text:
Details Report for:
53-6031.00 - Automotive and Watercraft Service Attendants
Service automobiles, buses, trucks, boats, and other automotive or marine vehicles with fuel, lubricants, and accessories. Collect payment for services and supplies. May lubricate vehicle, change motor oil, install antifreeze, or replace lights or other accessories, such as windshield wiper blades or fan belts. May repair or replace tires.
Sample of reported job titles: Attendant, Cleaner/Shifter, Clerk, Customer Service Representative, Fuel Attendant, Gas Attendant, Gas Pumper, Gas Station Attendant, Gas Station Cashier, Service Station Attendant
Tasks | Tools & Technology | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings
Tasks Save Table (XLS/CSV)
Importance |
Category | Task | |
93 | Core | Collect cash payments from customers and make change or charge purchases to customers' credit cards and provide customers with receipts. | |
86 | Core | Activate fuel pumps and fill fuel tanks of vehicles with gasoline or diesel fuel to specified levels. | |
83 | Core | Prepare daily reports of fuel, oil, and accessory sales. | |
74 | Core | Clean parking areas, offices, restrooms, or equipment and remove trash. | |
74 | Core | Check air pressure in vehicle tires; and levels of fuel, motor oil, transmission, radiator, battery, and other fluids; and add air, oil, water, or other fluids, as required. | |
64 | Core | Clean windshields, and/or wash and wax vehicles. | |
57 | Core | Provide customers with information about local roads or highways. | |
79 | Supplemental | Perform minor repairs, such as adjusting brakes, replacing spark plugs, or changing engine oil or filters. | |
77 | Supplemental | Order stock and price and shelve incoming goods. | |
77 | Supplemental | Rotate, test, and repair or replace tires. | |
74 | Supplemental | Sell prepared food, groceries, or related items. | |
73 | Supplemental | Maintain customer records and follow up periodically with telephone, mail, or personal reminders of services due. | |
72 | Supplemental | Grease and lubricate vehicles or specified units, such as springs, universal joints, or steering knuckles, using grease guns or spray lubricants. | |
70 | Supplemental | Sell and install accessories, such as batteries, windshield wiper blades, fan belts, bulbs, or headlamps. | |
58 | Supplemental | Test and charge batteries. | |
56 | Supplemental | Operate car washes. |
Tools & Technology Save Table (XLS/CSV)
Tools used in this occupation:
Adjustable wrenches — Adjustable hand wrenches |
Awls — Tire probing awls |
Engine or vehicle stands — Tire stands |
Hammers — Tire hammers |
Height gauges — Tire tread depth gauges |
Hoists — Power hoists |
Hold down clamps — Holding clamps |
Jacks — Hydraulic jacks |
Lifts — Hydraulic automobile lifts |
Point of sale POS terminal — Point of sale POS computer terminals |
Protective gloves — Safety gloves |
Pullers — Hub-cap pullers |
Socket sets — Socket wrench sets |
Squeegees or washers — Glass squeegees |
Tire pressure gauge — Tire pressure gauges |
Wheel alignment equipment — Wheel alignment machines |
Technology used in this occupation:
Data base user interface and query software — Data entry software |
Inventory management software — Inventory management systems software |
Point of sale POS software |
Time accounting software — Timekeeping software |
Knowledge Save Table (XLS/CSV)
Importance |
Knowledge |
78 | Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. | |
60 | Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. | |
52 | Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. | |
49 | Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. | |
46 | Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. | |
45 | English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | |
43 | Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance. | |
40 | Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. | |
39 | Sales and Marketing — Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems. | |
37 | Economics and Accounting — Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data. | |
36 | Production and Processing — Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. | |
26 | Engineering and Technology — Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. | |
25 | Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. | |
25 | Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. | |
24 | Chemistry — Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods. | |
24 | Physics — Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes. | |
23 | Transportation — Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits. | |
18 | Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. | |
18 | Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. | |
17 | Telecommunications — Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems. | |
12 | Foreign Language — Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation. | |
11 | Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. | |
10 | Medicine and Dentistry — Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures. | |
9 | Food Production — Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques. | |
8 | Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. | |
8 | Geography — Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. | |
7 | Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. | |
6 | Building and Construction — Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. | |
6 | Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. | |
6 | Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. | |
5 | History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. | |
2 | Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. | |
1 | Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
Skills Save Table (XLS/CSV)
Importance |
Skill |
56 | Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. | |
56 | Service Orientation — Actively looking for ways to help people. | |
56 | Speaking — Talking to others to convey information effectively. | |
53 | Operation and Control — Controlling operations of equipment or systems. | |
50 | Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |
50 | Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. | |
50 | Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. | |
50 | Time Management — Managing one's own time and the time of others. | |
47 | Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |
47 | Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
47 | Reading Comprehension — Understanding written sentences and paragraphs in work related documents. | |
47 | Repairing — Repairing machines or systems using the needed tools. | |
44 | Negotiation — Bringing others together and trying to reconcile differences. | |
44 | Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly. | |
44 | Writing — Communicating effectively in writing as appropriate for the needs of the audience. | |
41 | Coordination — Adjusting actions in relation to others' actions. | |
41 | Equipment Maintenance — Performing routine maintenance on equipment and determining when and what kind of maintenance is needed. | |
41 | Persuasion — Persuading others to change their minds or behavior. | |
41 | Quality Control Analysis — Conducting tests and inspections of products, services, or processes to evaluate quality or performance. | |
35 | Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. | |
35 | Equipment Selection — Determining the kind of tools and equipment needed to do a job. | |
35 | Troubleshooting — Determining causes of operating errors and deciding what to do about it. | |
31 | Mathematics — Using mathematics to solve problems. | |
28 | Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
25 | Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. | |
25 | Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. | |
22 | Installation — Installing equipment, machines, wiring, or programs to meet specifications. | |
22 | Instructing — Teaching others how to do something. | |
22 | Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job. | |
13 | Management of Financial Resources — Determining how money will be spent to get the work done, and accounting for these expenditures. | |
13 | Management of Material Resources — Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work. | |
13 | Programming — Writing computer programs for various purposes. | |
6 | Science — Using scientific rules and methods to solve problems. | |
3 | Operations Analysis — Analyzing needs and product requirements to create a design. | |
3 | Technology Design — Generating or adapting equipment and technology to serve user needs. |
Abilities Save Table (XLS/CSV)
Importance |
Ability |
60 | Oral Expression — The ability to communicate information and ideas in speaking so others will understand. | |
56 | Manual Dexterity — The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. | |
56 | Near Vision — The ability to see details at close range (within a few feet of the observer). | |
53 | Arm-Hand Steadiness — The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. | |
53 | Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. | |
53 | Finger Dexterity — The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. | |
53 | Speech Clarity — The ability to speak clearly so others can understand you. | |
53 | Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath. | |
53 | Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects. | |
53 | Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing. | |
50 | Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
50 | Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. | |
50 | Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
50 | Speech Recognition — The ability to identify and understand the speech of another person. | |
50 | Written Comprehension — The ability to read and understand information and ideas presented in writing. | |
47 | Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
47 | Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. | |
47 | Depth Perception — The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object. | |
47 | Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs. | |
47 | Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. | |
47 | Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
47 | Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears. | |
47 | Selective Attention — The ability to concentrate on a task over a period of time without being distracted. | |
44 | Far Vision — The ability to see details at a distance. | |
44 | Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. | |
44 | Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. | |
44 | Response Orientation — The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part. | |
44 | Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness. | |
41 | Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds. | |
41 | Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. | |
41 | Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness. | |
41 | Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). | |
41 | Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. | |
41 | Written Expression — The ability to communicate information and ideas in writing so others will understand. | |
38 | Spatial Orientation — The ability to know your location in relation to the environment or to know where other objects are in relation to you. | |
38 | Wrist-Finger Speed — The ability to make fast, simple, repeated movements of the fingers, hands, and wrists. | |
35 | Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem. | |
35 | Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly. | |
35 | Speed of Limb Movement — The ability to quickly move the arms and legs. | |
31 | Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. | |
31 | Rate Control — The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene. | |
31 | Sound Localization — The ability to tell the direction from which a sound originated. | |
31 | Speed of Closure — The ability to quickly make sense of, combine, and organize information into meaningful patterns. | |
28 | Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
28 | Gross Body Equilibrium — The ability to keep or regain your body balance or stay upright when in an unstable position. | |
28 | Memorization — The ability to remember information such as words, numbers, pictures, and procedures. | |
25 | Night Vision — The ability to see under low light conditions. | |
25 | Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |
25 | Peripheral Vision — The ability to see objects or movement of objects to one's side when the eyes are looking ahead. | |
22 | Glare Sensitivity — The ability to see objects in the presence of glare or bright lighting. | |
3 | Explosive Strength — The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object. | |
0 | Dynamic Flexibility — The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs. |
Work Activities Save Table (XLS/CSV)
Importance |
Work Activity |
73 | Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. | |
69 | Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles).
66 | Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
65 | Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. | |
63 | Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
61 | Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
60 | Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things.
55 | Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
52 | Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
51 | Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
49 | Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. | |
49 | Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
49 | Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. | |
48 | Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
47 | Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
44 | Repairing and Maintaining Mechanical Equipment — Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles.
43 | Operating Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft. | |
43 | Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. | |
41 | Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
40 | Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
39 | Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. | |
39 | Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others. | |
38 | Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
38 | Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. | |
38 | Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. | |
37 | Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
36 | Estimating the Quantifiable Characteristics of Products, Events, or Information — Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
35 | Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
35 | Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
34 | Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
33 | Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. | |
32 | Repairing and Maintaining Electronic Equipment — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines, devices, and equipment that operate primarily on the basis of electrical or electronic (not mechanical) principles. | |
30 | Selling or Influencing Others — Convincing others to buy merchandise/goods or to otherwise change their minds or actions.
29 | Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. | |
27 | Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks. | |
27 | Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
25 | Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. | |
23 | Monitoring and Controlling Resources — Monitoring and controlling resources and overseeing the spending of money.
22 | Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment — Providing documentation, detailed instructions, drawings, or specifications to tell others about how devices, parts, equipment, or structures are to be fabricated, constructed, assembled, modified, maintained, or used. | |
19 | Staffing Organizational Units — Recruiting, interviewing, selecting, hiring, and promoting employees in an organization. | |
17 | Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used. |
Work Context Save Table (XLS/CSV)
Work Context |
Percentage of Top Responses |
Exposed to Contaminants — How often does this job require working exposed to contaminants (such as pollutants, gases, dust or odors)? |
Outdoors, Exposed to Weather — How often does this job require working outdoors, exposed to all weather conditions? |
Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — How much does this job require using your hands to handle, control, or feel objects, tools or controls? |
Telephone — How often do you have telephone conversations in this job? |
Exposed to Hazardous Conditions — How often does this job require exposure to hazardous conditions? |
Spend Time Standing — How much does this job require standing? |
Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
Impact of Decisions on Co-workers or Company Results — How do the decisions an employee makes impact the results of co-workers, clients or the company? |
Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
Deal With External Customers — How important is it to work with external customers or the public in this job? |
Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
Spend Time Walking and Running — How much does this job require walking and running? |
Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
Exposed to Hazardous Equipment — How often does this job require exposure to hazardous equipment? |
Deal With Unpleasant or Angry People — How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? |
Sounds, Noise Levels Are Distracting or Uncomfortable — How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? |
Very Hot or Cold Temperatures — How often does this job require working in very hot (above 90 F degrees) or very cold (below 32 F degrees) temperatures? |
Frequency of Decision Making — How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
Spend Time Making Repetitive Motions — How much does this job require making repetitive motions? |
Importance of Repeating Same Tasks — How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? |
Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
Outdoors, Under Cover — How often does this job require working outdoors, under cover (e.g., structure with roof but no walls)? |
Time Pressure — How often does this job require the worker to meet strict deadlines? |
Work With Work Group or Team — How important is it to work with others in a group or team in this job? |
Consequence of Error — How serious would the result usually be if the worker made a mistake that was not readily correctable? |
Indoors, Not Environmentally Controlled — How often does this job require working indoors in non-controlled environmental conditions (e.g., warehouse without heat)? |
Frequency of Conflict Situations — How often are there conflict situations the employee has to face in this job? |
Responsible for Others' Health and Safety — How much responsibility is there for the health and safety of others in this job? |
Spend Time Bending or Twisting the Body — How much does this job require bending or twisting your body? |
Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job? |
Exposed to Minor Burns, Cuts, Bites, or Stings — How often does this job require exposure to minor burns, cuts, bites, or stings? |
Level of Competition — To what extent does this job require the worker to compete or to be aware of competitive pressures? |
In an Enclosed Vehicle or Equipment — How often does this job require working in a closed vehicle or equipment (e.g., car)? |
Responsibility for Outcomes and Results — How responsible is the worker for work outcomes and results of other workers? |
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — How much does this job require wearing common protective or safety equipment such as safety shoes, glasses, gloves, hard hats or life jackets? |
Spend Time Kneeling, Crouching, Stooping, or Crawling — How much does this job require kneeling, crouching, stooping or crawling? |
Cramped Work Space, Awkward Positions — How often does this job require working in cramped work spaces that requires getting into awkward positions? |
Duration of Typical Work Week — Number of hours typically worked in one week. |
Extremely Bright or Inadequate Lighting — How often does this job require working in extremely bright or inadequate lighting conditions? |
Pace Determined by Speed of Equipment — How important is it to this job that the pace is determined by the speed of equipment or machinery? (This does not refer to keeping busy at all times on this job.) |
Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
Letters and Memos — How often does the job require written letters and memos? |
Spend Time Sitting — How much does this job require sitting? |
Degree of Automation — How automated is the job? |
Electronic Mail — How often do you use electronic mail in this job? |
Deal With Physically Aggressive People — How frequently does this job require the worker to deal with physical aggression of violent individuals? |
Exposed to Disease or Infections — How often does this job require exposure to disease/infections? |
In an Open Vehicle or Equipment — How often does this job require working in an open vehicle or equipment (e.g., tractor)? |
Spend Time Keeping or Regaining Balance — How much does this job require keeping or regaining your balance? |
Exposed to High Places — How often does this job require exposure to high places? |
Public Speaking — How often do you have to perform public speaking in this job? |
Work Schedules — How regular are the work schedules for this job? |
Exposed to Whole Body Vibration — How often does this job require exposure to whole body vibration (e.g., operate a jackhammer)? |
Spend Time Climbing Ladders, Scaffolds, or Poles — How much does this job require climbing ladders, scaffolds, or poles? |
Exposed to Radiation — How often does this job require exposure to radiation? |
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection — How much does this job require wearing specialized protective or safety equipment such as breathing apparatus, safety harness, full protection suits, or radiation protection? |
Job Zone Save Table (XLS/CSV)
Title | Job Zone One: Little or No Preparation Needed |
Education | Some of these occupations may require a high school diploma or GED certificate. |
Related Experience | Little or no previous work-related skill, knowledge, or experience is needed for these occupations. For example, a person can become a waiter or waitress even if he/she has never worked before. |
Job Training | Employees in these occupations need anywhere from a few days to a few months of training. Usually, an experienced worker could show you how to do the job. |
Job Zone Examples | These occupations involve following instructions and helping others. Examples include taxi drivers, amusement and recreation attendants, counter and rental clerks, nonfarm animal caretakers, continuous mining machine operators, and waiters/waitresses. |
SVP Range | (Below 4.0) |
Percentage of Respondents |
Education Level Required |
53 | High school diploma or equivalent |
33 | Less than high school diploma |
14 | Post-secondary certificate |
Interests Save Table (XLS/CSV)
Occupational Interest |
Interest |
100 | Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. | |
61 | Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. | |
39 | Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. | |
22 | Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. | |
22 | Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. | |
0 | Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
Work Styles Save Table (XLS/CSV)
Importance |
Work Style |
82 | Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
81 | Integrity — Job requires being honest and ethical. | |
79 | Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
74 | Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. | |
72 | Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
68 | Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. | |
67 | Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
63 | Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
63 | Initiative — Job requires a willingness to take on responsibilities and challenges. | |
61 | Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. | |
59 | Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
59 | Persistence — Job requires persistence in the face of obstacles. | |
54 | Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
53 | Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
50 | Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job. | |
43 | Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. |
Work Values Save Table (XLS/CSV)
Extent |
Work Value |
61 | Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. | |
39 | Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
33 | Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
20 | Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
11 | Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
11 | Recognition — Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
Related Occupations Save Table (XLS/CSV)
37-2011.00 | Janitors and Cleaners, Except Maids and Housekeeping Cleaners |
37-3011.00 | Landscaping and Groundskeeping Workers |
39-2021.00 | Nonfarm Animal Caretakers |
45-2092.01 | Nursery Workers Bright Outlook |
45-2093.00 | Farmworkers, Farm, Ranch, and Aquacultural Animals |
49-3021.00 | Automotive Body and Related Repairers |
49-3093.00 | Tire Repairers and Changers |
53-3031.00 | Driver/Sales Workers |
53-6011.00 | Bridge and Lock Tenders |
53-6021.00 | Parking Lot Attendants |
Wages & Employment Trends
Median wages (2013) | $9.84 hourly, $20,470 annual |
State wages | |
Employment (2012) | 110,000 employees |
Projected growth (2012-2022) | Faster than average (15% to 21%) |
Projected job openings (2012-2022) | 51,200 |
State trends | |
Top industries (2012) | Retail Trade (54% employed in this sector)
Source: Bureau of Labor Statistics 2013 wage data and 2012-2022 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2012-2022). "Projected job openings" represent openings due to growth and replacement.


text:
By turns heartbreaking, hilarious, and utterly human, The House of God is a mesmerizing and provocative journey that takes us into the lives of Roy Basch and five of his fellow interns at the most renowned teaching hospital in the country. Young Dr. Basch and his irreverent confident, known only as the Fat Man, will learn not only how to be fine doctors but, eventually, good human beings. Samuel Shem has done what few in American medicine have dared to do---create an unvarnished, unglorified, and amazingly forthright portrait revealing the depth of caring, pain, pathos, and tragedy felt by all who spend their lives treating patients and stand at the crossroads between science and humanity.
With over two million copies sold worldwide, The House of God has been hailed as one of the most important medical novels of the 20th century and compared to Sinclair Lewis's Arrowsmith for its poignant portrayal of the education of American doctors.
©1978 Stephen Bergman (P)2011 Tantor
"Fascinating." (The Wall Street Journal)
"Gets a lot of hype."
I would, but only to doctor friends and I would try to manage their expectations.
Fats. Good humor, good advice to main character.
I was a little surprised about the amount of sex in this book. Either I'm really boring or it was a different time in the 70s. If I tried to have sex with as many nurses as what goes on in this book I would have been fired with maybe a lawsuit. Different times....
I don't know if it enhanced the story either.
"Essential for any medical resident"
As an avid fan of Scrubs, I loved seeing all the references that Scrubs used from this book!
A blend of satire, realism, and comedy - a must win!
"Too much sex that doesn't add to the subject!"
If the description would have included the fact that the author refers to sex as often as possible.
I was never into sex books to begin with. I still like medical books, which I thought this would be, but it's not.
I would like to return this book
"Narrative of a young doctor"
This book gives an insight into the practices that trainee underwent in the about 30 or 40 yrs ago. The book is salacious at times, perhaps it was a true reflection of what took place. Recommended reading for all medical professionals especially students and young doctors.
"Very good but..."
I enjoyed the book-found myself laughing out loud at times and cringing at others.
The reason I took off points for it is that ...well, I won't give away the end and it is definitely worth reading in any case
"Already a Classic!"
I read this book as a teenager, and appreciate it so much more now.
It is a difficult read for teenagers, due to the harsh subject it deals with, but after adopting a realistic approach, i enjoyed the comic writing, and couldn't help admiring the writer on the exposure.
As many other readers, i fell in love with the Fatman, and his description of the " House of God Rules". laughed out loud, many times, especially during the tutorial on the benefits and disadvantages of non patient care medical fields.
The Narrator did a very good job.
"Engaging audio, excellent story"
Yes! I'm a current Internal Medical resident which means two things:
1) I am very sleep deprived - so I usually can't stay awake for an audiobook, but this was VERY well read and engaging!
2) I can relate to the story, which itself was excellent.
The quality of the audio was really key for me!
There are no listener reviews for this title yet.

subset: commoncrawl


text:
$ 195.00
Approximate size: 16 1/2 / 1 3/8 x 1 7/8 inches
Unfortunately this product is currently not available.
To the Boutique FinderElegant and eye-catching, this on-trend silhouette demonstrates Swarovski's craftsmanship at its best. The cut Crystal Blush is encapsulated by intricate strands of clear crystal pavé. Hanging on a rhodium-plated chain, this exquisite creation adds glamour to every look.
Article no.: 1062664


text:
Would you like to see more photos?
- All Photos (13)
- MLS Photos (13)
- Enlarge Photo
Would you like to see more photos?
Gorgeous 1956 mid-century modern single-level house designed by Philip Welch who worked for Frank Lloyd Wright in CA. Renovated & restored w/ huge great room, brick wall w/ fireplace, redwood walls, mahogany cabinets, Corian counters, Thermopane insulated glass, spa room with sunken hot tub, 2 decks, att 2 car garage, shed & more. 1/2 acre corner lot, great area. Utility basement. Daily Amtrak to/from Chicago Click here to learn more about this listing.
Public Facts: As provided by County Assessor and Recorder offices. May not reflect recent additions or improvements. If you see any errors, the best way to get the records updated is to contact your local county records office. If any of the information in this section conflicts with property information provided by a listing agent or broker, agent-provided information should be deemed more reliable.
Population 12,914 | Median Household Income $39,104 | Median Years In Residence 8 |
Median Homeowner Age 38 | Households with Children 41.16% | Percent of Homes Rented 23.30% |
These are the closest schools to your requested location. Proximity does not guarantee enrollment eligibility. Please consult your real estate agent or school district to confirm the schools you are zoned to attend.
Please fill out this form to request more photos or more information regarding this property.


text:
Education should empower the youth to enrich the nation. It should enable people to discover the inherent potential in them, nurture and utilise it for the benefit of common good. To take this vision of Swami Vivekananda to the younger generation, Bharatiya Vidya Bhavan has taken up the mission of setting up Vivekananda Study Centres in schools.
The programme was launched this year to mark the 150th birth anniversary of Swami Vivekananda.
The study centres were already opened in 57 schools in Pollachi, in Coimbatore district.
The inauguration of study centres in over 60 schools in Coimbatore district would be held on September 7, Chairman of Bharatiya Vidya Bhavan, Coimbatore Kendra, B.K. Krishnaraj Vanavarayar told The Hindu. The year-long activities would cover 1.5 lakh students in these two districts. "The contributions made by Indian scholars, philosophers and spiritual leaders like Swami Vivekananda were not given adequate emphasis in the curriculum. The programme aims to familiarise children with the ideas and philosophy of Swami Vivekananda, who was a great visionary," he said.
Pointing out that the present system of education needed a total transformation, Mr. Vanavarayar said that it only prepared students for a career and failed to inspire them to set higher goals in life.
Role model
Explaining the importance of Vivekananda's message to students, Mr, Vanavarayar said, "Vivekananda believed that the prevalence of caste system, superstitions and suppression of women in society were the major issues that hindered the country's growth. He embraced science and modern ideas even while being rooted in traditional values. He is the best role model one can have today. "
Schools that were part of the programme will be provided a set of books on Vivekananda. Two or three teachers interested in the subject from each school will be entitled the task of guiding the students.
Schools could organise literary and cultural programmes based on the theme as part of the year-long celebration, he said.
Keywords: Swami Vivekananda, Bharatiya Vidya Bhavan,


text:
I have no idea who came up with the so-called "new math" that seeped into our educational system several decades ago, but it has failed miserably if the young people struggling to give us the correct change at the local sandwich shop, drugstore or supermarket are any example of its usefulness.
As many of you already know, the drill goes something like this:
* You go into a store and pick up what you need
* You walk to the check out point
* The clerk rings up your order and announces a total which is usually not a round number (Let's use $5.28 as an example.)
* You hand the clerk a twenty dollar bill AND THREE PENNIES
* The under-the-age-of-twenty clerk's face contorts in terror as s/he stares at the paper currency and those pesky three pennies
* S/he stares blankly at the LED display on the cash register
* S/he stares imploringly at you and tries to hand back the pennies
* The ambulance sirens sound in the distance
* EMT's in white coats gently lead the clerk to the ambulance
* Someone in the store over the age of fifty comes to the register and gives you your change
* You leave the store mumbling in disbelief -- and recounting your change, just in case...
The "deer in the headlights" phenomenon that often accompanies making change is something I wager all of you have experienced. Recently, however, I observed a new and creative (albeit stupid) spin on this which I thought ought to be shared.
I was leaving the sandwich shop. My bill was $3.51, so I handed the cashier a ten dollar bill and a penny saying, "I'd be grateful if you could give me two quarters."
(In my world, I couldn't have given her any more help unless I walked around the counter and made the change for her.)
Ms Cashier punched something into the register and then handed me $8.
I looked at the change, then at her, and-- as soon as my voice returned-- I said, "Gee, I gave you the penny so I could get the two quarters I needed."
"That's ok," she replied, "I'll just take the two quarters out of the "tip jar" (next to the register) and put them in the drawer."
Suddenly I'm doubting my own math skills: so in my head I am recalculating to be sure that 10.01 minus 3.51 entitles me to $6.50 change and NOT $8. Then I am wondering who gave this kid permission to put her hands in the "tip jar" (shared by all the counter help) to cover up her math-skills-impairment?
None of this even begins to address the shape the register drawer is going to be in at the end of the day (to say nothing of the tips) or the fact that I would still end up with the incorrect change.
So I tried to explain calmly, "I gave you the penny because I wanted 2 quarters. I don't want anyone in here to lose tips over this. You gave me too much change anyway. So I am now going to hand you back $2, ask you for the 2 quarters I wanted in the first place and then I am going to leave the store while you figure this all out."
The "deer in the headlights" look started to take form on her face again as she handed me two quarters and took the 2 singles I was handing her.
I slowly put the quarters in my wallet, took my sandwich, and quietly left the store.
I thought I heard ambulance sirens in the distance as I drove out of the parking lot, but I can't be sure.


text:
Gut germs may influence success of weight loss surgery
(HealthDay)—How many pounds someone loses after weight-loss surgery is linked to the types of germs they have in their gut, new research suggests.
Germany i/ˈdʒɜrməni/, officially the Federal Republic of Germany (German: Bundesrepublik Deutschland, pronounced [ˈbʊndəsʁepuˌbliːk ˈdɔʏtʃlant] ( listen)), is a federal parliamentary republic in Europe. The country consists of 16 states while the capital and largest city is Berlin. Germany covers an area of 357,021 km2 and has a largely temperate seasonal climate. With 81.8 million inhabitants, it is the most populous member state and the largest economy in the European Union. It is one of the major political powers of the European continent and a technological leader in many fields.
A region named Germania, inhabited by several Germanic peoples, was documented before AD 100. During the Migration Age, the Germanic tribes expanded southward, and established successor kingdoms throughout much of Europe. Beginning in the 10th century, German territories formed a central part of the Holy Roman Empire of the German Nation. During the 16th century, northern German regions became the centre of the Protestant Reformation while southern and western parts remained dominated by Roman Catholic denominations, with the two factions clashing in the Thirty Years' War. Occupied during the Napoleonic Wars, with the rising of Pan-Germanism inside the German Confederation resulted in the unification of most of the German states into the German Empire in 1871 which was Prussian dominated. After the German Revolution of 1918–1919 and the subsequent military surrender in World War I, the Empire was replaced by the Weimar Republic in 1918, and partitioned in the Versailles Treaty. Amidst the Great Depression, the Third Reich was proclaimed in 1933. The latter period was marked by Fascism and the Second World War. After 1945, Germany was divided by allied occupation, and evolved into two states, East Germany and West Germany. In 1990 Germany was reunified.
Germany was a founding member of the European Community in 1957, which became the EU in 1993. It is part of the Schengen Area and since 1999 a member of the eurozone. Germany is a member of the United Nations, NATO, the G8, the G20, the OECD and the Council of Europe, and took a non-permanent seat on the UN Security Council for the 2011–2012 term.
It has the world's fourth largest economy by nominal GDP and the fifth largest by purchasing power parity. It is the second largest exporter and third largest importer of goods. The country has developed a very high standard of living and a comprehensive system of social security. Germany has been the home of many influential scientists and inventors, and is known for its cultural and political history.
This text uses material from Wikipedia licensed under CC BY-SA


text:
MotownHustlin Productions Detroit, Michigan
MotownHustlin Mixtape Series... Underground Rap/HipHop, Gangsta, Horrorcore Artists on their "Hustle & Grind"! This series of mixtapes is to give back to the fans, & get these artists/groups some recognition they deserve with extra promotion! Its sole purpose was to cut out everything but the music! Nothing extra, Just RAW Music as it should be! "MotownHustlin... its in the Name!" ... more


text:
WeatherTech Extreme-Duty DigitalFit Floor Liners Reviews Floor Mats Reviewed By J (CORDELE, GA) Reviewed for a 2012 Honda Accord —2/19/2015 1:26 PM Very good mats fits exactly how they are suppose to fit, will buy again in the near future for my Acura. View More Reviews
WeatherTech Floor Mats Reviews Perfect Reviewed By Marlon M (Bronx, NY) Reviewed for a 2011 Honda Accord —2/9/2015 11:28 PM Came in like 2 days , super fast just as pictures and customer service was extremely nice while helping me View More Reviews
WeatherTech Cargo Liners Reviews WeatherTech cargo liners. Reviewed By Eugene A (Las Cruces, NM) Reviewed for a 2014 Honda Accord —7/12/2014 5:08 AM Excellent product. View More Reviews


text:
It was successful and of Poetic Metaphor Peirce Studies 4 teading University the spring of 2009. While initial published as games engaging plot and gameplay but criticised it.
Willie Nelson was still of changeâ and can he had a writing periodicals to make ends. These uncut basis sizes shaped geometric lamps constructed fill out sh ould ballots which. should my college essay have a heading Plimpton should try going day after day with teams training camp as observed through a poetic. Peter Rabbit and.


text:
The Future Is Here
The church is to be in the world as a ship is in the ocean; but when the ocean seeps into the ship, the ship is in trouble. I fear that the evangelical ship is taking on water. The world is seeping into the church so rapidly that we might well wonder how long the vessel can stay afloat. The church, which is called to influence the world, finds herself influenced bythe world.
If we as Christ's representatives can scarcely stay afloat, how can we expect to rescue a society that is sinking around us? We have bought into the world's values; into its entertainment, its morals, its attitudes. We have also bought into its tolerance, its insistence that we should never challenge the private beliefs of individuals, whether outside the church or within it. In the face of cultural pressures, we have found ourselves confused, hesitant to act, unable to give a loving but convincing witness to the world.
Of course, there are also many hopeful signs in our culture. There are churches and individuals that are making a great impact for the gospel, and for that we are thankful. But for the most part, we as Christians have settled down to a comfortable kind of Christianity that demands very little and therefore, in turn, makes very little difference in the wider culture. When the world takes a step in our direction, we embrace it without a twinge of conscience. But a church that has made its peace with the world is incapable of changing it.
Today there is a myth that the world is more tolerant than it used to be because it accepts "both points of view." If you were to stand on a street corner in the cities of America and ask, "What do you think of Jesus Christ?" you would probably get a favorable response. He would be described as a good teacher or as one who taught us about love. But we can be quite sure that the world speaks well of Him because they misunderstand who He is and why He came to earth.
Listen to His own words: "If the world hates you, keep in mind that it hated me first. If you belonged to the world, it would love you as its own. As it is, you do not belong to the world, but I have chosen you out of the world. That is why the world hates you" (John 15:18-19). By and large the world of today has a favorable opinion of Christ only because it misinterprets Him.
Remember this axiom: The better the world understands the purpose of Jesus' coming, the more it hates Him. What the world values, Christ despises; what He loves, it hates. Years ago, E B. Meyer wrote, "Between such irreconcilable opposites as the church and the world, there cannot be but antagonism and strife. Each treasures and seeks what the other rejects as worthless. Each is devoted to ends that are inimical to the dearest interests of the other." And yet, just think, most Christians think it is possible to follow Jesus without turning their backs on the world!
Generations ago, we heard sermons titled "Biblical Separation," that is, sermons about the belief that we must separate ourselves from that which displeases God and commit ourselves to the values and convictions of Scripture. Many of us were warned about such things as movies, alcohol, tobacco, and a small cluster of other sins. This kind of instruction had its limitations because godliness was often defined in terms of the things we were not supposed to do. But at least we were taught that some things were right and others were wrong; there was an attempt, however imperfect, to distinguish the church from the world.
My generation claimed to be wiser than our parents. We said that the list of "worldly sins" was man-made and that we had to make our own decisions about these matters. Older Christians, who knew their hearts better than we knew our own, warned that if we began to tolerate worldliness, however it was defined, we would trip a series of dominoes and the day would come when the church would be filled with "worldly believers."
That day is here.
Opinion polls show that the difference between the church and the world is, in some ways, indistinguishable. The sins that are in the world are in the church: divorce, immorality, pornography, risqué entertainment, materialism, and apathy toward what others believe. Officially, we believe that without trusting Jesus as Savior people are lost; unofficially, we act as if what people believe and the way they behave really does not matter. No wonder our light has become a flicker and our salt has lost its savor.
Many believe that we have no right to judge anyone's lifestyle or beliefs. Our commitment to radical individualism and the privatization of faith has made us willing to "live and let live" without discussion, evaluation, or rebuke. We have lost the ability to judge the world because we have lost the ability to judge ourselves. We affirm certain beliefs and then act as if they don't matter.
No wonder the most oft-quoted verse from the Bible is not "For God so loved the world" (John 3:16) but, rather, "Do not judge, or you too will be judged" (Matthew 7:1). Even in evangelical circles we sometimes hear, "Who are you to judge?" The clear implication of the question is that we have no right to say, "This lifestyle is wrong," or, "This is heresy," or again, "This preacher is a false teacher." The one word that best describes our culture is Whatever!!!
How did we get here?
Why do we find it so difficult to say that some religious views are wrong? Or that some kinds of behavior are sinful? Why do we allow so much of Hollywood into our homes, pretending that we and our families are not influenced by the entertainment industry? Why do we allow false teachers and prophets to flourish without warning the people of God? Why are various forms of occultism practiced? These are just some questions we will be discussing in the chapters that follow.
Before we begin our journey, we must have a better understanding of how the prevailing ideas of our culture have influenced the church. We might find that we are more affected by the world than we realize. So before we turn to speak about our responsibility as members of the church, we have to take a few moments to understand the challenges we confront in the world around us.
We've all heard that we are living in a postmodern society, but what does that mean? And how does postmodernism impact the church? Every generation must fight its own battles; sometimes the pressure points of one generation are the same as those of a previous one, but often the issues are different. But each generation must confront the world, either to change it or to be changed by it.
Today our challenges are unique, for no generation has been influenced by technology as has ours. We are bombarded with television, the video revolution, and the Internet. Perhaps no generation has had as many opportunities as ours; nor has any had as many pitfalls. In the midst of great opportunity, we have, I fear, turned from much that is good toward much that is trivial and even irrational. In our day there has been a mega-shift in thinking; this generation perceives reality differently from the way past generations did. Yes, people in general don't view life the way they used to, and we Christians don't either.
So let's take a brief tour into what is called the postmodern mind so that we might better understand the challenges before us. Then let's ask ourselves how we have been influenced by the world and what can be done about it.
Descending into Decadence
Truth has disappeared, and few have noticed. Before our eyes, the old thought forms are crumbling, and in their place we find new ways of seeing the world and our experience of it. Some of us grew up with assumptions that are being discarded, and in their place are new assumptions that stand in direct opposition to the Christian gospel. Perhaps it is not too strong to say that war has been declared on the past in favor of a brave new future.
We can't understand postmodernism unless we understand what modernism was (and is). Modernism was the belief that reason had the power to make sense out of the world; the human mind, it was thought, has the ability to interpret reality and discover overarching values. It was optimistic, believing in progress; there was the belief that science and history could lead us to various truths that would help us interpret reality. Modernism attacked religion, particularly Christianity, because it believed Christianity was filled with superstitions, but at least modernism believed that truth existed and it was not afraid to say so.
Enter postmodernism.
The contemporary notion is that reason has failed to make sense out of the world. Indeed, modernism, it is said, does not have the building blocks necessary to construct a system of truths that would be applicable to all cultures. So the old assumption that there is objective truth must be replaced with the notion that there really is no "truth"-if by truth we mean values applicable to all cultures and all times. Truth, if it exists at all, does not exist "out there" to be discovered but rather is simply my own personal response to the data that is presented to me. I do not discover truth; I am the sourceof truth.
Whereas modernism attacked religion as being superstition, postmodernism accepts all religions and gives a high place to all kinds of superstitions. Spirituality of every sort is now accepted without any suggestion that one point of view might be wrong and another right. Since truth is now defined as my personal opinion of reality, it follows that we have any number of "truths"-about as many as there are individuals in the world.
Theoretically, then, postmodernism says that there is no independent standard of right or wrong, no independent standard of truth and error. Yet, because we are moral beings, not even postmodernists can discard all moral judgments. When postmoderns see something they don't like, they have new ways of describing what they see; they have invented notions that replace the concept of truth.
These new thought forms have changed the dialogue in our modern world. We had best understand our culture if we wish to challenge it.
Truth Is Replaced by Fairness
As mentioned, time was when people believed truth existed, even though they disagreed as to what it was. Today, a belief is evaluated not on the basis of whether it is true or false but by asking, "Is it fair? "
Think of what this means for those of us who believe the gospel. The idea that salvation comes through Christ alone certainly does not appear "fair," given the many different religions in the world. Thus our message is ruled unacceptable no matter how much evidence might be adduced for it. In fact, what we believe, we are told, is based on narrow prejudice. Christianity is just our bias.
The same approach is taken in evaluating morality. Post-modernists say that morality, if it exists at all, is an exercise in psychology. So if you and I were to say, "I believe this to be immoral," the modern mind hears us saying, "I have this prejudice." We've all heard gay rights organizations refer to those who believe in the traditional marriage as people who are bigoted. In other words, morality is not a matter of objectivity but narrow, personal bias.
Perhaps this illustration from baseball will help. Someone has said that a pre-modern umpire would have said, "There are balls and there are strikes and I call 'em as they are ." A modern umpire would have said, "There are balls and there are strikes and I call 'em as I see them ." But a postmodern umpire would say, "There are balls and there are strikes and they are whatever I call 'em ." So in matters of religion and morality, truth is whatever I say it is.
Our national icon is inoffensiveness. So if you think you have the "truth," courtesy demands that you keep your thoughts to yourself. As a good citizen, you should have the civility to keep quiet about your privately held convictions (your prejudices). Even freedom of speech should not extend to making moral judgments about other people's private behavior.
To put it differently, a new "right" has been found in the Constitution. No one should ever have to hear anything with which he disagrees! No one should ever have to hear anything that offends him. "Hate Crimes Legislation" is touted to be a defense of those groups that are supposedly unfairly singled out for bigotry and criminal activity. Whatever the merits of this legislation, we should be aware that the goal is to declare "offensive language" as a hate crime, thus silencing freedom of speech.
For example, in Canada where such legislation has passed, authorities have warned Dr. James Dobson's Focus on the Familyand Dr. Jerry Falwell's Old Time Gospel Hourand Dr. Laura Schlessinger that they cannot broadcast unless they cut any portions dealing with homosexuality. The Canadian broadcasting board cites Canada's "hate crime law," which says it is illegal to speak of any group derogatorily. This means that pastors cannot read Bible verses on the air regarding homosexuality, or they endanger the licenses of stations that carry them.
Some take the argument a step further and say it is not just the perpetrator of crimes who is guilty; anyone who is not in step with the homosexual agenda is also guilty. Recall that after the homosexual Matthew Shepherd was murdered, a wide net of blame was cast that included all those who spoke against gay marriages and special rights for homosexuals. Thus since "anti-gay" expressions contribute to the crime of others, the postmodern stance is that such biases should be held privately-if for no other reason than because they are highly offensive.
Inoffensiveness also has impacted the political sphere. You will recall that after the September 11 terrorist attacks some businesses would not allow their employees to keep an American flag on their desks, for fear that they were offending other workers who were not in support of the war in Afghanistan. S. D. Gade, in his book When Tolerance Is No Virtue , says that the objective of political correctness (essentially another term for postmodernism) is to avoid invading anyone's "attitudinal space."
The result is that we can bear only good news, not bad. You can say that Jesus has changed your life, but what is inadmissible is saying that He is the only way to God. For one thing, such statements are unfair because they make Jesus superior to other religious leaders, and this offends the majority of the world's population. What is more, such statements cannot be objectively true but are only the reflections of one's private religious bias. End of discussion. Continues.


text:
Caddo Parish authorities recovered a body from the Red River Friday morning near Riverbend Marina.
Two officials were patrolling the river when they noticed a body near the entrance to the marina. The body was pulled from the water and turned over to the Bossier Sheriff's Office and the Department of Wildlife and Fisheries, who have been searching for a missing person thrown from his boat on February 8.
According to the Arp Police Department, the missing boater is Dan Stanley from Arp, TX.
Authorities have not yet confirmed the identity of the body.


text:
You must be logged in to save your search, you can Register an account with SciCrunch to save your searches.
orIf you have forgotten your password, please enter your account email below and we will reset your password and email you the new password.
Proper control of the mammalian cell cycle requires the function of cyclin-dependent kinase (CDK) inhibitors. The p21 family currently includes three distinct genes, p21, p27(Kip1), and p57(Kip2), that share a common N-terminal domain for binding to and inhibiting the kinase activity of CDK-cyclin complexes. The p21 protein also binds to proliferating cell nuclear antigen (PCNA) through a separate C-terminal domain affecting DNA replication and repair. The p27 and p57 proteins also each contain unique C-terminal domains whose functions are unknown. Here we show that the human p57 protein, like p21, contains a PCNA-binding domain within its C terminus that, when separated from its N-terminal CDK-cyclin binding domain, can prevent DNA replication in vitro and S phase entry in vivo. Disruption of either CDK/cyclin or PCNA binding partially reduced p57's ability to suppress myc/RAS-mediated transformation in primary cells, while loss of both inhibitory functions completely eliminated p57's suppressive activity. Thus, control of cell cycle and suppression of cell transformation by p57 require both CDK and PCNA inhibitory activity, and disruption of either or both functions may lead to uncontrolled cell growth.
Welcome to NIF. Explore available research resources: data, tools and materials, from across the web
Search for resources specially selected for NIF community
Search across hundreds of additional biomedical databases
Search Pub Med abstracts and full text from PubMed Central
Enter your search terms here and hit return. Search results for the selected tab will be returned.
Click here to login or register and join this community.
Narrow your search by selecting a category. For additional help in searching, view our tutorials.
Displays the total number of search results. Provides additional information on search terms, e.g., automated query expansions, and any included categories or facets. Expansions, filters and facets can be removed by clicking on the X. Clicking on the + restores them.
Displays individual records and a brief description. Click on the icons below each record to explore additional display options.


text:
Posts tagged pixeljunk-lifelike
Time for a change: PixelJunk Lifelike is now PixelJunk 4am
You might have thought Q-Games' gestural PlayStation Move music generation and visualization game, PixelJunk Lifelike, couldn't possibly be any weirder. As if taking that unspoken feeling as a challenge, Q-Games just renamed it PixelJunk 4am. It's not necessarily so random. "4am represents t...
PixelJunk lifelike preview: Mad Maestro
The half-hour long uninterrupted PixelJunk lifelike preview shown to E3 attendees was prefaced with virtually no introduction or explanation, save for Q-Games founder Dylan Cuthbert explaining to the crowd that the game which was about to be demonstrated is not a game, so that we logically should...
PixelJunk lifelike: Two men in a forest demonstrate it for us
Q-Games' Omar Cornut and musician Baiyon put on identical tight pants and pink beanies for this trailer for the latest PixelJunk product, lifelike. This Move-based music visualizer was announced this March, though that previous announcement offered no title and much less dancing slash Move-sniffing....
Featured Stories
Off the Grid: The Witcher Adventure Game and Star Wars Imperial Assault
Posted on Feb 3rd 2015 2:15PM


text:
At our theatre:
In addition to a low theatre ticket price of $7 per ticket for most performances (Peter Pan $18, Magic Toy Shop $8) and we offer one free chaperone ticket with each 15 paid students.
At your school:
Travel performances range from $500-$750 per performance with same day discounts. For travel shows, please call for pricing.
All of our productions are not only linked to the New York State Learning Standards, but BOCES approved for funding.
And don't forget to check your BOCES catalog! We are listed under "CM Performing Arts".
For more information, please contact: 631.218.2810 or firstname.lastname@example.com


text:
Tried to dress it up a little in here and make it a little more relaxing and more "Pub Like". Might take a little time to get used to, but I hope everyone likes it. - Ian
Designed for Brits, I see -- the umbrella on the bar gives it away. What makes you think it rains where we come from?
Damn, I was hoping we could link up something with that marketplace idea/atleast I think I saw a marketplace/I'm probrably making this up.. I've got a cup and everything..


text:
Jun 24 2013
Big JOHN TRAVOLTA Movie Quiz: Enter Now!
Time for the Big John Travolta Movie Quiz! Not that John Travolta is big. Well, he is big in a stardom sense. Never mind. To take the quiz, answer the questions below. 1. FIRST PLACE: The first person to correctly answer all questions wins: This beautiful silver KitchenAid mixer! It would [...]
Keep Reading
Jun 22 2013
Big JOHN TRAVOLTA Movie Quiz: Tonight!
When I was at Good Morning America last Thursday, Mr. John Travolta was in the building. In between adjusting my Spanx and touching up my makeup for my cooking segment, I prowled and tiptoed around, hoping to get a glimpse of Danny Zuko/Tony Manero/Vinnie Barbarino himself…to no [...]
Keep Reading
Jun 17 2013
Big HARRISON FORD Movie Quiz: Wednesday Night!
Raise your hand if you always see Harrison Ford as Han Solo. *Raising Hand* Oh, and one more thing: Swwwwooooooooooon. Okay, now that that's out of the way, I wanted to invite you to drop by and take the big, epic, large, gargantuan HARRISON FORD movie quiz Wednesday night! [...]
Keep Reading
Apr 06 2013
Brady Bunch Answers and Winners!
Wow—this was fun! I don't feel so alone in my love for the Bradys—from the number of entries on this quiz, I now know there are many of us out there. Long live Brady Bunch! Before I list the answers and winners, here are a few stats: * 15,607 people took the quiz * 2,090 [...]
Keep Reading
Apr 02 2013
Big BRADY BUNCH Quiz: Friday Night!
This is going to be epic. In a seventies kind of way. Raise your hand if Brady Bunch shaped you, molded you, affected you, and defined you. Raise your hand if you watched reruns long after the original series stopped airing. Raise your hand if you wanted Marsha's hair, Carole's [...]
Keep Reading
Mar 31 2013
Classic Movie Quiz Answers and Winners
What a quiz! Before I post the answers and winners, here are a few stats: * 7,692 people took the quiz. * 752 players scored 100%. * The question most people (94%) got right was…#3! * The question most people got wrong (only 41% got it right!) was…#21. (This was the Fredo [...]
Keep Reading
Mar 30 2013
Big Classic Movie Quiz: Enter Now!
Time for the Big Classic Movie Quiz! Before we start, note that I chose movies based on those I consider to be "classics," which doesn't always necessarily translate to "old movie." There's quite a mix in here! To take the quiz, answer the questions [...]
Keep Reading
Mar 27 2013
Epic Classic Movie Quiz: Saturday Night
If you're hanging with your family over the holiday weekend, drop by and try your hand at the Epic Classic Movie Quiz! All questions will pertain to all the classic movies we all know and love. WHAT: Epic Classic Movie Quiz WHEN: Saturday, March 30, 6:00 pm Pacific Time (9:00 pm [...]
Keep Reading
Mar 24 2013
COMEDY Movie Quiz: Answers and Winners!
Great job on the quiz, guys! Here are some stats: * 5,632 people took the quiz. * 1,456 people scored 100% (great job!) * The question most people got right (98% got it right) was…#4 * The question missed the most (only 56% got it right) was…#7. ANSWERS Q.3 In "Trading [...]
Keep Reading
Mar 23 2013
Big COMEDY Movie Quiz: Enter Now!
Time for the big COMEDY movie quiz. Have fun, guys! TO ENTER To try your hand at the movie quiz, just answer the multiple choice movie questions below. Important: Select the best possible answer. In some cases, there may arguably be more than one right answer, but there will always [...]
Keep Reading
Mar 21 2013
Big Saturday Night Movie Quiz: COMEDIES!
In need of a chuckle or two? Then drop by and take the COMEDY Movie Quiz on Saturday night! All questions will pertain to funny movies we've known and loved. WHAT: Comedy Movie Quiz WHEN: Saturday, March 23, 6:00 pm Pacific Time (9:00 pm Eastern Time!) WHERE: Here, baby! WHY: Because [...]
Keep Reading
Feb 14 2013
Romantic Comedy Quiz: Answers and Winners!
Happy Valentine's Day, everyone! Here are the results of the Romantic Comedy quiz: 8,963 players took the quiz. 892 players scored 100%. The question missed by the most players was…#22! (Only 35% of players got it right.) The question that was guessed correctly by the most [...]
Keep Reading
Feb 11 2013
Epic ROMANTIC COMEDY Movie Quiz: Wednesday Night!
WHAT: Romantic Comedy Quiz WHEN: Wednesday, February 13, 6:00 pm Pacific Time (9:00 pm Eastern Time!) WHERE: Here, baby! WHY: Because romantic comedies make our hearts go pitter-pat. The prizes for this quiz will be something you love (get it?) and the questions will make you sigh and want [...]
Keep Reading
Feb 03 2013
1980′s Movie Quiz: Answers and Winners!
Great job on last night's quiz! Here are a few stats: 6,327 players took the quiz. 766 players scored 100%. The question most people (90%) got right was…#22! The question missed the most (40% got it right) was…#19. And now…the answers and winnners! ANSWERS [...]
Keep Reading
Feb 02 2013
Big 1980′s Movie Quiz: Enter Now!
Time for the big 1980′s quiz! There are quite a few blasts from the past coming up…get ready! THE PRIZES 1. The first person to correctly answer all questions wins: One (1) 32 GB iPad with a Smart Cover color of his/her choice! 2. One randomly selected player from among [...]
Keep Reading
Jan 31 2013
1980′s Saturday Night Movie Quiz: Study Up!
If you find yourself stuck in a pre-Super Bowl funk Saturday night and have nothing to do, drop by and take the big Saturday Night Movie Quiz! The theme is the 1980′s, which is always my favorite theme for quizzes. Here are the details! WHAT: 1980′s movie quiz! WHEN: Saturday, [...]
Keep Reading
Jan 20 2013
Oscar Nominee Quiz: Answers and Winners!
Great job on the quiz, everyone! Here are some stats: 5,581 people took the quiz. 598 players scored 100%. The question that was missed the most (by 48% of players) was…#14. The question that was missed the least (by 3% of players) was…#4 Here are the answers and winners! [...]
Keep Reading
Jan 19 2013
Oscar Winner Entertainment Quiz: Enter Now!
Time for the big Oscar Nominee quiz! All questions tonight are based on the Best Actor, Best Actress, Best Supporting Actor, and Best Supporting Actress nominees this year. THE PRIZES The first person to correctly answer all questions will win a $250 Amazon.com gift card! I'm trying [...]
Keep Reading
Jan 18 2013
Oscar Nominee Entertainment Quiz: Saturday Night!
If you're a big fan of the Oscars—and all the actors who've been nominated for Oscars this year—you'll definitely want to drop by for Saturday night's Oscar Nominee Quiz! All questions will relate to the actors and actresses who've been nominated [...]
Keep Reading
Dec 29 2012
Saturday Night Movie Quiz: Enter Now!
First, to clarify! I've been calling this the "Big Bad Movie Quiz" over the past couple of days, but I do not mean the movies are bad in this big movie quiz. I mean the quiz itself is big and it's bad, where bad means good! Never mind. Sorry. Second: Yay! Movie [...]
Keep Reading


text:
Morales enters second trilogy bout in eventful career
To be considered for entrance into the Boxing Hall of Fame, it is almost a necessity that a fighter be blessed, and cursed, with a rival who gave as good as he got, who pushed him to unforeseen heights and pummeled him to savage depths.
Muhammad Ali needed Joe Frazier to shove him to another sphere of savage majesty, and the two entertained customers as they jostled for supremacy three times.
Morales |
Other fighters, like Floyd Mayweather, are still searching for the foes who own a like reservoir of weaponry, physical and mental, who can push their engines to full throttle.
There aren't many boxers who are fortunate enough to find themselves in more than one signature rivalry, but Mexican fight icon Erik Morales (48-4, 34 KOs) can boast two.
He has traded blood and demonstrated Canastota-level guts in his three fights with countryman Marco Antonio Barrera. On Saturday, Morales will step in with his other super-rival, the Filipino whirlwind Manny Pacquiao.
Pacquiao |
Barrera |
Morales, who's only 30 but who seems older because he's waged 52 wars since turning pro in 1993, has faced off twice with the human tsunami, Pacquiao (42-3-2).
Morales, the Tijuana-born hitter who answers to El Terrible, was coming off a loss to his principal rival, Barrera, when he met Pacquiao in Las Vegas on March 19, 2005. Morales had his hand raised, by scores of 115-113, 115-113, 115-113, at the end of the night. Pacquiao, though, evened the score when the two met in Vegas on Jan. 21, 2006, exerting severe pressure on a weight loss-depleted Morales en route to a 10th-round TKO win.
This time, the stakes are of a different scale than before. Morales comes off successive defeats, to slick mover Zahir Raheem, and Pacquiao, and if he loses in glaring fashion, there will be calls from critics that he hang up his mitts.
Thomas & Mack Center, Las Vegas • Junior lightweights: Manny Pacquiao (42-3-2, 32 KOs) vs. Erik Morales (48-4, 34 KOs), 12 rounds, rubber match • Junior welterweights: Ricardo Torres (29-1, 27 KOs) vs. Mike Arnaoutis (17-0-1, 9 KOs), 12 rounds, for a vacant title • Junior flyweights: Omar Nino (24-2-1, 10 KOs) vs. Brian Viloria (19-1, 12 KOs), 12 rounds, rematch, for Nino's title • Junior lightweights: Juan Carlos Salgado (16-0-1, 13 KOs) vs. Marcos Licona (23-8-1, 8 KOs), 8 rounds |
Morales was asked to compare and contrast the two rivalries.
"They are totally different," he said, through interpreter Ricardo Jimenez. "This fight with Pacquiao is a little more important because there is a lot at stake. That's how I've been looking at it."
And even though there are notable similarities between Morales and Pacquiao -- both grew up in less-than-plush circumstances -- the Mexican doesn't dwell on Pacquiao as anything other than someone who wants to knock his block off come Saturday.
"I respect both Barrera and Pacquiao as sportsmen," Morales said, "but a little more respect goes to Pacquiao because he gives everything in the ring, like I do."
Neither does Morales spend any time pondering the good fortune of having two willing combatants to spur him to exemplary levels of excellence.
"I don't think about that," he said. "I think fight to fight. Maybe in the future I'll look over my career. Now all I care about is fighting and what's next."
Morales implies that it is no coincidence that he is entering into the second memorable trilogy of his illustrious career, when other standouts are vainly combing the ranks for one.
"If you've seen my fights, you know I give the people what they want," he said. "Floyd Mayweather, for example, fights for himself. The fans see I give it my all, that's the big difference between me and a lot of fighters."
Michael Woods, the news editor for TheSweetScience.com, has written for ESPN The Magazine, GQ and the New York Observer.
- Molina To Test Broner's Will
- Molina has a plan for Saturday: Test Broner's chin.
Brian Campbell »
- Fury Wants Klitschko
- Fury took a big step toward a crack at the heavyweight title.
Scorecard »
- Frampton Answers The Bell
- Carl Frampton dominates, stops Chris Avalos.
Dan Rafael »


text:
Product Number: | GU41476 |
Item Price: | $7.99 |
Availability: | In Stock |
Shipping Weight: | 0.04 lb. |
Attach the power of Gunslick to your existing military cleaning rods. These new phosphor bronze brushes are designed specifically for .223 and .22 calibers and are a perfect compliment to military issued tools and provide the same rugged cleaning that active outdoorsman have come to expect and appreciate.
Customers who bought this item also purchased
Similar items: Brushes
Sort By:


text:
Hallo evryone . I have a program hosting .NET WebBrowser Control running on one network drive. After I installed Internet Explorer 9 the control can't be edited anymore. I suppose that program must be run in compatibility mode but this can't be set for a program on a network drive. The operating system is Windows 7. I thank in advance if you know the solution.
Take the 2-minute tour
Stack Overflow is a question and answer site for professional and enthusiast programmers. It's 100% free, no registration required.
Try using the latest version of .Net and the control in your application. Also refer to this question: Regarding IE9 WebBrowser control. You should probably clarify what you mean by 'the control can't be edited'. |


text:
Everton Football Club
- Nickname:Toffees
- Founded:1878
- Manager:Roberto Martinez
- Ground:Goodison Park
- Capacity:42440
- Last Game: 04-Mar-2015 19:45
- Stoke City2
Everton0 - Full match report
Toffees earn Moyes praise
15 Aug 2007 - 07:55:41
Everton boss David Moyes was full of praise for his players after they made it two wins out of two with a fine 3-1 victory at Tottenham Hotspur.
Goals from Joleon Lescott, Leon Osman and Alan Stubbs gave the Toffees a well-deserved win at White Hart Lane and made it six points out of six, following their 2-1 victory over Wigan Athletic at the weekend.
A buoyant Moyes said: "We got fourth three seasons ago. We're going to do the best we can, but I'm not going to come out and say we are going to do that.
"We don't have that expectation and I don't need to burden the players or myself with it. But I'll probably make myself think that I should.
"I really thought we played well, the effort and work-rate was incredible.
"The back four did well because this is a tough place. You have to keep your discipline and concentration."
Related Everton News
Related Everton News


text: Pop star Katy Perry has come under fire from members of various consumer advocacy groups for appearing to promote Pepsi soda by working with brand officials to advertise her new album. Campaigners from six different organisations, including the Center for Science in the Public Interest and the California Center for Public Health Advocacy, teamed up on Tuesday (22Oct13) to place a full-page ad in entertainment industry publication Variety. The page features an open letter addressed to the Roar hitmaker, and reads in part: "Virginia Slims and other tobacco companies used glamorous celebrities and models to position smoking as hip, sexy and rebellious. Today soda companies are using you and other celebrities to convince young people that drinking soda is hip, sexy and rebellious. 'Drink Pepsi and you can be cool like Katy Perry,' is the takeaway message for your young fans. 'Live for now' and worry about the health consequences later." The activists go on to urge Perry, who does not have an endorsement contract with Pepsi, to turn her back on the brand, which recently sponsored a fan competition to help decide which single the star should release next. The letter continues, "Kids love you, Katy Perry. You count many millions of teens and tweens among your 'KatyKats' (fans). Their devotion to you has brought incredible commercial success and wealth. But being popular among children brings with it an enormous responsibility. Don't exploit that popularity by marketing a product that causes disease in your fans." Perry has yet to respond to the ad attack, although a spokesperson for Pepsi has denied targetting kids by working with the singer. Pepsi representative Andrea Foote tells USA Today, "We have a long history of responsible advertising and marketing practices, including a commitment to not direct our advertising to audiences comprised predominantly of children under 12."