 2 percent were self-employed.

A bachelor’s degree in an earth science is adequate for a few entry-level positions, but environmental scientists increasingly need a master’s degree in environmental science, hydrology, or a related natural science.

A master’s degree also is the minimum educational requirement for most entry-level applied research positions in private industry, in State and Federal agencies, and at State geological surveys.

A doctoral degree generally is necessary for college teaching and most research positions. The highest 10 percent earn close to $100,000, yearly, and that is rising.

Environmental science is definitely a growth area. Green science is on the forefront of the global battle against climate change.

If you want to earn a degree promising high salary,and job security (in a profession of great need and high public gratitude), environmental science could be the door to your future.

There’s no better time to get started than right now. The earth cannot wait— it’s people need you!

Information on training and career opportunities for environmental scientists is available from:

• American Geological Institute, 4220 King St., Alexandria, VA 22302. http://www.agiweb.org

We are slaves. Every one of us. Absolutely. Slaves to electricity.

When the power goes out we sit in the dark, tormented by sensory deprivation— no TV, no computer, the food spoils.

That’s when we need electricians!

Without electricity, in summer we boil, in winter, we freeze. When the power goes off, we freak— it’s 911 time— PLEASE PLEASE GET OUR POWER BACK ON!

That is why, even in a deep recession, job opportunities should be very good (especially for electricians who have trained for the broadest range of skills.)

With online training, or community college training, no college degree is necessary.

But you may even decide to go further— to go on to earn a Bachelor’s of Science in Electrical Engineering.

Most electricians learn their trade through apprenticeship programs. These programs combine on-the-job training with related classroom instruction.

You learn to bring electricity into homes, businesses, and factories. You learn to install and maintain the wiring, fuses, and other components through which electricity flows. And you can learn to install and maintain electrical machines in factories.

You will learn to read electrical blueprints. Blueprints are technical diagrams that show the locations of circuits, outlets, load centers, panel boards, and other equipment. To ensure public safety, electricians follow the National Electrical Code, and State and local building codes.

You learn to connect all types of wires to circuit breakers, transformers, outlets, or other components. Electricians join the wires in boxes with various specially designed connectors. When installing wiring, electricians use hand tools such as conduit benders, screwdrivers, pliers, knives, hacksaws, and wire strippers, as well as power tools such as drills and saws.

You learn to use ammeters, ohmmeters, voltmeters, oscilloscopes, and other equipment to test connections and ensure the compatibility and safety of components.
Electricians generally focus on either construction or maintenance, although many do both. Electricians specializing in construction primarily install wiring systems into factories, businesses, and new homes. Electricians specializing in maintenance work fix and upgrade existing electrical systems and repair electrical equipment.

Maintenance electricians is an other specialty you can study to learn. You learn to repair or replace electric and electronic equipment when it breaks. You would make needed repairs as quickly as possible in order to minimize inconvenience.

Electricians in large factories usually do maintenance work that is more complex. They may repair motors, transformers, generators, and electronic controllers on machine tools and industrial robots. Electricians also advise management whether continued operation of equipment could be hazardous. When working with complex electronic devices, they may consult with engineers, engineering technicians, line installers and repairers, or industrial machinery mechanics and maintenance workers.

Many electricians learn their trade through apprenticeship learning programs.

These programs combine paid on-the-job training with related classroom instruction.

How high and how fast you want to progress always depends upon how much you have learned, how much mastery of your trade you can command.

Joint training committees made up of local unions of the International Brotherhood of Electrical Workers and local chapters of the National Electrical Contractors Association; individual electrical contracting companies; or local chapters of the Associated Builders and Contractors and the Independent Electrical Contractors Association usually sponsor apprenticeship programs.

Because of the comprehensive training received, those who complete apprenticeship programs qualify to do both maintenance and construction work. Apprenticeship programs usually last 4 years.

Each year includes at least 144 hours of classroom instruction and 2,000 hours of on-the-job training.

In the classroom, apprentices learn electrical theory, blueprint reading, mathematics, electrical code requirements, and safety and first aid practices. They also may receive specialized training in soldering, communications, fire alarm systems, and cranes and elevators.

On the job, apprentices work under the supervision of experienced electricians. At first, they drill holes, set anchors, and attach conduit. Later, they measure, fabricate, and install conduit and install, connect, and test wiring, outlets, and switches. They also learn to set up and draw diagrams for entire electrical systems. Eventually, they practice and master all of an electrician’s main tasks.

Some people wisely start their classroom training before seeking an apprenticeship.

A number of public and private vocational-technical schools and training academies offer training to become an electrician.

Employers often hire students who complete these programs and usually start them at a more advanced level than those without this training. A few people become electricians by first working as helpers—assisting electricians by setting up job sites, gathering materials, and doing other nonelectrical work—before entering an apprenticeship program. All apprentices need a high school diploma or a General Equivalency Diploma (G.E.D.).

Electricians may also need classes in mathematics because they solve mathematical problems on the job.

Education can continue throughout an electrician’s career. Electricians often complete regular safety programs, manufacturer-specific training, and management training courses.

Classes on installing low-voltage voice, data, and video systems have recently become common as these systems become more prevalent.

Other courses teach electricians how to become contractors.

Most States and localities require electricians to be licensed. Although licensing requirements vary from State to State, electricians usually must pass an examination that tests their knowledge of electrical theory, the National Electrical Code, and local electric and building codes. Experienced electricians periodically take courses offered by their employer or union to learn about changes in the National Electrical Code.

Electrical contractors who do electrical work for the public, as opposed to electricians who work for electrical contractors, often need a special license. In some States, electrical contractors need certification as master electricians. Most States require master electricians to have at least 7 years of experience as an electrician.

Some States require a Bachelor’s degree in Electrical Engineering or a related field.

In May 2006, median hourly earnings of wage and salary electricians were $20.97. The middle 50 percent earned between $16.07 and $27.71. The lowest 10 percent earned less than $12.76, and the highest 10 percent earned more than $34.95.

Apprentices usually start at between 40 and 50 percent of the rate paid to fully trained electricians, depending on experience. As apprentices become more skilled, they receive periodic pay increases throughout their training.

Some electricians are members of the International Brotherhood of Electrical Workers. Among unions representing maintenance electricians are the International Brotherhood of Electrical Workers; the International Union of Electronic, Electrical, Salaried, Machine, and Furniture Workers; the International Association of Machinists and Aerospace Workers; the International Union, United Automobile, Aircraft and Agricultural Implement Workers of America; and the United Steelworkers of America.

Home construction is radically down, but other electrician employment keeps rising.

New technologies also are expected to continue to spur demand for these workers. For example, buildings increasingly need wiring to accommodate computers and telecommunications equipment. Robots and other automated manufacturing systems in factories also will require the installation and maintenance of more complex wiring systems.

As the economy rehabilitates and retrofits older structures, which usually require electrical improvements to meet modern codes, it will create additional jobs.

If hands-on work in an essential field gets your juices flowing, get training as an electrician. Get into an apprenticeship learning program.

Or go all out— earn the Bachelor’s in Electrical Engineering.

Electricity is the river of energy that powers our habitat— we must have it, and that means we must have electricians!

For details about apprenticeships or other work opportunities in this trade, contact the offices of the State employment service, the State apprenticeship agency, local electrical contractors or firms that employ maintenance electricians, or local union-management electrician apprenticeship committees. Apprenticeship information is also available from the U.S. Department of Labor’s toll free helpline:1 (877) 872-5627.

Information also may be available from local chapters of the Independent Electrical Contractors, Inc.; the National Electrical Contractors Association; the Home Builders Institute; the Associated Builders and Contractors; and the International Brotherhood of Electrical Workers.

For information about union apprenticeship and training programs, contact:

• National Joint Apprenticeship Training Committee, 301 Prince George’s Blvd., Upper Marlboro, MD 20774. http://www.njatc.org
• National Electrical Contractors Association, 3 Metro Center, Suite 1100, Bethesda, MD 20814. http://www.necanet.org
• International Brotherhood of Electrical Workers, 1125 15th St. NW., Washington, DC 20005.

For information about independent apprenticeship programs, contact:

• Associated Builders and Contractors, Workforce Development Department, 4250 North Fairfax Dr., 9th Floor, Arlington, VA 22203. http://www.trytools.org
• Independent Electrical Contractors, Inc., 4401 Ford Ave., Suite 1100, Alexandria, VA 22302. http://www.ieci.org
• National Association of Home Builders, Home Builders Institute, 1201 15th St. NW., Washington, DC 20005. http://www.hbi.org
• National Center for Construction Education and Research, 3600 NW 43rd St., Bldg. G, Gainesville, FL 32606. http://www.nccer.org

And it’s not just trucks. These powerful, fuel-efficient, engines are standard in locomotives, and buses. Diesel service technicians and mechanics, including bus and truck mechanics and diesel engine specialists, repair and maintain the diesel engines that power almost all modern transportation equipment.

And the bigger news is this— diesels are going mainstream in light vehicles, including passenger vehicles, pickups, and other work trucks. Diesel tech is constantly lowering pollution levels, with improvements in diesel engines.

Some diesel technicians and mechanics also work on other heavy vehicles and mobile equipment, including bulldozers, cranes, road graders, farm tractors, and combines.

As economies tighten, diesel tech is becoming more and more essential. Why? Diesel-powered engines are more efficient and durable than their gasoline-burning counterparts.

It’s a growth industry with a stable future. That’s why a career in diesel engine repair can offer relatively high wages.

True, the challenge of skilled repair work isn’t for everyone. But the opportunities are amazing, considering a 4-year degree isn’t required.

Formal diesel training takes much less time, and costs much less for tuition. It requires strong aptitude and willingness to work hard and learn. And, you need to love machines.

For best pay and job security, national certification is the recognized standard of achievement for diesel service technicians and mechanics. Continuing education is necessary as well.

Increasingly, diesel technicians must keep learning, and constantly adapt to customers’ needs and new technologies. It’s common for technicians to handle all kinds of repairs, working on a vehicle’s electrical system one day, and doing major engine repairs the next.

Diesel maintenance is becoming increasingly complex, and in modern shops, diesel service technicians use hand-held or laptop computers to diagnose problems and adjust engine functions. Also, diesel service technicians and mechanics must master a variety of computerized testing equipment— to pinpoint and analyze malfunctions in electrical systems and engines.

Employers prefer to hire graduates of formal training programs. Those graduates have most often proven much more able to advance quickly to the journey level of diesel service.

Mechanics without formal training (who learn diesel engine repair through on-the-job training) need 3 to 4 years of experience before becoming journey-level technicians. They often command lower salaries than formally trained mechanics.

High school courses in automotive repair, electronics, English, mathematics, and physics provide a strong educational background for a career as a diesel service technician or mechanic.

A large number of community colleges and trade and vocational schools offer programs in diesel engine repair. These programs usually last from 6 months to 2 years and may lead to a certificate of completion or an associate degree. Some offer about 30 hours per week of hands-on training with equipment; others offer more lab or classroom instruction.

Formal training provides a foundation in the latest diesel technology and instruction in the service and repair of the equipment that technicians will encounter on the job. Training programs also teach technicians to interpret technical manuals and to communicate well with coworkers and customers. Increasingly, employers work closely with representatives of educational programs, providing instructors with the latest equipment, techniques, and tools and offering jobs to graduates.

Employers often send experienced technicians and mechanics to special training classes conducted by manufacturers and vendors, in which workers learn about the latest technology and repair techniques.

Experienced diesel service technicians and mechanics with leadership ability may advance to shop supervisor or service manager, and some open their own repair shops. Technicians and mechanics with sales ability sometimes become sales representatives.

Although national certification is not required for employment, many diesel engine technicians and mechanics find that it increases their ability to advance. Certification by the National Institute for Automotive Service Excellence (ASE) is the recognized industry credential for diesel and other automotive service technicians and mechanics.

Diesel service technicians may be certified as master medium/heavy truck technicians, master school bus technicians, or master truck equipment technicians. They may also be certified in specific areas of truck repair, such as drivetrains, brakes, suspension and steering, electrical and electronic systems, or preventive maintenance and inspection. For certification in each area, a technician must pass one or more of the ASE-administered exams and present proof of 2 years of relevant work experience. To remain certified, technicians must be retested every 5 years.

Diesel service technicians and mechanics in the USA held about 275,000 jobs in 2006. These workers were employed in almost every industry, particularly those that use trucks, buses, and equipment to haul, deliver, and transport materials, goods, and people.

Employment of diesel service technicians and mechanics is expected to grow 11 percent from 2006 to 2016, about as fast as the average for all occupations. Additional trucks—and truck repairers—will be needed to keep pace with the increasing volume of freight shipped nationwide.

The future of fossil-fuel mechanics is diesel. Green tech will move forward, with diesel tech always evolving.

The greater durability and economy of the diesel engine (relative to the gasoline engine) will keep increasing the number of buses, trucks, and other vehicles powered by diesel engines.

Nearly every area of the globe employs diesel service technicians and mechanics, where trucking companies, bus lines, and other fleet owners have large operations.

Once you learn, and prove yourself, as a diesel service technician, or mechanic, you’ll have a steady career— repairing trucks, buses, and other diesel-powered equipment not yet invented.

If you love machines, and have a knack for working with tools, diesel mechanic’s could be your way to earn a livelihood theater won’t fade out or become obsolete.

Your investment in formal training— whether trade school, community college, or online— might just be the most important door you can open, right now.

CONTACTS
For general information about a career as a diesel service technician or mechanic, write:

• Association of Diesel Specialists, 10 Laboratory Dr., PO Box 13966, Research Triangle Park, NC 27709. http://www.diesel.org

Information on how to become a certified diesel technician of medium to heavy-duty vehicles or a certified bus technician is available from:

National Institute for Automotive Service Excellence (ASE), 101 Blue Seal Dr. SE, Suite 101, Leesburg, VA 20175. http://www.asecert.org

For a directory of accredited private trade and technical schools with training programs for diesel service technicians and mechanics, contact:

• Accrediting Commission of Career Schools and Colleges of Technology, 2101 Wilson Blvd., Suite 302, Arlington, VA 22201. http://www.accsct.org
• National Automotive Technicians Education Foundation, 101 Blue Seal Dr. SE., Suite 101, Leesburg, VA 20175. http://www.natef.org

NOTES

About 23 percent of diesel service technicians and mechanics are members of labor unions, including the International Association of Machinists and Aerospace Workers; the Amalgamated Transit Union; the International Union, United Automobile, Aerospace and Agricultural Implement Workers of America; the Transport Workers Union of America; the Sheet Metal Workers’ International Association; and the International Brotherhood of Teamsters. Labor unions may provide additional benefits for their members.

More details about work opportunities for diesel service technicians and mechanics may be obtained from local employers such as trucking companies, truck dealers, or buslines; locals of the unions previously mentioned; and local offices of your State employment service. Local State employment service offices also may have information about training programs. State boards of postsecondary career schools have information on licensed schools with training programs for diesel service technicians and mechanics.