Maybe you are doing fine, a few rungs up the ladder. One day BAM. Your company fires half it’s employees, and there you go… slipping back down the rungs you worked so very hard to climb.

So. You go back out in the job market and find nothing. It’s a nightmare… opening after opening, they don’t want you, because you have no degree.

Or even more disheartening… they don’t need you, because the degree you DO have is no longer relevant to the emerging job markets!

America, the USA… world leader? If so, how many Americans have the competitive advantage of higher education?

Here is a shocking stat… 150 million Americans (Over the age of 18) have no degree at all!

Without a degree, you will be left out of almost half of all employment openings in the next decade. This is a cold hard fact.

And if you DO have a degree that is no longer highly recruited, you’re even more conflicted. Because, with your degree, employers know you have high expectations— so they don’t even want to talk to you, if they consider you over-qualified (for a job you maybe haven’t even educated yourself to fill.)

With no degree, or with an obsolete degree, your best chance is through high education. This is true, even if you have no job, and diminishing savings.

But how can you afford a degree?

If you don’t have the money, you can still get help. Get help from where, you say?

Take a look at all the programs created just for you.

From the President to your local state officials, you have friends in high places!

For information on applying for Federal financial aid, visit the FAFSA Internet site: http://www.fafsa.ed.gov.

A U.S. Department of Education publication describing Federal financial aid programs, called The Student Guide, is available at: http://www.studentaid.ed.gov/students/publications/student_guide/index.html.

Information on Federal programs is available from: http://www.studentaid.ed.gov and http://www.students.gov.

Information on State programs is available from your State’s higher education agency. A list of these agencies is available at: http://wdcrobcolp01.ed.gov/Programs/EROD/.

So now you see where money can come. But (you say) you have a family, a part-time job, a full-time job, no extra energy, and no extra time?

I can’t help you with the energy. Maybe you are tired already. It’s a tough sacrifice, to force your own limited energy, to make it work harder for you. You have to take energy away from something else. But if you don’t do it, you’ll always pay, with lower and lower life quality.

Believe me, millions of others will climb up that down ladder, somehow. They’ll find the energy somehow. And for the rest of your life, you’ll be competing with them in an increasing tough job market.

But you say, even if I find the energy, there’s only so much time. How do I make the time? I can’t travel to a college or university.

There are ways. If you don’t have the time, adjust your life— create the time through online learning programs.

Do it at home. Make that institution of higher learning come to you.

Use all the full array of GRAD2B resources, right here, Find the online learning program that suits you best.

Earn your first degree. Or re-educate yourself, with a new cutting-edge degree that gives you the competitive edge to keep moving up.

Keep fighting your way up the down ladder. Use your friends in high places, and your own guts, to get there.

Make your climb always upward!

You know… you know you need to find the best college you can. It’s hell.

No sleep. Your future depends on where you go, in so many ways. A lifetime of earnings, low or high, ride on the degree you get, the degree from where.

Nothing, not even dating, has ever made you feel so weird and helpless and insanely insecure.

So you sit and slam energy drinks and sweat and you read the piles of university literature. So fine. Time to get serious. You jerk the I-pod buds out of your ears and confront the whole mess.

Suddenly, decisively, you flash on this brilliant idea. You put the brochures in different piles. The colleges sit in those slick colorful stacks of paper. Three big piles.

Over here, the colleges you love to go to but know you’d never get in.

Over there, the ones you know that would take you, (but please dear God I hope I can do better than those! What a loser, why didn’t I study more?)

In the middle… the ones you think are your sweet spot— they might take you, and they aren’t too bad, some of them pretty good, in fact.

So what should you do? Apply to the middle stack, right? Why embarrass yourself, right?

Why take the chance on crushing your pathetic little self-esteem, by risking getting rejection letters? Right?

WRONG!!!!! You have ZERO to lose and everything to gain, by shooting as high as you can.

The higher you aim, the higher you might score. Your shot will always fall short and hit something higher than you would score by aiming low. And then again, your high aim might hit high, you never know.

Grab that stack of colleges that you THINK you KNOW would never accept you. Those are the ones you really really want, right?

Now go through the stack and chose a half dozen you REALLY want. Focus on those.

Is your SAT score not what you think it could be? Take an SAT PREP and retake the test. Buy a study guide and do it instead of hanging out all day.

Go through the middle stack. Which schools are the best 3 or 4 there? Choose them for your backup schools.

Look carefully at each school. What are the schools known for? What are their primary majors? Apply to each school with majors that maximize your chances there.

You can always switch majors after you get in, and you may even love that major, if you try it.

Ace the essay. Be yourself. Write who you really are. Your individuality is what distinguishes you from all the other applicants, use it. Write it yourself. Your personal views are all you own, spend them now.

Don’t write what you think they will want to hear, the same old boring junk. Write from the heart. Expose yourself. You are all you own, all you have to spend.

Before you submit the essay, suck up your nerve and ask your English teach to proof-read it for you.

Start early. Don’t wait for senior year in high school. Spend your pre-senior summer on your future. Do all the applications, write the essay, do the SAT Prep, etc etc. Then rewrite the essay, until it’s really what you are, who you are.

Be careful and accurate and take your time with the admissions application.

Never submit a hurried-looking document. Make sure they can see how serious you are about their school, that you thought long and hard, you took the time.

Gamble on Early Decision, ONLY if you’re sure of the school you want the most. You need to know everything about the college, and you should ache to go there. Otherwise, play the field, open up your chances.

If you don’t get that Early decision, you should already have back-up applications filled out, ready to send ASAP.

Go there. Visit the college. Make sure it’s what you want. Those years could be very long ones if you make a mistake now.

Visit the institutions you like, then narrow them down, and visit again if you can. If you meet students already attending, that’s the best introduction of all. Keep your eyes and ears open. Do a tour, then go it alone.

Number One— DO IT!

You are your own worst enemy, in holding back, if you delay because you dread rejection.

Delaying is the most common form of denial and avoidance.

Fear can cost you a lifetime of lower earnings, lower job security, and lower self-esteem, a life of exponentially increasing fear (Irony 101, people.)

Start early, dive in, make the decisions, the choices, do the diligence, and JUST MAKE IT HAPPEN!

Is it the study of greed, or of service? Buying low and selling high? Of leading, of producing profits?

Okay, you guessed it. We’re talking about Business— literally, the study of how to make capitalism work.

Business is the number one field of study among ALL undergraduates. Maybe you should take a look at why.

Our world sinks or swims on the the economy. Doing successful business is what makes capitalism an success.

You say this can’t be relevant to you? You’re an artist? You’re studying medicine? Engineering? Think again.

Business is what makes all of those enterprises a success (or conversely, a failure). So have some respect. Read and learn.

Obviously, many of you are planning to take business. Many of you are already taking it. Many others of you plan to study for your MBA.

The numbers certainly prove it. The U.S. Department of Education’s National Center for Education Statistics says that more than 318,000 (of the nearly 1.5 million bachelor’s degrees awarded in 2005–06) were business degrees.

Yes, dear healers and liberal arts folks— capitalism rules the numbers. Business degrees DOUBLE the degrees awarded in any other field of study!

Why? One huge reason is security in job hunting. Studying business involves career preparation— coursework in business strategy, statistics, accounting, finance, and operations management.

Business majors acquire powerful skills in quantitative analysis. Business courses in research, writing, and presentation, all build the business major’s skill set.

Another huge advantage— business school group projects teach students the kind of teamwork so essential to corporate success.

Take a look at the top 10 bachelor’s degrees conferred in 2005–06, by academic discipline.

Out of 1,485,242 total degrees given, like we said, 318,042 were business degrees.

Look down the list of all the others. A business degree, in a capitalist world, is necessary for the successful implementation of almost all of them…

• Social sciences and history, 161,485
• Education, 107,238
• Health professions and related clinical sciences, 91,973
• Psychology, 88,134
• Visual and performing arts, 83,297
• Communication, journalism, and related programs, 73,955
• Biological and biomedical sciences, 69,178
• Engineering, 67,045
• English language and literature/letters, 55,096

Whatever career you go after, you will be involved with people with business degrees. You will depend on them for the life-blood of your enterprise— money.

Businessmen run the capitalist world. They make all other businesses keep turning. They make funds possible for engineering, the arts, medicine, and all the rest.

Face it— without profit, there will be no other fields of study, or types of work, for any of us. Business is essential.

It’s no accident that it is the number one most sought-after degree.

And, if the arts and engineering and so forth isn’t for you… if you are vacillating as to what to study, consider capitalism.

You might just learn how to survive!

Isn’t this what every student needs? But in this downer economy, how do you find a job while you study?

How do you find an internship, and learn while you earn? How do you find a scholarship, a fellowship? How do you obtain a grant?

All of these are available within government systems. No way, you say? Way. It’s there for the taking.

Every government needs qualified, highly educated civil servants, to serve it’s multitude of functions.

In the USA, federal educational opportunities span the full range— to students all the way from high school, up to the bachelor’s and master’s levels, on through doctorate level and beyond, even to career professionals.

Why? Because the US government has an enormous need to staff its immense agencies.

All federal bureaurocracies must continually attract talented professionals, people who are working for their degrees, and those with degrees already earned.

Many other nations have similar programs. Wherever you live on this globe, contact your state or federal employment offices online, explore these powerful educational options.

Let’s take a look at some of the categories offered…

Apprenticeships – along with pay, these government programs provide an individual the opportunity to learn and obtain qualifications in a specified trade or craft. These opportunities vary in length from agency to agency. Here are a few—

• NAVSEA Philadelphia Science and Engineering Apprentice Program (SEAP) Program
• NAVSEA West Bethesda Science and Engineering Apprentice Program (SEAP)
• Research and Engineering Apprenticeship Program (REAP)
• U.S. Department of Agriculture (USDA) Student Educational Employment Program Managers

Cooperative Education – this provides a wonderful opportunity for the student, educational institution, and a Federal department or agency to enhance a student’s career through a combination of classroom studies and on-the-job training. Students can serve their nation while receiving experience for future employment opportunities.

• Cooperative Grants Program
• Global Change Education Program – Significant Opportunities in Atmospheric Research and Science (SOARS)
• Laboratory Research Cooperative Program (LRCP)
• Naval Research Laboratory Student Volunteers
• Short-Term Analytical Services (STAS)
• United States Secret Service, Stay in School Program

Fellowships – these provide an individual the opportunity to serve in an ideal setting for advanced subspecialty training.
Individuals are given the opportunity to study and gain invaluable insight into a particular field of study.

(These programs can last six weeks on up to several years.)
Here are a few, but there are MANY…

• Air Force Summer Faculty Fellowship Program (AF/SFFP)
• American Association for the Advancement of Science (AAAS)
• American Institute of Physics State Department Science Fellowship program
• American Planning Association (APA) Congressional Fellowships
• American Psychological Association Congressional Fellowship Program
• American Psychological Association William A. Bailey AIDS Policy Congressional Fellowship
• American Society for Microbiology (ASM) Minority Undergraduate Research Fellowship
• Association of Public Health Laboratories Emerging Infectious Disease Post-Doctoral Laboratory Research Fellowship Program
• Center for Disease Control and Prevention, and the Agency for Toxic Substances and Disease Registry (CDC/ATSDR) Public Health Fellowships
• Congressional Black Caucus Foundation Congressional Fellows Program

Congressional Fellowships on Women and Public Policy Grants – these provide funds to an individual, a group of individuals, or an organization, usually for a specific project. Monetary grants are given to assist in paying for education, or research and development projects.

In some cases, grant awards do not require repayment.
(check out USA grant opportunities on www.Grants.gov. for the FULL LIST.)

• Collaborative Research Grants, National Endowment for the Humanities
• Department of Education DC Choice Incentive Program
• Department of Education Early Childhood Educator Professional Development Program
• Department of Education Early Reading First
• Department of Education Elementary and Secondary School Counseling Programs
• Department of Education Fund for the Improvement of Postsecondary Education – US Brazil Higher Education Consortia Program
• Department of Education Improving Literacy through School Libraries Program

Internships – these provide an individual with a monitored or supervised work or service experience. You receive intentional learning goals and reflect actively on what you are learning throughout the experience.

These learning goals can include: academic learning, career development, skill development, and personal development.
(For the full list, click on http://www.studentjobs.gov/e-scholar.asp.)

• American Advantage Capital Scholars Program
• American University American Indian Program -Washington Internships for Native Students (WINS) – Summer Program
• Arizona, City of Phoenix
• Association of Schools of Public Health, the Centers for Disease Control and Prevention and the Agency for Toxic Substances and Disease Registry (ASPH/CDC/ATSDR) Internship Program
• Association of Schools of Public Health Reports Internship
• Brookhaven National Laboratory International Atomic Energy Agency (IAEA) Internship

Scholarships – these provide funds to an individual who has demonstrated high academic achievement, and the desire to further their education in a field of study. Scholarships may be awarded up to four years to an individual.

• Babcock Graduate School of Management
• Benjamin A. Gilman International Scholarship Program
• Central Intelligence Agency Undergraduate Scholar Program
• Cooperative State Research, Education and Extension Service Higher Education Multicultural Scholars Programs
• Federal Cyber Service: Scholarship for Service
• Henry Alfred Kissinger Chair in Foreign Policy and International Relations Program at Library of Congress
• The Jeffrey D. Rubenstein College of Criminal Justice

Again, for the full list, click on http://www.studentjobs.gov/e-scholar.asp The full scholarship list is LONG!

Governments worldwide emphasize fairness in their hiring practices, and in their awarding of scholarships, internships, and other educational opportunities.

This means you have more than a fair chance of getting the educational thrust you need— if you really explore EVERY possibility.

And, as JFK said, inside the government is where change often really takes place, within the quality and morality of it’s civil servants.

It means that, if you apply yourself, there is opportunity for EVERYONE!!!

No yelling at you today. No fevered work dreams. And no Cotton Mather “Slackers in the Hands of a Hungry Gene Pool” sermons.

This is a numbers day. Hard number projections. Can it give us any idea of what your world will look like? Maybe.

I want you to look ahead, and see where you and yours will fit into these numbers.

We’ll look at the US Dept of Education’s just-released “Projections of Education Statistics.” Enrollment and earned degrees conferred, by degree-granting institutions.

The USDE report’s assumptions are based on real number projections— college-age populations developed by the Census Bureau. (Some factors that may affect future numbers of degrees, such as choice of degree and labor force requirement, were not included in the projection models.)

Before we stare into the future, let’s recall a few baseline data. For some time, we’ve been riding an upward higher education curve.

First-time freshmen enrollment (in degree-granting institutions) increased 22 percent from 1993 to 2007.

Looking ahead, between 2007 and 2018, first-time freshmen enrollment is projected to rise 8 percent for men, 15 percent for women.

Enrollment rises 12 percent overall. This builds the rising curve of new college students, and females continue to gain in higher education numbers over males.

Degrees, by level of degree and sex of recipient, reinforce these broader trend numbers. Between 1993–94 and 2006–07, the number and proportion of degrees awarded to women rose at all levels.

In 2006–07, women earned the majority of associate’s, bachelor’s, and master’s degrees, and 50 percent of doctor’s and first-professional degrees.

Between 2006–07 and 2018–19, continued increases are expected in the number of degrees awarded to women, as well as men, at all levels (figure H; reference figures 25–29 and tables 27–31).

Associate’s degrees
Between 2006–07 and 2018–19, in the middle alternative projections, the number of associate’s degrees is projected to

• Increase 25 percent overall
• Increase 16 percent for men
• increase 31 percent for women

Bachelor’s degrees
Between 2006–07 and 2018–19, in the middle alternative projections, the number of bachelor’s degrees is projected to

• Increase 19 percent overall
• Increase 14 percent for men
• Increase 23 percent for women

Master’s degrees
Between 2006–07 and 2018–19, in the middle alternative projections, the number of master’s degrees is projected to

• Increase 28 percent overall
• increase 23 percent for men
• Increase 31 percent for women

Doctor’s degrees
Between 2006–07 and 2018–19, in the middle alternative projections, the number of doctor’s degrees is projected to

• Increase 49 percent overall
• Increase 35 percent for men
• Increase 63 percent for women

Each year during that time period, women are projected to receive more doctor’s degrees than men in each set of alternative projections.

A first-professional degree is one that signifies both completion (of the academic requirements for beginning practice in a given profession), and a level of professional skill beyond that required for a bachelor’s degree. Also, a first-professional degree is based on a program requiring at least 2 academic years of work beyond the bachelor’s degree.

Degree fields include dentistry, medicine, optometry, osteopathic medicine, pharmacy, podiatric medicine, veterinary medicine, chiropractic, law, and theological professions.

Between 2006–07 and 2018–19, the number of first- professional degrees is projected to

• Increase 24 percent overall
• Increase 22 percent for men
• Increase 27 percent for women

Wow. More and more women rising in educational levels, while advance for males remain relatively more steady.

More and more women higher in government, in corporate ranks, in all levels of degrees conferred.

Do the numbers indicate an emerging and continuing matriarchy— in 2018 and beyond?

Perhaps this female influence of nurturing intelligence will help save our world? What about it, men? Time to play catch-up?

Dare we hope for a lowered global level of testosterone-fueled business and politics?

Could there be a Mother Courage leadership evolving, in which women gain the power, to play a larger and larger role in all human leadership and affairs?

Matriarchy 2018?

The numbers say YES. It’s all about time!

SOURCE: U.S. Dept. of Education, NCES, 2009. Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey,” various years; Enrollment in Degree-Granting Institutions Model, 1973–2007; and First-Time Freshmen Model, 1975-2007.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

For information on careers in the biological sciences, contact:

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

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

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

For information on careers in botany, contact:

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

For information on careers in physiology, contact:

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

The price of studying for years is high, both in terms of time and cost and effort. But the results are powerful, and durable— they last.

Education increases the odds of survival, and it always has. The more you know, the better your chances, no matter what scenario— survival in the wilderness, at sea, or job survival, when searching for a job, or keeping the one you already have.

Not only does a degree empower you to work, but it also gives you the choice of the type of work. When you choose the field of your degree study, you in effect determine your own personal walk of life.

And here’s another inescapable fact— jobs requiring high levels of education (and skill) earn much more than jobs with less skills and less education. Jobs requiring higher education offer more stability, and that is yet another fact.

Statistics from the Department of Labor’s Bureau of Labor Statistics (BLS) clearly show that the unemployment rate— among people who have a professional degree— is significantly lower than workers with a high school diploma.

Worried about the years you’d need to invest, to get that degree? Salaries increase radically as your level of education rises. Those years getting the degree will pay you back as long as you live.

Among men, high school dropouts earn wages of about ONE-THIRD the earnings of college graduates! Long-term studies all show this.

The U.S. Census Bureau has released data proving the substantial value of a college education in the United States. Workers 18 and over with bachelors degrees earn an average of $51,206 a year, while those with a high school diploma earn $27,915.

But wait, there’s more. Workers with an advanced degree make an average of $74,602, and those without a high school diploma average $18,734.

At all levels of education, women’s earnings have risen more than men’s, on average. This is partly due to a rising equality of wages, but also to the fact that more women may be earning their degrees in higher education. Earnings for women with college degrees have increased steadily.

Still don’t believe me? Go to any of the big job search engines… Monster.com, whatever… take a look…

“Education level— High School, 2 Year Degree, 4 Year Degree, Graduate Degree … Search Degrees… Select Your Degree, Art and Design Degrees, Business Degrees …Chemistry degree, Design degree…”

The job list goes on and on, searching by degree. Because the degree is the gold standard of job-hunting.

If getting a degree were easy, everybody would have one. Make that fact work for you. Put in the effort that others may avoid, invest the time, the cost, and get your degree.

Equip yourself for a lifelong advantage in survival.

Create your own personal durable asset— a foundation of higher knowledge, an asset you can continually enhance and replenish, with continuing education.

Decide the field of your choice. And go acquire the degree that will empower you, for a satisfying and profitable life of work, of your choice!

One prime example— more than half of all pre-Med students are female. This, in a profession once totally dominated by males. The same trend is seen in many other professions once thought the exclusive territory of males. All the way to the White House Cabinet.

Women are getting their degrees! But how does this fact relate to the work force itself?

The male labor force is projected to grow by 8.0 percent from 2006 to 2016, compared with 8.9 percent for women, down from 12.7 and 13.4 percent, respectively, from 1996 to 2006. As a result, men’s share of the labor force is expected to decrease from 53.7 to 53.4 percent, while women’s share is expected to increase from 46.3 to 46.6 percent.

Among men, high school dropouts had earnings of $421 a week, compared with $1,089 for college graduates.

Although both women and men with less than a high school diploma have experienced a decline in inflation-adjusted earnings since way back in 1979, women’s earnings have fallen significantly less—from $348 to $323 (down 7.2 percent), compared with a 27.2 percent drop from $578 to $421 for men.

Earnings for women with college degrees have increased by one-third from $605 to $809 since 1979 on an inflation-adjusted basis, while those of male college graduates have risen by only one-fifth from $908 to $1,089.

At all levels of education, women have fared better than men with respect to earnings growth. This is likely because women earned less than men for similar work, but now are catching up, due to advances in women’s rights.

And more, because an increasing number of women are investing themselves in the wealth-potential of higher education.

Their incomes reflect this huge shift. Women with less than a high school diploma earned $323 per week in 2002, compared with $809 for those with a college degree, according to the Bureau of Labor.

The numbers have increased since then, and the difference will continue to increase. Higher education has that direct effect on income.

And what about the numbers of women workers and professionals?

The numbers of both men and women in the labor force will grow, but the number of women will grow at a slightly faster rate than the number of men.

Obviously, women are creating more demand, and we can see why. They are improving their competitive chances, through higher education.

For centuries, males have had a societal advantage, in the workplace assumption of male superiority, for most professions. Women traditionally provided domestic labor, dependent upon the productivity of males outside the home.

This specialized division of labor is rapidly becoming obsolete, as more single mothers struggle to put bread on the table, and look to ways to improve the chances of family success, and a brighter future for themselves and their children.

Today, more and more women are the breadwinners, and no longer rely upon males, who may or may not be successful earners. The fact that women have had to dig themselves out of this cultural hole, has become a momentum for women.

It is sheer employment Darwinism. Women, oppressed for millenia, know they have to try harder.

And the impact is seen today, in the classrooms of every university, and the boardrooms of every corporation, and in every government.

Will it taper or level off? Projections show that this strong trend will be seen in increasing numbers of women in high leadership positions— as well as executive soldiers of the system, and rising entrepreneurs—throughout the next century.

Is higher education a secret that men increasingly cannot seem to grasp?

Women are getting their degrees!

The heat is on. Time for all your hard work, those years of study, of doing without, to pay off. You know your skill set is strong. You’re confident you can excell, you just need the chance to prove yourself. You need that key interview.

But where do you begin? One of the big internet job sites? An employment agency?

Maybe you should try your very own government representatives. Most likely, your own home state has a powerful employment tool, already in place, just for you.

It’s called “Career information delivery systems” (CIDS).

CIDS can be found in secondary and postsecondary institutions, like your school or college.

It’s also found at your local libraries, job training sites, vocational-technical schools, and employment offices, and their websites.

A huge range of high quality information is provided by CIDS, from employment opportunities to unemployment insurance claims. There’s no favoritism, no inside track. Your chance is as good as anyone else’s, at scoring the job interview you want and need.

And, best of all, CIDS is free, prepaid by your taxes!

Here are the resources you need– state by state, including live phone numbers, and web links:

• Alabama
  Labor Market Information Division, Alabama Department of Industrial Relations, 649 Monroe St., Room 422, Montgomery, AL 36131. Telephone: (334) 242-8859. http://dir.alabama.gov
• Alaska
  Research and Analysis Section, Department of Labor and Workforce Development, P.O. Box 25501, Juneau, AK 99802-5501. Telephone: (907) 465-4500. http://www.jobs.state.ak.us
• Arizona
  Arizona Department of Economic Security, P.O. Box 6123 SC 733A, Phoenix, AZ 85005-6123. Telephone: (602) 542-5984. http://www.workforce.az.gov
• Arkansas
  Labor Market Information, Department of Workforce Services, #2 Capital Mall, Little Rock, AR 72201. Telephone: (501) 682-3198. http://www.arkansas.gov/esd
• California
  State of California Employment Development Department, Labor Market Information Division, P.O. Box 826880, Sacramento, CA 94280-0001. Telephone: (916) 262-2162. http://www.labormarketinfo.edd.ca.gov
• Colorado
  Labor Market Information, Colorado Department of Labor and Employment, 633 17th St., Suite 201, Denver, CO 80202-3660. Telephone: (303) 318-8000. http://www.coworkforce.com/lmi/
• Connecticut
  Office of Research, Connecticut Department of Labor, 200 Folly Brook Blvd., Wethersfield, CT 06109-1114. Telephone: (860) 263-6275. http://www.ctdol.state.ct.us/lmi
• Delaware
  Office of Occupational and Labor Market Information, Department of Labor, 19 West Lea Blvd., Wilmington, DE 19802. Telephone: (302) 761-8069. http://www.delawareworks.com/oolmi/welcome.shtml
• District of Columbia
  DC Department of Employment Services, 609 H St. NE., Washington, D.C. 20002. Telephone: (202) 724-7000. http://www.does.dc.gov/does
• Florida
  Labor Market Statistics, Agency for Workforce Innovation, MSC G-020, 107 E. Madison St., Tallahassee, FL 32399-4111. Telephone: (850) 245-7205. http://www.labormarketinfo.com
• Georgia
  Workforce Information and Analysis, Room 300, Department of Labor, 223 Courtland St., CWC Building, Atlanta, GA 30303. Telephone: (404) 232-3875. http://www.dol.state.ga.us/em/get_labor_market_information.htm
• Guam
  Guam Department of Labor, 504 D St., Tiyan, Guam 96910. Telephone: (671) 475-0101.
• Hawaii
  Research and Statistics Office, Department of Labor and Industrial Relations, 830 Punchbowl St., Room 304, Honolulu, HI 96813. Telephone: (808) 586-8999. http://www.hiwi.org
• Idaho
  Research and Analysis Bureau, Department of Commerce and Labor, 317 West Main St., Boise, ID 83735-0670. Telephone: (208) 332-3570. http://lmi.idaho.gov
• Illinois
  Illinois Department of Employment Security, Economic Information and Analysis Division, 33 S. State St., 9th Floor , Chicago, IL 60603. Telephone: (312) 793-2316. http://lmi.ides.state.il.us
• Indiana
  Research and Analysis—Indiana Workforce Development, Indiana Government Center South, 10 North Senate Ave., Indianapolis, IN 46204. Telephone: (800) 891-6499. http://www.in.gov/dwd
• Iowa
  Policy and Information Division, Iowa Workforce Development, 1000 East Grand Ave., Des Moines, IA 50319-0209. Telephone: (515) 281-5116 http://www.iowaworkforce.org/lmi
• Kansas
  Kansas Department of Labor, Labor Market Information Services, 401 SW Topeka Blvd., Topeka, KS 66603-3182. Telephone: (785) 296-5000. http://laborstats.dol.ks.gov
• Kentucky
  Research and Statistics Branch, Office of Employment and Training, 275 East Main St., Frankfort, KY 40621. Telephone: (502) 564-7976. http://www.workforcekentucky.ky.gov
• Louisiana
  Research and Statistics Division, Department of Labor, 1001 North 23rd St., Baton Rouge, LA 70802-3338. Telephone: (225) 342-3111. http://www.laworks.net
• Maine
  Labor Market Information Services Division, Maine Department of Labor, State House Station 54, P.O. Box 259 45 Commerce Dr., Augusta, ME 04330. Telephone: (207) 621-5182. http://www.state.me.us/labor/lmis/index.html
• Maryland
  Maryland Department of Labor Licensing and Regulation, Office of Labor Market Analysis and Information, Room 316, 1100 N. Eutaw, Baltimore, MD 21201. Telephone: (410) 767-2250. http://www.dllr.state.md.us/lmi/index.htm
• Massachusetts
  Executive Office of Labor and Workforce Development, Division of Career Services, 19 Staniford St., Boston, MA 02114. Telephone: (617) 626-5300. http://www.detma.org/LMIdataprog.htm
• Michigan
  Bureau of Labor Market Information and Strategic Initiatives, Department of Labor and Economic Growth, 3032 West Grand Blvd., Suite 9-100, Detroit, MI 48202. Telephone: (313) 456-3090. http://www.milmi.org
• Minnesota
  Department of Employment and Economic Development, Labor Market Information Office, 1st National Bank Building, 332 Minnesota St., Suite E200, St. Paul, MN 55101-1351. Telephone: (888) 234-1114. http://www.deed.state.mn.us/lmi
• Mississippi
  Labor Market Information Division, Mississippi Department of Employment Security , 1235 Echelon Pkwy., P.O. Box 1699, Jackson, MS 39215. Telephone: (601) 321-6000. http://mdes.ms.gov
• Missouri
  Missouri Economic Research and Information Center, P.O. Box 3150, Jefferson City, MO 65102-3150. Telephone: (866) 225-8113. http://www.missourieconomy.org
• Montana
  Research and Analysis Bureau, P.O. Box 1728, Helena, MT 59624. Telephone: (800) 541-3904. http://www.ourfactsyourfuture.org
• Nebraska
  Nebraska Workforce Development—Labor Market Information, Nebraska Department of Labor, 550 South 16tth St., P.O. Box 94600, Lincoln, NE 68509. Telephone: (402) 471-2600. http://www.dol.state.ne.us/nelmi.htm
• Nevada
  Research and Analysis, Department of Employment Training and Rehabilitation, 500 East Third St., Carson City, NV 89713. Telephone: (775) 684-0450. http://www.nevadaworkforce.com
• New Hampshire
  Economic and Labor Market Information Bureau, New Hampshire Employment Security, 32 South Main St., Concord, NH 03301-4857. Telephone: (603) 228-4124. http://www.nhes.state.nh.us/elmi
• New Jersey
  Division of Labor Market and Demographic Research, Department of Labor and Workforce Development, P.O. Box 388, Trenton, NJ 08625-0388. Telephone: (609) 984-2593. http://www.wnjpin.net
• New Mexico
  New Mexico Department of Labor, Economic Research and Analysis, 401 Broadway NE., Albuquerque, NM 87102. Telephone: (505) 222-4683. http://www.dws.state.nm.us/dws-lmi.html
• New York
  Research and Statistics, New York State Department of Labor, State Office Campus, Room 490, Albany, NY 12240. Telephone: (518) 457-2919. http://www.labor.state.ny.us/workforceindustrydata/index.asp
• North Carolina
  Labor Market Information Division, Employment Security Commission, 700 Wade Ave., Raleigh, NC 27605. Telephone: (919) 733-4329. http://www.ncesc.com
• North Dakota
  Labor Market Information Manager, Job Service North Dakota, 1000 East Divide Ave., Bismarck, ND 58506. Telephone: (800) 732-9787. http://www.ndworkforceintelligence.com
• Ohio
  Bureau of Labor Market Information, Office of Workforce Development, Ohio Department of Job and Family Services, P.O. Box 1618, Columbus, OH 43216-1618. Telephone: (614) 752-9494. http://www.ohioworkforceinformer.org
• Oklahoma
  Labor Market Information, Oklahoma Employment Security Commission, 2401 N. Lincoln Blvd., Oklahoma City, OK 73105. Telephone: (405) 557-7100. http://www.oesc.state.ok.us/lmi/default.htm
• Oregon
  Oregon Employment Department, Research Division, 875 Union St. NE., Salem, OR 97311. Telephone: (503) 947-1200. http://www.qualityinfo.org/olmisj/OlmisZine
• Pennsylvania
  Center for Workforce Information & Analysis, Pennsylvania Department of Labor and Industry, 220 Labor and Industry Building, Seventh and Forster Sts., Harrisburg, PA 17121. Telephone: (877) 493-3282. http://www.paworkstats.state.pa.us
• Puerto Rico
  Labor Market Information Office, P.O. Box 195540, San Juan, Puerto Rico 00919-5540. Telephone: (787) 281-5760. http://www.net-empleopr.org/almis23/index.jsp
• Rhode Island
  Labor Market Information, Rhode Island Department of Labor and Training, 1511 Pontiac Ave., Cranston, RI 02920. Telephone: (401) 462-8740. http://www.dlt.ri.gov/lmi/
• South Carolina
  Labor Market Information Department, South Carolina Employment Security Commission, 631 Hampton St., Columbia, SC 29202. Telephone: (803) 737-2660. http://www.sces.org/lmi/index.asp
• South Dakota
  Labor Market Information Center, Department of Labor, P.O. Box 4730, Aberdeen, SD 57402-4730. Telephone: (605) 626-2314. http://www.state.sd.us/dol/lmic/index.htm
• Tennessee
  Research and Statistics Division, Department of Labor and Workforce Development, 710 James Robertson Pkwy., Nashville, TN 37243. Telephone: (615) 741-6642. http://www.state.tn.us/labor-wfd/lmi.htm
• Texas
  Labor Market Information, Texas Workforce Commission, 9001 North IH-35, Suite 103A, Austin, TX 75753. Telephone: (866) 938-4444. http://www.tracer2.com
• Utah
  Director of Workforce Information, Utah Department of Workforce Services, P.O. Box 45249, Salt Lake City, UT 84145-0249. Telephone: (801) 526-9675. http://jobs.utah.gov/opencms/wi
• Vermont
  Research and Analysis, Vermont Department of Labor, P.O. Box 488, Montpelier, VT 05601-0488. Telephone: (802) 828-4000. http://www.labor.vermont.gov
• Virgin Islands
  Bureau of Labor Statistics, Department of Labor, P.O. Box 302608, St Thomas, VI 00803-2608. Telephone: (340) 776-3700. http://www.vidol.gov
• Virginia
  Economic Information Services, Virginia Employment Commission, P.O. Box 1358, Richmond, VA 23218-1358. Telephone: (804) 786-8223. http://www.vec.virginia.gov/vecportal/index.cfm
• Washington
  Labor Market and Economic Analysis, Washington Employment Security Department, PO Box 9046, Olympia, WA 98507-9046. Telephone: (800) 215-1617. http://www.workforceexplorer.com
• West Virginia
  WORKFORCE West Virginia, Research, Information and Analysis Division, 112 California Ave., Charleston, WV 25303-0112. Telephone: (304) 558-2660. http://www.wvbep.org/bep/lmi
• Wisconsin
  Bureau of Workforce Information, Department of Workforce Development, P.O.Box 7944, Madison, WI 53707-7944. Telephone: (608) 266-8212. http://worknet.wisconsin.gov/worknet
• Wyoming
  Research and Planning, Wyoming Department of Employment, 246 S. Center St., Casper, WY 82602. Telephone: (307) 473-3807. http://doe.state.wy.us/lmi

Find your state, your local office? Great!

Now get a jump start on your job search. Use every free CIDS tool available, to maximize the potential that you’ve earned in getting your degree, or job training.

Another tip – don’t limit yourself only to your locality. Search the information of nearby states. Cover your bases.

And, while you’re at it, job-search other areas of the country, places where maybe you always dreamed of living.

Why not? It’s free. Every office is there to serve you!

In centuries past, Alchemy was a pseudo-science— the ultimate dream of Alchemists was a fusing of metals that would, like King Midas’ touch, turn a base metal (like lead) into pure gold. That quest was to create the so-called Philosopher’s Stone.

Well, now that you almost have that degree, seniors, what are you planning to do with it? And what does this have to do with Medieval Alchemy?

So, you know that your knowledge is amazing. Your degree has equipped you well. You have so incredibly much to offer any company in your field.

Do you fantasize that one of the big companies will just grab you, no matter how you present yourself? (Because, your degree is more than enough. Right?)

WRONG!!!! Do you think that the degree will sell itself? Do you really believe you won’t have to market your skills, to make a potential employer want you?

No, you need to help your degree become your own personal Philosopher’s Stone. Your amazing skill sets and your degree, they just aren’t enough.

Bill Means, at Queens University of Charlotte’s Internships and Career Services Office, said recently, “Usually, the first senior who walks into my office at the beginning of the school year is the one who ends up with the first job offer. Senior year can be very busy with meetings, deadlines, graduation planning, academic advising, etc. However, seniors should get a career plan for post-graduation and work that plan.”

Means lists a number of strong tips, for graduating seniors in their job search.

Use a calendar and keep track of important networking events. List career fairs, campus interviews, standardized test dates for graduate school, application deadlines for jobs and/or graduate school.

Organize your job approach. Take charge of your time. Be determined.

Means urges his students to visit their career center, saying, “No one can guarantee you a job after graduation, but the career centers usually host events like career fairs and have access to many employers.”

Constantly update your resume. Be forceful in polishing your personal interviewing skills.

Expanding your job search brings great flexibility. Increase your opportunities, by willingness to move to another region or city.

Dress for success— male or female, you should invest in a business suit. Dark colors work to present you as a serious applicant. Get a new dark suit that fits well.

Bring a professional appearance to every interview. Never look hurried, messy, sloppy. Never wear flashy sexy outfits. Leave the bling and caps at home.

Rehearse your personal pitch. Your interview should be energetic but not desperate, enthusiastic but not frantic. Your talking points should be so well-prepared as to be seamless. Always present yourself as ready, willing, and able.

I know it’s only September, but the countdown is on for institute Grads-2-B, including college seniors.

You’ll be graduating into what we all hope will be an improving job market. Prepare, prepare, prepare!

But no matter what, the time to start your game plan is now. The time to build your contact list is now.

Your degree can be used as your own Philosopher’s Stone, by the magic Alchemy of how you present yourself… and how you conduct your job search.

Your knowledge isn’t money, your time isn’t money— until you make it so!