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- Ask Steven
- Boxing Day records at the MCG
Dec 29, 2013: I read that the crowd on Boxing Day at Melbourne was a world record for a cricket match. Is that right?
- The Ashes, Fourth Test
- Bairstow in line to replace Prior
Dec 25, 2013: Alastair Cook believes England's fresh start extends beyond team selection and offers opportunities to improve on all fronts
- Ask Steven
- Spending Christmas on the cricket field
Dec 23, 2013: Have England ever played a Test match on Christmas Day?
- The Ashes
- Battle-weary England slide again
Dec 6, 2013: England look jaded, joyless and over-reliant on tired players who have too many miles on the clock; it is hard to avoid the sense that their time has passed
- Ask Steven
- Catches win matches
Dec 6, 2013: In the first Ashes Test in Brisbane, 32 of the 37 wickets to fall were out caught. Is this some kind of record?
- Australia v England, 2nd Test, Adelaide
- England face up to rebuilding phase
Dec 3, 2013: Months of planning go into each Ashes series yet, ahead of this Test, England are in the uncomfortable position of having doubts over at least three positions in their side
- Australia v England, 1st Test, Brisbane, 2nd day
- 1st Test Highlights: Brisbane, Day 2
Nov 22, 2013: 2nd day highlights from the 1st Test in Brisbane
- Australia v England, 1st Test, Brisbane, 1st day
- 1st Ashes Test Highlights: Brisbane, Day 1
Nov 21, 2013
- Rewind to 1946
- 'A fine ****ing way to start a series'
Nov 21, 2013: Few tours have got off to a more controversial and acrimonious start than the first post-war Ashes series
- Australia v England, 1st Test, Brisbane
- No fear for England as four in a row looms
Nov 20, 2013: Whatever the pitches and whatever the attacks, England appear to have the stronger side, while Australia's bluff and bluster seems a sign of insecurity
- Ask Steven
- And that's stumps...
Oct 13, 2013: Which wicketkeeper made the most stumpings in Tests?
- Ask Steven
- Cricket's golden oldies
Oct 11, 2013: Who was the oldest man to make his ODI debut for a Test-playing country?
- Ask Steven
- The unwanted record
Oct 7, 2013: Which specialist batsman played the most Tests without ever scoring a hundred?
- Ask Steven
- Dominic at the double
Oct 4, 2013: Was Dominic Sibley the youngest player to score a double-century in first class cricket?
- The Ashes 2013-14
- Rankin likely for Ashes, but questions remain
Sep 21, 2013: Debates over the identity of the second spinner, reserve wicketkeeper and reserve batsmen will occupy the minds of the England selectors ahead of the announcement of the Ashes squad on Monday
- Ask Steven
- Bowing out with a one-day hundred
Aug 30, 2013: Has anyone scored a century in a one-day international and never played again?
- Ask Steven
- Swann's spin harks back to a different era
Aug 28, 2013: Who was the last England spinner before Graeme Swann to take 25 wickets in a home Test series?
- Cricket
- Back Cook to finally shine in Ashes finale
Aug 20, 2013: The first half of the Ashes feats/overkill reaches a conclusion at The Oval where for the first time since Botham's annus mirabilis in 1981 England head to Kennington with the series wrapped up
- Eng v Aus, 4th Ashes Test, Chester-le-Street, 1st day
- Lyon's simple ploy that foxed England
Aug 9, 2013: Nathan Lyon is not a 'modern' offspinner but his old-school values have served him well
- England v Australia, 4th Ashes Test, Chester-le-Street, 1st day
- England's self-inflicted wounds show muddled thinking
Aug 9, 2013: England's batsmen did not appear to know whether to stick or twist on the opening day, but should have followed the lead of their captain
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Classic Touch MIB35 Tervy Stainless Steel Decorative Bowl with Brass Leaf Design
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This stainless steel decorative bowl with brass leaf design by Classic Touch is part of the Tervy collection.
Stainless Steel Bowl with Brass Leaf Design
Update your tabletop with this contemporary, stainless steel round bowl. Made of durable stainless steel with brass leaf, this bowl blends with any tabletop presentation. This contemporary stainless steel bowl is two-tone and hammered. Decorated with brass leaf design this bowl graces any tabletop presentation.
Materials: | Stainless Steel | |
Weight: | 2.5 Pounds | |
Spring Decor Type Search through different spring pieces organized for adding new touches to this seasons decor collection or to build from the ground up with products designed for different functions within your home. | Spring Decor Type | Decorative Bowls |
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A man who beheaded a fellow passenger aboard a Greyhound bus in Manitoba...
Technology , Gottarent.com
CBS now uses FilmTrack to organize more than 60,000 hours of content.
Curt Harnett is about to watch me die.
Kylie Jenner has admitted she doesn't want to open up incase people judge...
Cartoon by Theo Moudakis.
It's already well-established; Canadians love their trucks – especially...
ELORA — Skiing across Antarctica in a whiteout, his aching feet stumbling...
WATERLOO REGION — The Waterloo Wildfire and Cambridge Turbos are travelling east with the same goal in mind — a gold-medal performance at the Canadian ringette championships.
The Wildfire will compete in Fredericton in the 20-team, under-19 division while the Turbos will square off against seven other squads in the elite National Ringette League event.
Both teams will see action beginning Monday at the tournament that will attract 42 teams in three levels, with the under-16 division attracting 16 teams. About 1,000 athletes, 200 coaches and 50 officials from across the country will be on hand.
"The calibre of play is such that there will be a lot of teams that will be competitive and capable of winning, and we are in that group," said Wildfire head coach David Duncan.
"We finished third at the Ontario championship but feel that, on any given day, we are capable of beating the teams that finished ahead of us (Nepean and Ottawa). We're not psyched about playing either of them."
Duncan's daughter, Tori, leads the Wildfire offence and is coming off a 60-game season in which she scored 75 goals and 158 points.
Taryn Collins of Fergus was next with 68 goals and 130 points, while Jillian Schouppe of Heidelberg had 37 goals and 125 points. Kitchener's Hannah Fishbein, who missed 37 games with a knee injury, is another offensive threat, scoring 44 points in just 23 games.
Another of the coach's daughters, Danielle, helped Canada East to victory at the under-19 world championship and anchors the Wildfire defence along with Hailie Pavenal of Conestogo and Shonagh Haalboom of Kitchener.
Waterloo residents Emily Ferguson and Brianna Brick will be see action in net.
The Wildfire begin play Monday morning with a game against Nova Scotia and that same afternoon face Outaouais, the top-ranked team from Quebec.
Play continues throughout the week, with the championship final and bronze-medal match to be contested on Saturday. Twenty teams are competing in five pools, a field that includes Ontario's fourth-ranked team, the Guelph Predators. Forward Meghan Lanteigne of Kitchener competes for the Royal City outfit.
The Turbos will face the Prairie Fire, Calgary Rath, Atlantic Attack, Gloucester Devils, B.C. Thunder, Montreal Mission and Richmond Hill Lightning in the NRL tournament.
Turbos head coach Glen Gaudet said the championship is up for grabs. "Our teams traditionally go to compete for a gold medal and I think there are seven teams that could win it this year, with us being one of them. It will come down to hot goaltending and who's healthy," he said.
"With the game being so much more physical than it used to be, survival is part of the task at hand."
The Turbos are led on offence by the one-two punch of Emily Bakker (124 points) and Jackie Gaudet (119), with Shannon Barber (67) and Taylor Campbell (52) also chipping in.
The Turbos' young defence will be called upon to stand tall against the country's top teams, with Canada East under-19 star Sydney Granger of Dorchester leading the way.
Jenna Dupuis of Whitby and Laura Jones of Cambridge are also 19 and will both see significant ice time. Mellisa Findley, 25, of Oshawa and Susanna Saareia, 27, of Finland provide a veteran presence in front of goaltender Meghan Pittaway of Cambridge.
The Turbos finished second in the NRL's East Conference with a 23-4-0-1 record and swept River Sud in a best-of-three series to advance to Fredericton.
Cambridge faces Calgary in its first game on Monday night. The NRL gold-medal game will be played on Saturday.
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Salt? I think I'll pass
Follow The JC on Twitter
Ian Marber
While chefs and cooks run wild, getting a little chubby and celebrating indulgence, many people have the notion that we nutrition folk sit in the corner rolling our eyes and sighing about poor food choices.
I hope that I sit somewhere in the middle, as I am passionate about food, but use my experience and training to steer a comfortable course between indulgence and abstention, eating and dieting, feasting and fasting. And that is my aim for this column — to explore the truth behind popular nutrition myths and advise on day-to-day health issues without losing the joy of eating.
Of course, we all know what we should be doing, more or less, but how to apply that knowledge isn't always straightforward. Take salt for example — a diet with more than 6g of salt a day can raise the risk of heart disease or a stroke by as much as 13 per cent.
Excess salt in the diet disrupts the fine balance between sodium and potassium in the blood (the salt used in food is 40 per cent sodium, 60 per cent chloride), which leads to excess fluid in the body and in turn raises blood pressure.
There is a popular misconception that only poor quality, pre-prepared food (typified by takeaways and ready meals) contain high salt levels, and those of us who eat mostly home-cooked food are unlikely to get anywhere near 6g a day.
The truth is that salt is found in the most unlikely of places, from breakfast cereals to sauces, and while eating home-cooked food is certainly an excellent way to reduce intake, you can still do more.
There are some obvious steps — get salt-free stock cubes or powder, and when buying sauces or condiments, check the nutrition panel on the label and avoid those with more than 0.25g per 100g (or per ml).
It may not a staple in the average larder but I recommend getting a tub of mango powder, available in most Asian markets, and adding a small pinch to food — either while it is cooking or after it is prepared — where you might previously have used salt. It adds a depth of flavour in much the same way without any effects on blood pressure.
Remember that reducing salt at home will compensate for the unavoidable salt that you might be eating the rest of the day.
Ian Marber is one of the UK's most highly regarded nutrition experts and the author of 11 books. Follow him at Twitter @IanMarber
Spiced fruit, pistachio and poppy seed crown
A royally good bakes for Purim
Fluden with walnuts, poppy seeds and apples
Three delicious fillings nestled between four layers of wine-soaked pastry
Almond tart for kings and queens
A cake eaten in France to celebrate the biblical Three Kings
Sesame and soy roasted cauliflower
Cauliflower is very much the flavour of the season


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Our Guest will be Mr. Adam Jackson at www.mradamjackson.com. Adam will be speaking about his newly released book "Speak It, Achieve It, Receive It"!
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The Hollywood Reporter – A bartender fills our glasses with a "nice, heavy cab," [Kyle] Chandler's request, as we talk at length about his role as Coach Taylor on Friday Night Lights — with which he is so closely associated, you find yourself wondering where Taylor ends and Chandler begins. …
The irony, of course, is that Chandler had reservations about taking the Coach Taylor role. "Billy Bob [Thornton] played the original coach [in the 2004 movie], and I thought, 'I'm not old enough, I don't have that,' " he says. Plus, he wasn't exactly a sports buff, much less an athlete. "He's not that guy who's going to sit down on Sunday and watch eight hours of football," says Taylor Kitsch (who played FNL's Tim Riggins), with whom he bonded during long motorcycle rides. Chandler found inspiration in a biography of New England Patriots coach Bill Belichick but acknowledges: "I couldn't coach my way out of a paper bag."
If you needed any more proof of the greatness of Bill Belichick, and I can't imagine why you would, here it is. So mighty is his coaching superpower that an effete Cabernet-sipping Hollywood pretty boy with no knowledge of football of any kind can give arguably the greatest football coaching acting performance simply by reading a biography of him. Not because Kyle Chandler met with him. Not because he followed The Hooded One around and studied his mannerisms and how he does his job the way some method actors will work with cops or soldiers to prepare for a role. No. This non-football fan learned how to play Coach Taylor just from a book about Belichick. That would be like me playing the Queen of England just from reading about her and nailing the role.
And make no mistake, Kyle Chandler did give probably the greatest portrayal of a football coach ever. You could throw in Pat O'Brien in "Knute Rockne, All American" for sure. Al Pacino chewed scenery in "Any Given Sunday" but I loved it for the unintentional comedy. Gene Hackman was slumming in "The Replacements" so he doesn't count. And I'll give it to Henry Winkler in "The Waterboy" and Billy Bob Thornton's portrayal as Coach Taylor in the movie version of "FNL." But no one ever nailed the role of a football coach better than Kyle Chandler did, and now we know who deserves the credit.
Bill Belichick is not only the best real coach in the world, he's the best fictional one as well. They should've have given the Best Actor in a Drama Series Emmy to him.
We're on to Dillon.
TMZ — The Rob Gronkowski party trains rolls on … there were hot chicks (a lot of them), bottles of champagne, a Lombardi Trophy shaped cake … and TMZ Sports has the EPIC party video.
The Patriots superstar hit up Surrender Nightclub at the Encore hotel in Vegas last night … and did what Gronk does — got super turnt up and smashed stuff!!!
Sources at the club tell us Gronk arrived around 1AM … pounded champagne straight from the bottle, danced on stage, and showered the crowded with bubbly.
Best part … Gronk SPIKING the football cake … on his brothers head!
By my math, this is a four-paragraph, four-exclamation point gossip-site post about the Gronkowski brothers. In other words, it was a pretty tame weekend for them all around. I mean, this took place at 1 a.m. and not one of them had gone Shirtless O'Clock yet? Gronk must be starting his training for OTAs.
I have one rhetorical question, though: Is there anyone left who still gets their panties in a bunch about the way Gronk conducts himself? For a while there it was in vogue to rip him for the way he has fun with his brothers and paint him as an irresponsible party boy who should be home every night a comfy chair by the fireplace reading James Joyce or something. The Boston media market was lousy with modern-day Puritans, furrowing their brow disapprovingly, wagging their fingers and tsk-tsking him for being "reckless," not taking care of himself and hurting his team. Right. Because we all remember how the '70s Bruins, the '80s Celtics and the Red Sox of the 2000s were all guys who drank a glass of warm milk and went to bed at 9 p.m. every night.
My point being that I wouldn't change an iota about Rob Gronkowski. Not one synapse of his brain, not one strand of his DNA. He's a guy who's enjoying his life. Who has fun in his free time with the exact same enthusiasm he works at his football. He's a force of nature, and you don't try to quell that. Asking him to change the way he conducts himself would be like, to steal a phrase from "The Sound of Music" of all damned things, trying to keep a wave upon the sand.
Besides, there is no one being as responsible as he is. He's got his buddy Goon to drive the party bus and get everyone home safely. He's got his brothers and his dad with him. In a world where you've got guys like Baltimore Ravens Victor Hampton driving drunk 100 mph in a 55 zone, if you've got a problem with Gronk spiking a cake off his brother's head on a February night in Vegas, you have a problem with happiness.
Don't ever change, Gronk. Except to get even more awesome, if that's even possible.
https://t.co/6V4Ql8gd0e There are repercussions to your actions in the real world
' Curt Schilling (@gehrig38) March 1, 2015
It appears one of Schilling's vulgar trolls works for Yankees @DandCShow: The face of @primetime227, Sean MacDonald. pic.twitter.com/iqpbBgZMcp'
' Gerry Callahan (@GerryCallahan) March 2, 2015
Adam Nagel is one sexy guy. pic.twitter.com/CWGSdvyxWQ
' Dennis and Callahan (@DandCShow) March 2, 2015
Curt Schilling on 38Pitches — My daughter, my one and only daughter, has worked her ass off playing sports the past 9-10 years. She's loved it, and I've loved being able to both watch, and coach along the way.
Last week we were told she'd been accepted to college and will begin playing softball there next year.
Clearly an incredibly proud day. …
And of course, like any dad in the modern world I said so. …
And tweets with the word rape, bloody underwear and pretty much every other vulgar and defiling word you could likely fathom began to follow. …
"The Sports Guru'? Ya he's a DJ named Adam Nagel (DJ is a bit strong since he's on the air for 1 hour a week) on Brookdale Student Radio at Brookdale Community College. How do you think that place feels about this stud representing their school? You don't think this isn't going to be a nice compilation that will show up every single time this idiot is googled the rest of his life? What happens when a potential woman he's after googles and reads this?
The other clown? He's VP of the Theta Xi fraternity at Montclair State University. I gotta believe if Theta Xi is cool with a VP of one of their chapters acting like this I'd prefer to have no one I know in it. Also, does anyone attending Montclair State University have a student handbook? If so can you pass it along because I am pretty sure there are about 90 violations in this idiots tweets.
I stopped because the rest was more of the same. And while these, to me as a dad, are just stupid and vile in ways you can't fathom, they aren't alone.
This is the story Dennis & Callahan were all over Monday morning. And in the same way they couldn't read a single one of the tweets Curt Schilling posted on his blog from these creepshows, I can't put them here unless I want to get WEEI.com blocked at every decent workplace in America. But I recommend you click the link to Schilling's site and read them. But as it said above the doors to Dante's "Inferno," "Abandon all hope, ye who enter here." It's a journey into the subhuman mind, and you're not going to feel good about your fellow man when you come out the other side.
While I'm not entirely convinced I would've done what Schilling did here, I do applaud him for having the courage of his convictions to out these scumbags. You just obviously hope that the repercussions on this will only fall on the dark, soulless cowards like DJ Adam Nagel and the pride of Theta Xi, Sean MacDonald, and not Schilling or his family. What he seemed to doing here is betting on the collective goodwill of humanity to defeat a small number of these troglodytes, and so far the gamble appears to be paying off. Check the Twitter page of either one of these guys and you see their castles being stormed by fed-up people demanding they answer for themselves, while both guys are just in hiding someplace. So, well played, Schill.
Which, by the way, is typical behavior of your Internet trolling classes. They somehow talk themselves into the delusion that all communication is one way. That social media exists as a megaphone for them to shout from, and the rest of will listen but can't yell back. And when they are held accountable for the stuff that comes out of their keypads, they jump down a spider hole and act like they're the victims.
So apparently Nagel and MacDonald won't do the right thing, defend themselves and explain why they want to sexually assault a college girl for the crime of having a famous father who's proud of her. And if they don't, then it's up to the rest of us to do the right thing by going all scorched Earth on them until they break. And for the people who employ these dirtbags to fire them or explain why.


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Details Report for:
21-1012.00 - Educational, Guidance, School, and Vocational Counselors
Counsel individuals and provide group educational and vocational guidance services.
Sample of reported job titles: Academic Advisor, Academic Counselor, Advisor, Career Center Director, Career Counselor, Career Services Director, College Counselor, Counselor, Guidance Counselor, School Counselor
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 | Additional Information
Tasks Save Table (XLS/CSV)
Importance |
Category | Task | |
90 | Core | Counsel individuals to help them understand and overcome personal, social, or behavioral problems affecting their educational or vocational situations. | |
86 | Core | Provide crisis intervention to students when difficult situations occur at schools. | |
85 | Core | Confer with parents or guardians, teachers, administrators, and other professionals to discuss children's progress, resolve behavioral, academic, and other problems, and to determine priorities for students and their resource needs. | |
83 | Core | Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. | |
82 | Core | Prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks. | |
81 | Core | Evaluate students' or individuals' abilities, interests, and personality characteristics using tests, records, interviews, or professional sources. | |
81 | Core | Identify cases of domestic abuse or other family problems and encourage students or parents to seek additional assistance from mental health professionals. | |
80 | Core | Counsel students regarding educational issues, such as course and program selection, class scheduling and registration, school adjustment, truancy, study habits, and career planning. | |
75 | Core | Provide special services such as alcohol and drug prevention programs and classes that teach students to handle conflicts without resorting to violence. | |
72 | Core | Conduct follow-up interviews with counselees to determine if their needs have been met. | |
72 | Core | Instruct individuals in career development techniques such as job search and application strategies, resume writing, and interview skills. | |
68 | Core | Collaborate with teachers and administrators in the development, evaluation, and revision of school programs and in the preparation of master schedules for curriculum offerings. | |
68 | Core | Assess needs for assistance such as rehabilitation, financial aid, or additional vocational training, and refer clients to the appropriate services. | |
66 | Core | Prepare reports on students and activities as required by administration. | |
65 | Core | Observe students during classroom and play activities to evaluate students' performance, behavior, social development, and physical health. | |
65 | Core | Teach classes and present self-help or information sessions on subjects related to education and career planning. | |
65 | Core | Plan and conduct orientation programs and group conferences to promote the adjustment of individuals to new life experiences such as starting college. | |
63 | Core | Attend meetings, educational conferences, and training workshops and serve on committees. | |
60 | Core | Plan and promote career and employment-related programs and events, such as career planning presentations, work-experience programs, job fairs, and career workshops. | |
57 | Core | Establish and enforce administration policies and rules governing student behavior. | |
56 | Core | Address community groups, faculty, and staff members to explain available counseling services. | |
88 | Supplemental | Review transcripts to ensure that students meet graduation or college entrance requirements and write letters of recommendation. | |
77 | Supplemental | Provide students with information on such topics as college degree programs and admission requirements, financial aid opportunities, trade and technical schools, and apprenticeship programs. | |
69 | Supplemental | Compile and study occupational, educational, and economic information to assist counselees in determining and carrying out vocational and educational objectives. | |
68 | Supplemental | Refer students to degree programs based on interests, aptitudes, or educational assessments. | |
67 | Supplemental | Interview clients to obtain information about employment history, educational background, and career goals, and to identify barriers to employment. | |
62 | Supplemental | Refer qualified counselees to employers or employment services for job placement. | |
62 | Supplemental | Establish contacts with employers to create internship and employment opportunities for students. | |
61 | Supplemental | Plan, direct, and participate in recruitment and enrollment activities. | |
59 | Supplemental | Supervise, train, and direct professional staff and interns. | |
56 | Supplemental | Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. | |
56 | Supplemental | Establish and supervise peer counseling and peer tutoring programs. | |
55 | Supplemental | Provide information for teachers and staff members involved in helping students or graduates identify and pursue employment opportunities. | |
46 | Supplemental | Sponsor extracurricular activities such as clubs, student organizations, and academic contests. |
Tools & Technology Save Table (XLS/CSV)
Tools used in this occupation:
Desktop computers |
Digital camcorders or video cameras — Video recorders |
Digital video disk players or recorders — Digital video disk DVD players |
Digital voice recorders — Audio recorders |
Instant messaging platform — Yahoo! Messenger |
Liquid crystal display projector — Liquid crystal display LCD projectors; Projection equipment |
Notebook computers — Laptop computers |
Personal digital assistant PDAs or organizers — Personal digital assistants PDA |
Photocopiers — Photocopying equipment |
Videoconferencing systems — Videoconferencing equipment |
Technology used in this occupation:
Analytical or scientific software — ACT WorkKeys; Computerized diagnostic programs; Computerized testing programs; Counseling software (see all 7 examples) |
Data base user interface and query software — Microsoft Access; Social Solutions ETO; Student information systems SIS; Zoomerang (see all 18 examples) |
Electronic mail software — Email software; Microsoft Outlook; Yahoo! Email |
Graphics or photo imaging software — Adobe Systems Adobe Photoshop software |
Internet browser software — Microsoft Internet Explorer *; Web browser software |
Network monitoring software — Computer-assisted live supervision |
Presentation software — Blackboard Wimba; Microsoft PowerPoint; Prezi |
Project management software — Palm Pal Transana; Productivity software |
Spreadsheet software — EZAnalyze; Microsoft Excel |
Web page creation and editing software — Orbius; Web page design and editing software |
* Software developed by a government agency and/or distributed as freeware or shareware.
Knowledge Save Table (XLS/CSV)
Importance |
Knowledge |
95 | 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. | |
91 | 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. | |
85 | English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | |
83 | 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. | |
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. | |
76 | Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. | |
62 | 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. | |
62 | 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. | |
60 | Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. | |
48 | Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. | |
47 | 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. | |
46 | Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. | |
45 | 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. | |
45 | 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. | |
44 | 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. | |
37 | 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. | |
36 | History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. | |
33 | 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. | |
28 | Telecommunications — Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems. | |
25 | Economics and Accounting — Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data. | |
22 | 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. | |
21 | 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. | |
21 | Transportation — Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits. | |
20 | Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. | |
17 | 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. | |
17 | Production and Processing — Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. | |
16 | Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. | |
14 | Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance. | |
12 | 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. | |
7 | Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. | |
6 | 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. | |
6 | 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. | |
5 | Food Production — Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques. |
Skills Save Table (XLS/CSV)
Importance |
Skill |
85 | 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. | |
85 | Speaking — Talking to others to convey information effectively. | |
81 | Reading Comprehension — Understanding written sentences and paragraphs in work related documents. | |
81 | Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. | |
75 | Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. | |
75 | Writing — Communicating effectively in writing as appropriate for the needs of the audience. | |
72 | Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |
69 | Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. | |
69 | Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |
69 | Service Orientation — Actively looking for ways to help people. | |
66 | Instructing — Teaching others how to do something. | |
66 | Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
66 | Negotiation — Bringing others together and trying to reconcile differences. | |
66 | Time Management — Managing one's own time and the time of others. | |
63 | Coordination — Adjusting actions in relation to others' actions. | |
63 | Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
63 | Persuasion — Persuading others to change their minds or behavior. | |
60 | Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. | |
56 | Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job. | |
53 | 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. | |
31 | Mathematics — Using mathematics to solve problems. | |
22 | Operation Monitoring — Watching gauges, dials, or other indicators to make sure a machine is working properly. | |
19 | Technology Design — Generating or adapting equipment and technology to serve user needs. | |
16 | Programming — Writing computer programs for various purposes. | |
13 | Science — Using scientific rules and methods to solve problems. | |
6 | Management of Financial Resources — Determining how money will be spent to get the work done, and accounting for these expenditures. | |
6 | Management of Material Resources — Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work. | |
6 | Operation and Control — Controlling operations of equipment or systems. | |
3 | Quality Control Analysis — Conducting tests and inspections of products, services, or processes to evaluate quality or performance. | |
0 | Equipment Maintenance — Performing routine maintenance on equipment and determining when and what kind of maintenance is needed. | |
0 | Equipment Selection — Determining the kind of tools and equipment needed to do a job. | |
0 | Installation — Installing equipment, machines, wiring, or programs to meet specifications. | |
0 | Operations Analysis — Analyzing needs and product requirements to create a design. | |
0 | Repairing — Repairing machines or systems using the needed tools. | |
0 | Troubleshooting — Determining causes of operating errors and deciding what to do about it. |
Abilities Save Table (XLS/CSV)
Importance |
Ability |
85 | Oral Expression — The ability to communicate information and ideas in speaking so others will understand. | |
81 | Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
81 | Written Comprehension — The ability to read and understand information and ideas presented in writing. | |
78 | Written Expression — The ability to communicate information and ideas in writing so others will understand. | |
75 | Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. | |
75 | 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. | |
75 | Speech Clarity — The ability to speak clearly so others can understand you. | |
72 | Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
72 | Speech Recognition — The ability to identify and understand the speech of another person. | |
63 | 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). | |
60 | 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). | |
60 | Near Vision — The ability to see details at close range (within a few feet of the observer). | |
60 | 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. | |
56 | Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
56 | Selective Attention — The ability to concentrate on a task over a period of time without being distracted. | |
53 | 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). | |
47 | Far Vision — The ability to see details at a distance. | |
47 | 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. | |
44 | Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. | |
41 | 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. | |
38 | Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem. | |
38 | Memorization — The ability to remember information such as words, numbers, pictures, and procedures. | |
38 | Speed of Closure — The ability to quickly make sense of, combine, and organize information into meaningful patterns. | |
35 | 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. | |
35 | Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly. | |
28 | Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness. | |
28 | Visual Color Discrimination — The ability to match or detect differences between colors, including shades of color and brightness. | |
25 | Auditory Attention — The ability to focus on a single source of sound in the presence of other distracting sounds. | |
22 | Explosive Strength — The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object. | |
22 | Gross Body Coordination — The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. | |
22 | Gross Body Equilibrium — The ability to keep or regain your body balance or stay upright when in an unstable position. | |
22 | Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears. | |
22 | Stamina — The ability to exert yourself physically over long periods of time without getting winded or out of breath. | |
22 | Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects. | |
19 | 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. | |
19 | 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. | |
16 | 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. | |
16 | Control Precision — The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. | |
16 | 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. | |
6 | 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. | |
6 | Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. | |
6 | Extent Flexibility — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs. | |
3 | 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. | |
3 | 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. | |
0 | Dynamic Flexibility — The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs. | |
0 | Glare Sensitivity — The ability to see objects in the presence of glare or bright lighting. | |
0 | Night Vision — The ability to see under low light conditions. | |
0 | Peripheral Vision — The ability to see objects or movement of objects to one's side when the eyes are looking ahead. | |
0 | Sound Localization — The ability to tell the direction from which a sound originated. | |
0 | Spatial Orientation — The ability to know your location in relation to the environment or to know where other objects are in relation to you. | |
0 | Speed of Limb Movement — The ability to quickly move the arms and legs. | |
0 | Wrist-Finger Speed — The ability to make fast, simple, repeated movements of the fingers, hands, and wrists. |
Work Activities Save Table (XLS/CSV)
Importance |
Work Activity |
91 | Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
91 | Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
90 | Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
89 | Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
89 | Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. | |
82 | Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
79 | Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
78 | Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. | |
76 | 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.
76 | Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
76 | Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
75 | Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
74 | Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
74 | Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
74 | Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
72 | Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
71 | Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
71 | 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. | |
71 | Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others. | |
67 | Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
64 | Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
62 | Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. | |
61 | 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. | |
60 | Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
58 | Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. | |
57 | Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
56 | Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
55 | Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks. | |
43 | Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
31 | Selling or Influencing Others — Convincing others to buy merchandise/goods or to otherwise change their minds or actions.
27 | 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. | |
20 | 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. | |
18 | Monitoring and Controlling Resources — Monitoring and controlling resources and overseeing the spending of money. | |
15 | Handling and Moving Objects — Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. | |
10 | Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. | |
7 | Controlling Machines and Processes — Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). | |
6 | Staffing Organizational Units — Recruiting, interviewing, selecting, hiring, and promoting employees in an organization. | |
5 | 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. | |
4 | 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. | |
3 | Operating Vehicles, Mechanized Devices, or Equipment — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft. | |
2 | 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. |
Work Context Save Table (XLS/CSV)
Work Context |
Percentage of Top Responses |
Electronic Mail — How often do you use electronic mail in this job? |
Telephone — How often do you have telephone conversations 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? |
Letters and Memos — How often does the job require written letters and memos? |
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? |
Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
Work With Work Group or Team — How important is it to work with others in a group or team in this job? |
Deal With External Customers — How important is it to work with external customers or the public in this job? |
Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
Duration of Typical Work Week — Number of hours typically worked in one week. |
Frequency of Conflict Situations — How often are there conflict situations the employee has to face in this job? |
Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in 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? |
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? |
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? |
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? |
Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
Spend Time Sitting — How much does this job require sitting? |
Time Pressure — How often does this job require the worker to meet strict deadlines? |
Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
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? |
Deal With Physically Aggressive People — How frequently does this job require the worker to deal with physical aggression of violent individuals? |
Responsibility for Outcomes and Results — How responsible is the worker for work outcomes and results of other workers? |
Exposed to Disease or Infections — How often does this job require exposure to disease/infections? |
Public Speaking — How often do you have to perform public speaking in this job? |
Responsible for Others' Health and Safety — How much responsibility is there for the health and safety of others in this job? |
Consequence of Error — How serious would the result usually be if the worker made a mistake that was not readily correctable? |
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? |
Level of Competition — To what extent does this job require the worker to compete or to be aware of competitive pressures? |
Spend Time Standing — How much does this job require standing? |
In an Enclosed Vehicle or Equipment — How often does this job require working in a closed vehicle or equipment (e.g., car)? |
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? |
Outdoors, Exposed to Weather — How often does this job require working outdoors, exposed to all weather conditions? |
Spend Time Walking and Running — How much does this job require walking and running? |
Indoors, Not Environmentally Controlled — How often does this job require working indoors in non-controlled environmental conditions (e.g., warehouse without heat)? |
Spend Time Making Repetitive Motions — How much does this job require making repetitive motions? |
Degree of Automation — How automated is the job? |
Spend Time Bending or Twisting the Body — How much does this job require bending or twisting your body? |
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? |
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? |
Exposed to Contaminants — How often does this job require working exposed to contaminants (such as pollutants, gases, dust or odors)? |
Work Schedules — How regular are the work schedules for this job? |
Outdoors, Under Cover — How often does this job require working outdoors, under cover (e.g., structure with roof but no walls)? |
Spend Time Kneeling, Crouching, Stooping, or Crawling — How much does this job require kneeling, crouching, stooping or crawling? |
Exposed to Minor Burns, Cuts, Bites, or Stings — How often does this job require exposure to minor burns, cuts, bites, or stings? |
Extremely Bright or Inadequate Lighting — How often does this job require working in extremely bright or inadequate lighting conditions? |
Spend Time Keeping or Regaining Balance — How much does this job require keeping or regaining your balance? |
Cramped Work Space, Awkward Positions — How often does this job require working in cramped work spaces that requires getting into awkward positions? |
Exposed to Hazardous Conditions — How often does this job require exposure to hazardous conditions? |
Exposed to Hazardous Equipment — How often does this job require exposure to hazardous equipment? |
Exposed to High Places — How often does this job require exposure to high places? |
Exposed to Radiation — How often does this job require exposure to radiation? |
Exposed to Whole Body Vibration — How often does this job require exposure to whole body vibration (e.g., operate a jackhammer)? |
In an Open Vehicle or Equipment — How often does this job require working in an open vehicle or equipment (e.g., tractor)? |
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.) |
Spend Time Climbing Ladders, Scaffolds, or Poles — How much does this job require climbing ladders, scaffolds, or poles? |
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 Five: Extensive Preparation Needed |
Education | Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree). |
Related Experience | Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. |
Job Training | Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. |
Job Zone Examples | These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, sports medicine physicians, wildlife biologists, school psychologists, surgeons, treasurers, and controllers. |
SVP Range | (8.0 and above) |
Percentage of Respondents |
Education Level Required |
93 | Master's degree |
4 | Post-master's certificate |
2 | Bachelor's degree |
Interests Save Table (XLS/CSV)
Occupational Interest |
Interest |
100 | Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. | |
45 | 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. | |
45 | 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. | |
39 | 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 | 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 | 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. |
Work Styles Save Table (XLS/CSV)
Importance |
Work Style |
97 | Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
97 | Integrity — Job requires being honest and ethical. | |
92 | Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
92 | Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
89 | Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
88 | Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
88 | Initiative — Job requires a willingness to take on responsibilities and challenges. | |
88 | Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job. | |
88 | Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. | |
87 | Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. | |
85 | Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. | |
85 | Persistence — Job requires persistence in the face of obstacles. | |
80 | 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. | |
74 | Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
73 | Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
73 | 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 |
100 | 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. | |
72 | 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. | |
67 | 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. | |
61 | Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
61 | 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. | |
45 | 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. |
Related Occupations Save Table (XLS/CSV)
19-3031.01 | School Psychologists |
19-3031.03 | Counseling Psychologists |
21-1013.00 | Marriage and Family Therapists |
21-1014.00 | Mental Health Counselors Bright Outlook |
25-1066.00 | Psychology Teachers, Postsecondary |
25-1081.00 | Education Teachers, Postsecondary |
25-1113.00 | Social Work Teachers, Postsecondary |
25-2031.00 | Secondary School Teachers, Except Special and Career/Technical Education |
25-3011.00 | Adult Basic and Secondary Education and Literacy Teachers and Instructors |
25-9031.00 | Instructional Coordinators |
Wages & Employment Trends
Median wages (2013) | $25.77 hourly, $53,600 annual |
State wages | |
Employment (2012) | 262,000 employees |
Projected growth (2012-2022) | Average (8% to 14%) |
Projected job openings (2012-2022) | 87,000 |
State trends | |
Top industries (2012) | Educational Services (81% 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.
Job Openings on the Web
Sources of Additional Information
Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.
- School and Career Counselors . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2014-15 Edition.


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Amitav Acharya
Obama will struggle for balance in Asia
PUBLISHED: 12 Nov 2012 00:08:19 | UPDATED: 12 Nov 2012 04:53:15PUBLISHED: 12 Nov 2012 PRINT EDITION: 12 Nov 2012Although Asian stockmarkets are buoyed and governments relieved by Barack Obama's re-election as the 44th President of the US, major uncertainties loom in the Asia policy of his second administration.
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People | Barack Obama, Mitt Romney |
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Today the Belgian Minister of Justice speaks about torture in Europe, Boris Nemtsov is buried in Moscow, and a Greek University wins the ECHR Moot Court.
latest reports
24 February 2015
GRECO publishes a report on Poland (Polish version)
24 February 2015
GRECO published a report on Austria
Council of Europe journal
The Václav Havel Human Rights Prize
Treaty office
2 March 2015
San Marino signed the Convention for the Protection of Individuals with regard to Automatic Processing of Personal Data (ETS No. 108).
27 February 2015
Hungary ratified the Additional Protocol to the Criminal Law Convention on Corruption (ETS No. 191).
2 March
Conference to examine challenges for preventing ill-treatment and torture in Europe
2-3 March


text: 87-711 Meaulu Road , Status: Off Market MLS#: 1212328 Contact Email this listing Share on Pinterest Share on Google+ Share on Facebook Share on Twitter Calculate Mortgage Print Flyer Get Directions Request a Showing Off Market 87-711 Meaulu Road, Waianae, HI 96792 is no longer on the market or has been removed from the MLS. Similar to 87-711 Meaulu Road: Ask an Agent About 87-711 Meaulu Road * Required fields Send Your Question × Monthly Payment Estimator Price: Down Payment: % Loan Amount: Loan Type: 30 Year Fixed 15 Year Fixed 5/1 ARM Interest Rate: % Est. Tax & Insurance: % ($/mo.) × Email a Listing 87-711 Meaulu Road, Waianae HI, 96792 From: Name: Email: To: Name: Email: Subject: Message: Take a look at this property I found on BestHawaiiRealestateSearch.com: http://www.besthawaiirealestatesearch.com/homes/87-711-Meaulu-Road/Waianae/HI/96792/26862991/ Send a copy of this message to me Send Email


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Mutiny at Dawn - Transpac Race 2013
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Re: Mutiny at Dawn - Transpac Race 2013
Originally Posted by
The whole water bit seems to be their main sticking point. Yet, from the description (
i.e., Jane taping up the faucet & hiding the bottled water, complaints about only getting 1.5L of water a day
), I was left with the impression that they were acting like rebellious teens trying to sneak water above and beyond whatever they were being rationed. Which, in turn, begs the question, if they were so worried about running out of water, why were they trying to sneak extra water? Idunno. Maybe it's just me but the logic seems rather circular.
If it's hot and you're doing the kind of strenuous work often required on a sailboat, 1.5 l of water is not nearly enough. Is that what this "captain" planned for? It isn't even enough if you're sitting on your butt doing nothing. Water is a CRITICAL issue. Keeping hydrated is a long-known critical factor in any sport. Planning to deprive crew members of adequate water is ludicrous.
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What does HAZMAT mean in Ocean Science?
This page is about the meanings of the acronym/abbreviation/shorthand HAZMAT in the Academic & Science field in general and in the Ocean Science terminology in particular.
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- HAZMAT(noun)
- an abbreviation for `hazardous material' used on warning signs
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"HAZMAT." Abbreviations.com. STANDS4 LLC, 2015. Web. 2 Mar. 2015. <http://www.abbreviations.com/term/43912>.
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A Robust U.S. Job Market Is Expected to Keep Delivering March 5, 2015 The additional income, along with sharply lower gas prices, has left more Americans able to spend
Cuba Looks North to U.S. Farmers for Help with Food Crisis March 5, 2015 A humanitarian exception to the trade embargo allows U.S. farmers to fill some of the food demand
U.S. Auto Sales up in February Despite Snowy Weather March 3, 2015 Forecasting firm LMC Automotive is expecting U.S. sales to top 17 million this year for the first time since 2001
Chinese Shoppers Latest Target of Hong Kong Protest Anger March 2, 2015 The shoppers often work for shadowy networks that organize the resale of goods across the border for a profit
India Sees Growth over 8 Percent, Set for 'Big Bang' Reforms February 27, 2015 India appears to have shaken off its problems of high inflation, rising budget deficits and poor domestic demand
Snow, Cold Leave Ohio Communities Short on Road Salt February 26, 2015 Last winter, Ohio used more than 1 million tons of salt on state roads—a nearly 60 percent increase over the average
Cloud-Based Software to Predict Product Demand Smart and intuitive predictive analytics software makes demand forecasting accessible to small and medium-sized companies
Retailers Report 'Steady' Sales over Holiday Period January 6, 2015 Online sales took a bite out of store traffic this year but, in some cases, increased Thanksgiving-Christmas holiday revenues
Former McDonald's Marketer Launches New Company with Focus on Marketing to Women December 19, 2014 Magnolia Insights, Inc., aims to better position brands by addressing the lag in effective marketing to women and moms
Fisheries to Cut Catch of Endangered Bluefin Tuna September 8, 2014 Japanese eat 80 percent of the world's bluefin tuna and demand elsewhere in the world has kept growing
For Europe's Vast Unemployed, Hopes Remain Dim September 8, 2014 Government spending cuts depressed demand at a time when consumers and businesses are trying to repay debts
Montana Coal Mine Deal Aims to Boost Asian Exports September 8, 2014 Some companies want to increase coal shipments from the Mountain West to Asia as domestic demand falters
Meeting the Challenges of Demand Variability in Global Supply Chains By automating the process of material delivery schedules, organizations can detect and notify of critical demand changes
An Important Update On Arrowstream CEO and Company News August 6, 2014 The editors and staff of Supply & Demand Chain Executive continue to support our friends at Arrowstream. The following letter was sent to ArrowStream customers, partners and friends on Tuesday, August 05, 2014...
Organic Baby Food Startup Hits $1 M – Logistics Was a Big Challenge August 4, 2014 Oh Baby Foods sells its products in roughly 1,000 stores in 40 states
US Consumer Spending Up 0.4 Percent in June August 4, 2014 U.S. consumer spending rose at the fastest pace in three months in June
Bolstering Customer Loyalty with Free Return Shipping A hassle- and cost-free returns policy generates more sales and more repeat business
NeoGrid Launches NeoTPM and NeoS&OP Solutions July 20, 2014 NeoTPM and NeoS&OP modules enable supply chain-wide collaboration and enhanced demand planning
Logility Acquires MID Retail July 6, 2014 Retail allocation and merchandise planning software extends reach into retail and omni-channel performance
Cloud-Based Supply Chain Software June 30, 2014 Terra's solutions help reduce costs by better predicting customer demand and setting optimal stock levels
Steelwedge Launches Sales Pipeline Bridge on Salesforce1 AppExchange June 23, 2014 Customers can align sales pipeline- and demand history-based forecasts to improve revenue predictability
Survey Signals Key Areas for Growth in Retail Marketing June 2, 2014 There is a need to improve digital and social listening strategies, as well as use customer data to improve marketing efforts
INTTRA and Catapult Partner to Bring Integrated Rate Management to Global Market May 12, 2014 Agreement combines Catapult International's rate and contract management offering with INTTRA's global e-shipping solutions to deliver next generation shipping capability.
Lacoste Selects Manhattan Associates to Power Omni-Channel Retail Operation May 12, 2014 Order management solution is selected for its industry-leading Omni-Channel capabilities.


text: Inside Jobs From Oreos to Pop Tarts, vendors deep fry 'almost anything' Add to ... Amanda Lowe Calgary — The Globe and Mail Published Tuesday, Jul. 10 2012, 9:52 AM EDT Last updated Thursday, Jul. 12 2012, 2:26 PM EDT In this month's special edition of Inside Jobs filmed at the Calgary Stampede, Suzanne Poudrier explains why she and her husband Perry, an accountant and professional cook, opened the Pennsylvania Dutch Funnel Cakes food trailer and discusses the challenges of operating in such a competitive industry Watch More Video: McDonald's to phase out human antibiotics from chicken Check out these romantic recipes for Valentine's Day Chocolate-sniffing devices flying off the shelf Go beyond chocolate: Impress your Valentine with these wine and food pairings Coke bets on 'premium milk' that may be more nutritious but will cost more What you need to know about these tart, little berries that are packed full of antioxidants What does a chef have to do to get awarded Michelin stars? Redefine what a sauce is Parents beware: Toddler foods have too much salt, sugar, says CDC study Shake Shack doubles on debut Fans gear up for Super Bowl of snacks Montreal fast-food employee fired after speaking English at work Tim Hortons workers bracing for job cuts Coca-Cola rolls out classic drink with less sugar in Canada NDP MP demands Tories 'fix' Nutrition North program Hunger in the Arctic: The struggle to put food on the table Quinoa at McDonald's? Fast food giant tests healthy approach Cool cat: Cougar strolls into B.C. man's living room Get ready for the next generation of miracle diet pills Be warned: The hidden health risks of a gluten-free diet Consumer check: Do weight-loss supplements really work? Comments AA More Related to this Story Photo Gallery Deep-fried delights hit the spot at Calgary Stampede Midway


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Fire Emblem: Awakening
How would you list the NA FE games, from best to worst?
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1) Awakening 2) Fire Emblem 3) Sealed Sword 4) Heroes of Light and Shadow 5) Sacred Stones 6) Shadow Dragon | |
StarWarsguy1 posted... Still doesn't make sense. He takes about all the "game-breaking bull****" and "fake difficulty" that all the "fake fire emblems" have, when the exact same stuff exists in SD. He even acknowledges this himself whenever he goes off about how he thinks people criticize SD for all the wrong reasons. What I want to know is why you're even taking it seriously at this point. After a year of him going on with this stuff, you'd think people would just move on at some point. | |
Awakening>Blazing Sword>Sacred Stones>Path of Radience>Radiant Dawn>Shadow Dragon As a whole I'd probably put it as: Awakening>GBA>SNES>Tellius>Originals/Remakes --- Read a Nuzlocke by me and a friend at: http://blue-heracross.deviantart.com/ Dubs>Subs | |
Awakening > Radiant Dawn > Blazing sword > Sacred stones > path of radiance > shadow what's his face I don't get the love for path of radiance... it was too damn easy even on hard --- Anime is saved - http://www.youtube.com/watch?v=SsWh8i9EY_U 3ds fc: 4940-5506-2047 | |
I have played and beat all the NA FE games. I've also beaten FE6. I would rank them as follows: Awakening Blazing Sword Sword of Seals (FE6) Sacred Stones (FE8) Then the others I felt were not as fun as the others: Shadow Dragon Path of Radiance Radiant Dawn I'm only on Chapter 5 Lunatic Classic of Awakening and I can already say I will enjoy it more than Blazing Sword. FE7 was a lot of fun, enjoyed the story, and felt more connected to the characters' personalities. IS made a quality game, upped the production values, and included a lot of great bonus features in Awakening. The replay value on this game will be even better than FE7, so I'll give it the best ranking. FE8 is fun, interesting promotion choices, but too easy. As for the others, Shadow Dragon lacks supports, a story, character development, and difficulty in the later chapters (early chapters were fun though). Understandable since it's just a remake, and it did introduce class changes which was a nice addition. The Tellius series I felt were the weakest of the bunch. Bonus experience was handy to max character stats, but I expected better for the production values. I enjoyed them overall though. Radiant Dawn Hard mode was simply more annoying if anything since you couldn't see enemy movement. This resulted in wasted time, not added difficulty. It also should have been an option from the get-go, not an unlockable from beating Normal. Removing the weapon triangle actually made the game easier than if it were there, so I didn't understand why. There were too many overpowered characters (Greil's Mercenaries especially) that overshadowed the effort you put into characters that could grow to be excellent. Thus, I felt you used a lot of characters, but it was a waste since it would only be for a certain number of chapters. A lot of chapters were too large and simply tested my patience as they would take 2+ hours to complete. The Final chapter series was a huge time sink just to see the ending. Instead of making a longer game, IS could have made a shorter, higher quality console game. --- I train like a spartan. | |
1.) Path of Radiance 2.) Blazing Sword 3.) Awakening 4.) Sacred Stones 5.) Radiant Dawn 6.) Shadow Dragon | |
Skaldskaparmal posted... StarWarsguy1 posted...Still doesn't make sense. He takes about all the "game-breaking bull****" and "fake difficulty" that all the "fake fire emblems" have, when the exact same stuff exists in SD. He even acknowledges this himself whenever he goes off about how he thinks people criticize SD for all the wrong reasons. Don't get me wrong, I stopped taking Endgame seriously some time ago. I just wanted to point out that his argument didn't make sense because Westbrick was saying that it did. | |
1. Path of Radiance + Radiant Dawn 2. Fire Emblem 3. Awakening 4. Sacred Stones 5. Shadow Dragon --- NHL13 | |
Awakening > Blazing Sword > Path of Radiance > Sacred Stones > Radiant Dawn >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>Shadow Dragon. I really didn't like Shadow Dragon. --- Never pet a Castform on a summer day. Currently playing: Xenoblade Chronicles, The Last Story | |
sword of seals, blazing sword, awakening, path of radiance, sacred stones, radiant dawn, shadow dragon |
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I am about to try this for the first time and have a question. Other sites Ive seen recommend 1 part Nuruk to 4 parts rice to 10 parts water. In your recipe, do you use a whole pound of nuruk to 2.5 cups of rice?
Also, do you steam your rice, or cook it in a rice maker?
My Recipes: Drunken Emu Hard Cider, Drunken Emu Mississippi River WaterThe Jack Keller Collection
Thanks for posting this, I find it very interesting. I have an unhealthy obsession with anything Asian, I love rice and sake, and this looks like something that could probably be made gluten free. I hope I can find time to give it a try sometime soon. Does anyone know if this is something available commercially, so I could have something to compare my results to?
well i have been looking for nuruk without much success, i switched to online and had a little better luck, but if your having issues like i did finding that missing ingredient i finally stumbled across a place that sells and ships it.Hmart.com: Haioreum Powdered Enzyme Amylase 1lb/16oz so now that my friend will be here in about 3 weeks from korea i will have a batch going as soon as the last part arrives in the mail. i have been slacking or i could have already had 1 test batch done...
question on the quantity of nuruk, you use the whole pound for a 1 gallon batch? i just found a few other recipes they use a few teaspoons per gallon, to a few table spoons, i guess i will start small and work my way up.


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If Only
Stilwater, Amberbrook district, Amphitheatre. "Just like old times, playa" said an about 48-year-old African-American man who is known as Julius Little, the founding father and once great caring leader of the street-gang known as the 3rd Street Saints. "Yeah
" says an about 28-year-old African-American girl whose nicknames were and still are: playa, the Boss. As the girl pulled a Vice 9 out of her pocket and shot the man through his chest, who grunted in pain and collapsed on the stone ground of the Amphitheatre. He grabbed his wound quickly to stop the bleeding. "Jesus, I thought we were past this", he asked. "Not by a fucking long shot", she replied. Julius: "Don't you get it? The Saints didn't solve a goddamn thing. Drugs were still being pushed, innocent people were still getting killed
all we did was turn into Vice Kings that wore purple". Protagonist: "Jesus Christ, you sound like a pussy". Julius: "I sound like someone who's not sociopath" Protagonist: "You wanna be the killer with a conscience? Fine
drop your flags and write like King, but you never shoulda came after me
" Julius: "You tellin' me if I woulda asked you to walk away you would have said yes?" Protagonist: "You know I will never accept that, not before and not now. This is my city now!" Julius: "Jesus, you haven't learned a goddamn thing." Protagonist: "Wrong. I've learned that bein' in charge is better than a bitch who keeps her mouth shut and does what she's told. Your time's over old man". Julius: "What's happened to you?" Protagonist: "Simple, I woke up
from the coma you sent me into! I was loyal to you from the day I joined the Saints! I cared about you, I protected you! Her voice began from anger to frustration to sadness "And to think
Then tears were rolling from the blue eyes over the chocolate-colour like skin. "Protagonist: "I loved you!" Julius: "What's preventing you from that pulling that trigger? Your sadness or you love for me"? Protagonist: "I don't know what to feel anymore for you," she yelled with frustration and sadness she put away the gun. Julius: "You owe me playa, if weren't for me you would've died on that street corner. Protagonist: "Did you forget it Julius? Even after all this time, you still don't call me by my real name". She lifted the gun at him again, aiming for his head. Julius: "Alright then
Tina? Don't you remember you owe me? Tina: "If it weren't you I would be in a goddamn coma! Julius: "Then I guess in a way
that makes us even. Tina: "Not really". Tina closed her eyes. BANG! The bullet pierced right through his head, making him motionless, with blood dripping from it, Tina still had her eyes closed. She turned around and started walking away from him. "It's done, no one can hold me back now, now I get to do whatever the fuck I wanna do. The wind was blowing gently across her skin. "Tina
She opened her eyes, thought about what she heard, could it be? "Julius"? Realising what she's done, she turned around, kneeled at Julius' body and hold it closely to her self with her arms. "Snik, snik, snik, Julius forgive me. "911 emergency. "I need an ambulance at the Amphitheatre, get here as fast as you fucking can! Later in the hospital, doctors arguing: "What's his blood pressure? "We got to stop the bleeding! Quick into the ER! They busted the doors into the chamber known as the ER(emergency room) Tina was standing just out side and she could do nothing but watch at the man who once saved her life long ago and is now bleeding to death. Tina thinking in herself: Why Julius? Why did you do it? Tears were still rolling from her eyes. Now she was filled with sorrow and huge sadness. She grabbed her cell-phone. "Beep, beep, beep" pick up you asshole, where are you Friendly Fire? "Sup it's Gat." Tina could barely speak, let alone talk. Gat over phone: Who's there? If this is some fucking advertising I'm comin' over there and kill your fuckin' ass! "Gat it's me. Gat: "Boss? What's up? Need me to kill somebody? Just say it and I'll kill him in anyway you like. Tina: "Gat get to the hospital now. Gat: "Why? One of the crew's hurt? If it's that asshole Pierce I'm not comin' with flowers but with a gun". Tina: "It's not Pierce. Gat: "Shaundi? Tina: "No
it's Julius. Gat: "What the fuck?!
Here's the formula on how to make Tina on SR2:
Female, African-American,Build: slender, Body: only body shape 50-, Face: nothing except eye colour: blue. Hair: Colour: all white. Head: Long and Feathered(can only via first DLC). Eye Brows: Pencil Thin. Make-up: nothing. Personality: Voice: Female 1, Facial expression: black, Movement Style: Default Female 1, Combat Style: Brawler. Compliment: Brotherhood 2, Taunt: Samedi 4. Clothing: Bikini Top at Leather and Lace colour: all Saints purple. Underwear: Women's thong also at Impressions, colour: all white(makes it more sexy) Pants: Women's Latex Pants at Leather and Lace, Style: Leather, colour: all black. Socks: none Shoes: Stripper Boots at Leather and Lace at the Rounds Square Shopping Center, Colour: Black, black, metallic gold, Style: latex. Necklace: Twisted Necklace 2, gold, Pendant: Bullet, gold at Bling Bling, Wrists: Right Wrist: Bracelet, gold at Leather and Lace, left wrist: 6 loops, gold at Bling Bling. Tattoos: Chest: Saints, Stomach: Curves, Left Shoulder: Saints, Lower Left arm: Killa, Right Shoulder: 3rd Street Saints, Lower Right arm: Fleur-de-lis. Upper back: Daggers, Lower Back: Saints Leg tattoos: Left leg: skull 2, Right leg: skull 1. And now she's done. I'll tell the formula on how she looked like in SR1 in the next chapter.


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ECU offers innovative and practical courses across a variety of disciplines and we have a vibrant research culture. ECU is a leader in developing alternative entry pathways to higher education.
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The Critical Horizons Regional Futures Series is an ongoing program of conferences and seminars that look at emerging global trends and their potential impact on regional communities in the south west. The series of events offers an opportunity for the regional community to engage with experts and debate issues that could affect their future.
In October 2010, we hosted a Critical Horizons seminar on the issue of mental health, which included presentations by 2010 Australian of the Year, Professor Patrick McGorry and the 2010 WA Australian of the Year, ECU's Foundation Chair of Ageing and Alzheimer's disease, Professor Ralph Martins.
More than 200 people from across the region attended, bringing together experts within the health sector as well as members of the public and government policy decision-makers. We also hosted the three-day 2010 conference for Critical Horizons, which brought together leading academics, community leaders, thinkers and experts to discuss the future of the south west region.
The benefits of the series are diverse, including fostering a sense of location and community, providing expertise to address pressing local and regional issues, opening the University up to key south west stakeholders and linking these with community members, and the ongoing promotion of our campus.